• Human Ecology Research
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• 제58권1호
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• pp.105-120
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• 2020

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

• 대한수학회논문집
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• 제28권2호
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• pp.269-283
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• 2013

In this paper, we investigate a stability of the functional equation $$\sum^3_{i=0}_3C_i(-1)^{3-i}f(ix+y)=0$$ by using the fixed point theory in the sense of L. C$\breve{a}$dariu and V. Radu.

• 대한수학회논문집
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• 제32권1호
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• pp.1-6
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• 2017

In this paper, the fundamental theorem of Galois Theory is used to generalize cyclotomic polynomials and construct irreducible polynomials associated with the n-th primitive roots of unity.

• 충청수학회지
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• 제25권1호
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• pp.43-49
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• 2012

In this paper, we investigate the stability of a functional equation $$f(x+y+z)-f(x+y)-f(y+z)-f(x+z)+f(x)+f(y)+f(z)=0$$ by using the fixed point theory in the sense of L. $C\breve{a}dariu$ and V. Radu.

• 호남수학학술지
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• 제34권1호
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• pp.19-34
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• 2012

In this paper, we investigate the stability of a functional equation f(x+y+z)-f(x+y)-f(y+z)-f(x+z)+f(x)+f(y)+f(z) = 0 by using the fixed point theory in the sense of L. Cadariu and V. Radu.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권1호
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• pp.75-87
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• 2014

It is central to use a scale to measure a person's level of a construct in mathematics education research. This article explains a practical process through which a researcher rapidly can develop an instrument to measure the construct. The process includes research questioning, reviewing the literature, framing a background theory, treating the data, and reviewing the instrument. The statistical treatment of data includes normality analysis, item-total correlation analysis, reliability analysis, and factor analysis. A virtual example is given for better understanding of the process.

• 충청수학회지
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• 제25권2호
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• pp.201-215
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• 2012

In this paper, we prove the stability in random normed spaces via fixed point method for the functional equation $f(x+y+z+w)\;+\;2f(x)\;+\;2f(y)\;+\;2f(z)\;+\;2f(w)\;-\;f(x+y)\;-\;f(x+z)\;-\;f(x+w)\;-\;f(y+z)\;-\;f(y+w)\;-\;f(z+w)=0$.

• 충청수학회지
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• 제25권1호
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• pp.51-63
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• 2012

In this paper, we prove the stability in random normed spaces via fixed point method for the functional equation $$f(2x+y)+f(2x-y)+2f(x)-f(x+y)-f(x-y)-2f(2x)=0$$.

• East Asian mathematical journal
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• 제38권2호
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• pp.143-164
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• 2022

Computer technology in mathematics teaching-learning is not for teaching computer but for improving mathematics teaching-learning with computer. It is shown the use of computer technology comparing with traditional approach provides students more opportunities in order to approach abstract structure. Computer activity provides not only understanding concepts of analysis and opportunity to investigate theory but also effective background in teaching analysis. We analyze students' computer usage level on analysis education by using computer usage level according to role of computer technology. We try to get an useful educational implication on analysis education applying MATLAB through qualitative research.

• 대한수학교육학회지:수학교육학연구
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• 제15권2호
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• pp.107-130
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• 2005

이 논문의 목적은 Dewey의 지식론과 교육론에 입각하여 'Dewey의 수학교육론'을 정립하고, 이를 바탕으로 Dewey의 수학교육론이 현대의 여러 수학교육 이론에 어떻게 반영되어 있는지를 밝히고자 하는 것이다. 이를 위하여 프래그머티즘 혹은 도구주의로 불려지는 Dewey의 지식론과, 교육은 경험의 재구성이라는 Dewey의 교육론을 고찰하였다. 이어서 Dewey의 수학교육론을 수학론, 수학교육 목적론, 내용론, 방법론으로 구분하여 체계적인 분석$\cdot$정리를 시도하였다. 그리고 그의 수학교육론이 Piaget의 조작적 구성주의, Freudenthal의 현실주의, Polya의 문제해결 그리고 구성주의 수학교육론 등에 어떻게 반영되어 있으며 어떤 관계를 맺고 있는가를 분석$\cdot$고찰하였다. 이 논문의 이러한 고찰은 Dewey의 수학교육론이 현대의 여러 수학교육 이론의 원형이며 수학교육 현상을 포괄적으로 바라볼 수 있는 하나의 패러다임임을 보여준다.