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현종익 한국수학교육학회 1998 初等 數學敎育 Vol.2 No.1
In mathematics education we have focused on how to improve the problem-solving ability, which makes its way to the new direction with the introduction of meta-cognition. As meta-cognition is based on cognitive activity of learners and concerned about internal properties, we may find a more effective way to generate learners' problem-solving power. Its means that learners can regulate cognitive process according to their gorls of learning by themselves. Moreover, they are expected to make active participation through this process. If specific meta problems designed to develop meta-cognition are offered, learners are able to work alone by means of their own cognition and regulation while solving problems. They can transfer meta-cognition to the other subjects as well as mathematics. The studies on meta-cognition conducted so far may be divided into these three types. First, in Flavell([3]) meta-cognition is defined as the matter of being conscious of one's own cognition, that is, recognizing cognition. He conducted an experiment with presschoolers and children who just entered primary school and concluded that their cognition may be described as general stage that can not link to specific situation in line with Piaget. Second, Brown([1], [2]) and others argued that meta-cognition means control and regulation of one's own cognition and tried to apply such concept to classrooms. He tried to fined out the strategies used by intelligent students and teach such types of activity to other students. Third, Merleary-Ponty (1962) claimed that meta-cognition is children's way of understanding phenomena or objects. They worked on what would come out in children's cognition responding to their surrounding world. In this paper following the model of meta-cognition produced by Lester ([7]) based on such ideas, we develop types of meta-cognition. In the process of meta-cognition, the meta-cognition working for it is to be intentionally developed and to help unskilled students conduct meta-cognition. When meta-cognition is disciplined through meta problems, their problem-solving power will provide more refined methods for the given problems through autonomous meta-cognitive activity without any further meta problems.
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현종익 濟州敎育大學 科學敎育硏究所 1983 科學敎育硏究誌 Vol.7 No.-
In general , hoth teachers and students neglect their studies in the field of Figure according to the reported sources. In this point, I investigated the reason why the reglect it, and suggested the necessities they should use the materials and the materials I developed and manufactured are as follows; 1) Teaching implements of fundamental Figure. 2) Teaching implements of Various kinds of Figure manufacturings(I) 3) Teaching implements of Various kinds of Figure manufacturings(II) 4) Teaching implements of unit area. 5) Teaching implements of the extent. 6) Teaching implements of the Capacity or Volume. 7) Teaching implements of resemble figures on same plane. 8) Teaching implements of resemble figures of a triangle area. 9) Teaching implements of a point of symmetry. 10) Teaching implements of a line of symmetry.
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현종익 濟州敎育大學 科學敎育硏究所 1984 科學敎育硏究誌 Vol.8 No.-
Generally, in the five fields of mathematics teaching, the higher grade the elementary students becom, the more they have resistances because of heavy relative difficulties, and they make many mistakes. According to recently fraction teaching, teachers helps that the students may gather more fragments of knowledge on the fraction, because there described not any frame of fractional concept but in the text. In this point, through the fabricated contemplation, it seems to be more proper that students solve the difficult ones. So teaching them the fractional multiplication and division by the following courses, they could have clearer fractional concept and made less mistakes in calculation. 1. To learn the Fractional multiplication by the concrete picture operation. 2. To learn the fractional multiplication by a perpendicular line. 3. To learn the fractional division by the fractional multiplication relation. 4. To learn the fractional division by the inclusions. 5. To find out and learn the method of computation of the fractional multiplication and division by the inductive reasoning.
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현종익 濟州敎育大學 科學敎育硏究所 1997 科學敎育硏究誌 Vol.13 No.-
Based on past experiences during up to the 6th curriculum, we raised and discussed about some checkpoints for the present curriculum reform process, such as a reform interval, curriculum objectives, the public view on school mathematics, contents, forms for presenting curriculum, stiffness by a uniform curriculum, and textbooks. Three practical alternatives are suggested for implementing the differentiated curriculum for open plan school: a complemented form of the present and the differentiated curriculum, a grade levels form, and a track form. For the case of the stage form of differentiated curriculum which is originally planned by the government is adopted, the followings should be considered : 1) The number of stages 2) A substructure in each stage 3) The contents in the stage 4) Evaluation and its criteria at the end each stage 5) Whether a compulsory stage should be set 6) Remedy courses for the repeaters 7) Optional mathematics courses for the grades 11 and 12.
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현종익 濟州敎育大學 科學敎育硏究所 1988 科學敎育硏究誌 Vol.12 No.-
The arithmetic Figure in Primary School is not only Extensive but indispensible in our every day life. For the purpose of improving the Figure ability, the four rules of arithmetic is systematized step by step from the first-gear ; to the Sixth-gear grade. Sine most teachers are chiefly conerned with a partiular grade 1 of which they are in charge, children are being taught apart from systematic teaching. As a result, we are sure to produce a number of children who are slow in learning and in that case it is almost impossible to remedy them. The study contains the whole Figure area in arithmetic which gives us clear information as a whole and is summarized as a proper material that might be covered accoring to the semestes and the school year. The aim of the study is that the contents of the study is to be used in teaching arithmetic in primary school systematically and step by step, the content of the study is to be caried out from first grade to sixth grade.
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현종익 濟州敎育大學校 1993 論文集 Vol.22 No.-
In this paper, we obtained the general theorem and example for the induced properties on sphere.
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