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최창우 한국수학교육학회 2002 初等 數學敎育 Vol.6 No.1
The objectives of the current study are on the practical use of geoboard in an elementary school class. To do this, we first investigate how come geoboard is significant in a practical use. Second, we present an example of practical use of geoboard connecting with the analysis of the 7th curriculum. Third, we investigate the results of geoboard which is applied to elementary school class. The results of this research are as follows: First, the instruction of using geoboard can give an interest and curiosity to all students. Second, right triangle, rectangle, square and so on can be easily constructed because geoboard is linked by dots. Third, by constructing figures on geoboard and comparing figures which is made by themselves, students could better understand the concept of figures rather than the explanation of teacher. Fourth, students can be improved the ability of problem solving and spatial sense by providing experience for exploration. Fifth, students need not to have anxiety for error because geoband is used and so can be corrected easily.
6차 초등수학 교과서의 표현상의 문제점 및 개선점에 관한 소고Ⅰ : Focus on 1st and 2nd grade textbook 1, 2학년 교과서를 중심으로
최창우 大邱校育大學校 科學校育硏究所 1998 과학·수학교육연구 Vol.21 No.-
Most of students think that textbook is always complete one without having a wrong word. But it is clear there is no development not on the assumptoln that we have a critical thinking. In this research, we have analyzed on the problems of representation and improvements in 6th textbook of primary school. Especially, it was analyzed focus on 1st and 2nd grade textbook. Finally, we have suggested some improvements of the problems of representation which was founded in 1st and 2nd grade textbook.
최창우 大邱敎育大學校 科學敎育硏究所 2021 과학·수학교육연구 Vol.44 No.-
In 2015 year present, It is not too much to say that almost all primary schools educate gifted students. However, there are so many problems are pointed out in qualitative aspects in spite of quantitative increase of gifted students classes. One of the problems is how to educate the slected gifted students with what kinds of program. This problem is the same in gifted education center of regional office of education. They don’t have a systematic curriculum and program but curriculum and program is changed by instructor taking charge of the gifted education classes. The purpose of this research is to draw out some suggestive points by analysing gifted education program in terms of curriculum regional distribution or type of themes of program. The results are as follows: First, 60 units program in 20 themes are there in every grade and every unit consists of 40 minutes instruction. This means short of study of learning contents for grade and theme and so the development of program differentiated according to level of students or themes is needed. Second, the program of figure region were managing the highest and measurement and probability and statistics were lower frequency relatively and so various region programs are needed to develop and moreover trying of to select and develop interdisciplinary theme is needed. Third, in the analysis of type of theme, problem solving was the highest and manipulative material and game or puzzle using were low relatively. Fourth, there is no routine curriculum in gifted education program and the curriculum for mathematics gifted students are various and setting up arbitrary and so gifted students are having a different classes according to the choice of gifted education center. To improve these problems, we must try gifted students to have educated consistent and systematic education by suggesting national gifted education curriculum and assessment for gifted students of mathematics. 본 연구는 대구광역시를 포함한 대구의 지역 교육청, 교육청산하 초등학교의 영재학급을 중 심으로 이미 개발되어 보급된 수학영재 프로그램들을 교육과정 영역별 분포나 프로그램들의 주제유형을 근간으로 하여 각 지역 교육청별로 어떤 차이점이 있는지를 비교 분석하여 그 시사 점을 도출하는데 있다. 분석한 결과는 저학년용 프로그램의 개발도 필요하며, 여러 영역이 서로 통합 혹은 융합하는 주제를 선정할 필요가 있다. 또한 학년별 학생들의 특성을 고려하여 유형 을 달리하여 개발할 필요가 있으며 국가적인 차원의 영재교육과정을 제시하여 어느 지역의 학 생이든 일관적이고 체계적인 교육을 받을 수 있게 하여야 함을 시사 받을 수 있었다.
한국과 미국의 1학년 초등수학 교사용 지도서에 관한 고찰
최창우,Choi, Chang Woo 영남수학회 2014 East Asian mathematical journal Vol.30 No.4
There are some researches for international comparing of textbook and curriculum, so far. But These researches focused on comparing special region of textbook or curriculum. On the contrary, there are hardly papers how teacher's guide is consists and different with other country. In this paper, we have analyzed teacher's guide of Korea and Everyday Mathematics which is one of the teacher's guide in the many counties in the united states of America. Especially, teaching method, differentiated contents of curriculum, characteristics of consists of curriculum and so on. On the basis of this analysis, we search the improvement points of teaching of primary mathematics and also we make all the primary school teachers realize the diversity of teaching method through foreign cases and consequently they will make use of these results as a reference material such as reconstruction of textbook.
뉴질랜드 초등학교에서의 수지도에서 나타나는 몇 가지 특징에 관한 고찰
최창우 한국초등수학교육학회 2010 한국초등수학교육학회지 Vol.14 No.3
본 연구는 2007개정 초등수학과 교육과정의 5개 내용영역 중, 수와 연산영역의 수(number)와 관련하여 각 나라마다 지도하는 소재나 방법적인 측면에서 조금씩은 차이가 있기 마련이다. 따라서 외국 특히 뉴질랜드의 초등학교에서는 이와 관련하여 지도나 수업설계 등에서 어떤 점에 주안점을 두고 있으며 우리와는 다른 어떠한 특징이 있는지를 뉴질랜드에서 사용되고 있는 텍스트와 실제 초등학교에서의 포트폴리오의 사례를 중심으로 살펴봄으로서 이를 통한 몇 가지 시사점을 얻는데 있다.
최창우,이승호,백영순,노경호,조원일,주우성 한국수소및신에너지학회 2004 한국수소 및 신에너지학회논문집 Vol.15 No.4
The single-step process for conversion of syngas to DME give higher conversion than the syngas-to-methanol process. This arises because of a synergy among the three simultaneous reaction, methanol synthesis, methanol dehydration and water gas shift reaction, in the process. we would find the optimal condition of the process which these advantages. The optimal condition of DME synthesis reaction over a commercial Cu/Zn/Al2O3 catalyst and Hybrid catalyst in a fixed bed reactor. The syngas-to-dimethyl ether conversion was examined on various reaction condition (Temperature 473~553K, H2/CO ratio 1~3, Pressure 30`50atm, GHSV 1000~4000).