The Effects of Elaboration on Logical Reasoning of 4th Grade Children

JEON, PYUNG KOOK,PARK, SUNG SUN 단국대학교 통계문제연구소 1994 數學 및 統計硏究 Vol.20 No.-

We investigated the effects on retrieval and logical reasoning of students having involved in instruction that required them to engage in elaborative processing. the 4th grade students(N=40) were randomly assigned to two treatment groups : Elaborative group and Non-Elaborative group. Students were taught geometrical knowledges for 7 days by computer. Retrieval of knowledges which were taught in instruction was tested, and the ability of logical reasoning which was combination of mathematical knowledges and logic itself was tested. Out results showed that the elaborative process had significantly effects on the reasoning ability as well as retrieval of knowledge.

수학적 문제해결 지도에서 교사의 역할에 대한 분석

전평국,정인수 한국수학교육학회 2003 初等 數學敎育 Vol.7 No.1

The purpose of this research is to explore teachers' role actions in teaching mathematical problem solving and to analyze the influences of the teachers' role actions on their students' activities and beliefs about problem solving. The results obtained in this study suggested that the teachers' role actions brought qualitative differences to students' activities, and students' beliefs about mathematical problem solving were consistent with the perspective held by their teachers. Therefore, teachers should help students build up desirable beliefs about problem solving. They should understand teaching mathematical problem solving and play proper roles in various situations of teaching mathematical problem solving.

초등학교 수학교실의 사회수학적 규범 : 수학 지도에서의 개혁상의 문제에 대한 한국과 미국의 관점 비교 Crossnational Perspectives between Korea and U . S . on Challenges of Reform in Mathematics Teaching

전평국,David Kirshner 한국수학교육학회 1999 初等 數學敎育 Vol.3 No.1

The case of four classrooms analyzed in this study point to many commonalities in the challenges of reforming mathematics teaching in Korea and the U. S. In both national contexts we have seen the need for a clear distinction between implementing new student-centered social practices in the classroom, and providing significant new learning opportunities for students. In particular, there is an important need to distinguish between attending to the social practices of the classroom and attending to students conceptual development within those social practices. In both countries, teachers in the less successful student-centered classes tended to abdicate responsibility for sense making to the students. They were more inclined to attend to the literal statements of their students without analyzing their conceptual understanding (Episodes KA5 and UP2). This is easy to do when the rhetoric of reform emphasizes student-centered social practices without sufficient attention to psychological correlates of those social practices. The more successful teachers tended to monitor the understanding of the students and to take proactive measures to ensure the development of tat understanding (Episodes KO5 and UN3). This suggests the usefulness of constructivism as a model for successful student-centered instruction. As Simon(1995) observed, constructivist teachers envision a hypothetical learning trajectory that constitutes their plan and expectation for students learning from the particular if the trajectory is being followed. If not, the teacher adjusts of supplements the task to obtain a more satisfactory result, or reconsider her or his assumptions concerning the hypothetical learning trajectory. In this way, the teacher acts proactively to try to ensure that students are progressing in their understanding in particular ways. Thus the more successful student-centered teacher of this study can be seen as constructivist in their orientation to student conceptual development, in comparison to the less successful student-centered teachers. It is encumbant on the authors of reform in Korea and the U. S. to make sure that reform is not trivialized, or evaluated only on the surfice of classroom practices. The commonalities of the two reform endeavores suggest the Korea and the U. S. have much to share with each other in the challenges of reforming mathematics teaching for the new millennium.

초등학교 고학년 아동의 정의적 특성 , 수학적 문제 해결력 , 추론 능력간의 관계

이영주,전평국 한국수학교육학회 1998 初等 數學敎育 Vol.2 No.2

The purpose of this study is to investigate the relationships among affective characteristics, mathematical problem-solving abilities, and reasoning abilities of the 6th graders for mathematics, and to analyze whether the relationships have any differences according to the regions, which the subjects live. The results are as follows: First, self-awareness is the most important factor which is related mathematical problem-solving abilities and reasoning abilities, and learning habit and deductive reasoning ability have the most strong relationships. Second, for the relationships between problem-solving abilities and reasoning abilities, inductive reasoning ability is more related to problem-solving ability than deductive reasoning ability. Third, for the regions, there is a significant difference between mathematical abilities and deductive reasoning abilities of the subjects.

개방형 문제 해결 과정에서 나타난 소집단 구성원의 합의 패턴 분석

박우자,전평국 한국수학교육학회 2003 初等 數學敎育 Vol.7 No.2

The purpose of this study is to analyze the interaction patterns and the commonly accepted norms of reaching a consensus among small-group children when solving open-ended problems. In conclusion, open-ended problems have various strategies or different acceptable answers, so they give children learning opportunities to compare the answers and to participate in communication. And more valuable interaction patterns come from 'measuring', 'classifying' problems and open-ended problems with implicit solution. Therefore, teachers might as well consider the relation between problems and interaction patterns when they pose open-ended problems in a small-group study setting. They are expected to empower children to have sociomathematical norms of reaching a consensus un der indirect and supportive guidance.

분과 2 : 고등학교 학생의 대수 (代數) 문제 해결 : 전략과 오류 분석

이상원,전평국 ( Sang Won Lee,Pyung Kook Jeon ) 한국수학교육학회 1994 수학교육 프로시딩 Vol.2 No.-

시리즈 A : 5, 6학년 학생들의 대표값에 대한 비형식적 개념 분석

이춘재 ( Chun Jae Lee ),전평국 ( Pyung Kook Jeon ) 한국수학교육학회 2006 수학교육 Vol.45 No.3

고등학교(高等學校) 학생(學生)의 대수(代數) 문제(問題) 해결(解決) : 전략(戰略)과 오류(誤謬) 분석(分析)

이상원,전평국,Lee, Sang-Won,Jeon, Pyung-Kook 한국수학교육학회 1997 수학교육논문집 Vol.2 No.-

The purpose of this study is to provide the primary sources to improve the problem solving performance by analyzing the errors and the strategies selection of the high school students when solving given algebraic problems. To attain the purpose of this study, the questions for investigation in this study are : 1. What are the differences / similarities in the patterns of errors committed by successful and unsuccessful problem-solvers when solving particular algebraic problems ? 2. What are the error types chosen by unsuccessful problem-solvers when solving particular algebraic problems? 3. Do students utilize checking, either locally or globally, when solving particular algebraic problems? Twenty students were drawn out of 10th grade students in J girls' high school in Yengi -gun, Chung-Nam, for this study. The problem-solving test was used as a test instrument. From the data, the verbal protocols and the written protocols were analyzed by the patterns. The conclusions drawn from the results obtained in the present study are as follows: First, in solving particular algebraic problems, when the problems were solved with one strategy, most students didn't give any consideration to other strategies. So mathematics teachers should teach them to use the various strategies, and should develop the problems to be used the various strategies. Second, in solving particular algebraic problems, errors on notions or transformations of equations were found. Thus, the basic knowledges related to equation should be taught. In addition, most unsuccessful students seleted the strategies inadequately to solve the problems because of misunderstanding the problems. So, to improve the problem solving performance the processes of 'understanding problem' should be emphasized to students. Third, although the unsuccesful students used the 'checking' processes when solving the problems, most of them did not find the errors because of misconceptions related to the problems, carelessness, and unskillfulness of checking. Thus, students must be taught more carefully and encouraged to use the checking.

제36회 전국수학교육연구대회 : 5,6학년 학생들의 대표값에 대한 비형식적 개념 분석

이춘재 ( Chun Jae Lee ),전평국 ( Pyung Kook Jeon ) 한국수학교육학회 2006 수학교육 프로시딩 Vol.36 No.-

Determination of major and minor elements in low and medium level radioactive wastes using closed-vessel microwave acid digestion

Jeong-JIn Lee,Hyung-Yeal Pyo,Jong-Seon Jeon,Chang Heon Lee,Kwang-Yong Jee,Pyung-Kook Ji 한국방사성폐기물학회 2004 방사성폐기물학회지 Vol.2 No.4

원자력 발전소에서 발생하는 고체 방사성 폐기물인 이온교환수지, 제올라이트, 활성탄 및 슬러지 에 포함된 성분 원소 분석을 위한 산분해 조건을 확립하였다. 방사성 폐기물의 분해 에는 흔합산을 이용한 밀폐형 극초단파 산분해법을 사용하였으며, 제안한 방법에 따른 산분해 후의 용액은 맑고 색이 없는 투명한 상태임을 확인할 수 있었다. 또한, 산분해 과정을 거친 각각의 용액 시료는 ICP-AES와 AAS를 사용하여 분석하였고, 모의 방사성 폐기물에 첨가한 5종의 금속 원소들은 이상의 높은 회수율을 보여주었다. 화학적 특성을 고려하여 제안된 산분해 조건에 의해 용액화된 중저준위 방사성 폐기물의 성분 원소 분석은 최적의 유리화 기술 개발을 위한 기초 자료로 유용하게 사용될 수 있을 것으로 판단된다. The conditions are obtained for the decomposition of solid radioactive wastes, including ion exchange resin, zeolite, charcoal, and sludge from nuclear power plant. In the process of decomposing the radioactive wastes was used the microwave acid digestion method with mixed acid. The solution after acid digestion by the following method was colorless and transparent. Each solution was analyzed with ICP-AES and AAS and the recovery yield for 5 different elements added into the simulated radioactive wastes were over . The elemental analysis of destructive low and medium level radioactive wastes by the proposed microwave acid digestion conditions concerning the chemical characteristics of each radioactive waste are expected to be useful basic data for development of optimal glass formulation.