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    DGS 동적 기하에서의 새로운 함수적 관점의 정의 = Functional Definitions in DGS Environments

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    https://www.riss.kr/link?id=A40103140

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    In this paper, we introduce new functional definitions for school geometry based on DGS (dynamic geometry system) teaching-learning environment. For the vertices forming a geometric figure, we first consider the relationship between the independent vertices and dependent vertices, and using this relationship and educational considerations in DGS, we introduce functional definitions for the geometric figures in terms of its independent vertices. For this purpose, we design a new DGS called JavaMAL MicroWorld. Based on the needs of new definitions in DGS environment for the student`s construction activities in learning geometry, we also design a new DGS based geometry curriculum in which the definitions of the school geometry are newly defined and reconnected in a new way. Using these funct onal definitions, we have taught the new geometry contents emphasizing the sequential expressions for the student`s geometric activities.
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    In this paper, we introduce new functional definitions for school geometry based on DGS (dynamic geometry system) teaching-learning environment. For the vertices forming a geometric figure, we first consider the relationship between the independent ve...

    In this paper, we introduce new functional definitions for school geometry based on DGS (dynamic geometry system) teaching-learning environment. For the vertices forming a geometric figure, we first consider the relationship between the independent vertices and dependent vertices, and using this relationship and educational considerations in DGS, we introduce functional definitions for the geometric figures in terms of its independent vertices. For this purpose, we design a new DGS called JavaMAL MicroWorld. Based on the needs of new definitions in DGS environment for the student`s construction activities in learning geometry, we also design a new DGS based geometry curriculum in which the definitions of the school geometry are newly defined and reconnected in a new way. Using these funct onal definitions, we have taught the new geometry contents emphasizing the sequential expressions for the student`s geometric activities.

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    참고문헌 (Reference)

    1 "학교수학에 제시된 정의에 관한 연구" 2001

    2 "탐구형 소프트웨어를 활용한 기하학습내용의 구성방안 탐색" 대한수학교육학회 10 (10): 139-159, 2000

    3 "탐구형 소프트웨어를 활용한 고등학교 해석 기하 교육에 관한 사례 연구" 한국수학교육학회 41 (41): 341-360, 2002

    4 "컴퓨터와 수학교육" 한국수학교육학회 42 (42): 177-191, 2003

    5 "Windows on mathematical meanings, Dordrecht, Netherlands" Kluwer Academic Publishers 1996

    6 Goldenberg,, "What is dynamic geometry? In R. Lehrer & D. Chazan (Eds.) Designing learning environments for developing understanding of geometry and space." London: Lawrence Erlbaum Associates, Inc. 1998

    7 "The role of definitions in teaching and learning of mathematics" Kluwer Academic Publishers 1991

    8 "The role and function of a hierarchical classification of quadrilaterals For the Learning of Mathematics" 11-18, 1994

    9 "The computer as a medium for exploring mathematics" MIT Press 1980

    10 "Representing Geometric Constructions As Programs" 7 (7): 101-115, 2002

    1 "학교수학에 제시된 정의에 관한 연구" 2001

    2 "탐구형 소프트웨어를 활용한 기하학습내용의 구성방안 탐색" 대한수학교육학회 10 (10): 139-159, 2000

    3 "탐구형 소프트웨어를 활용한 고등학교 해석 기하 교육에 관한 사례 연구" 한국수학교육학회 41 (41): 341-360, 2002

    4 "컴퓨터와 수학교육" 한국수학교육학회 42 (42): 177-191, 2003

    5 "Windows on mathematical meanings, Dordrecht, Netherlands" Kluwer Academic Publishers 1996

    6 Goldenberg,, "What is dynamic geometry? In R. Lehrer & D. Chazan (Eds.) Designing learning environments for developing understanding of geometry and space." London: Lawrence Erlbaum Associates, Inc. 1998

    7 "The role of definitions in teaching and learning of mathematics" Kluwer Academic Publishers 1991

    8 "The role and function of a hierarchical classification of quadrilaterals For the Learning of Mathematics" 11-18, 1994

    9 "The computer as a medium for exploring mathematics" MIT Press 1980

    10 "Representing Geometric Constructions As Programs" 7 (7): 101-115, 2002

    11 Jones,, "Providing a foundation for deductive reasoning" 44 : 55-85, 2000

    12 "Problems of the plane representation of space geometry figures Educational Studies in Mathematics 19" k (k): 79-92, 1988

    13 Edwards,, "Microworlds as representation." Berlin: Springer 1995

    14 Freudenthal, "Mathematics as an educational task" 1973

    15 King, J. R. &, "Geometry Turnned On!" The Mathematics Association of America. 1997

    16 Duval,, "Geometrical pictures" Berlin: Springer. 1995

    17 Mariotti,, "Defining in classroom activities" 34 : 219-248, 1997

    18 Fou-Lai Lin, "Defining a Rectangle under a Social and Practical Setting by Two Seventh Graders," 34 : 17-28, 2002

    19 "Connected mathematics - Building concrete relationship with mathematical knowledge Thesis of doctor of philosophy at the Massachusetts Institute of Technology" 1993

    20 "Connected mathematics - Building concrete relationship with mathematical knowledge Thesis of doctor of philosophy at the Massachusetts Institute of Technology" 1993

    21 "An Alternative Approach to Proof in Dynamic Geometry, In R. Lehrer & D. Chazan (Eds.) Designing learning environments for developing understanding of geometry and space." Lawrence Erlbaum Associates, Inc. 1998

    22 "A role for geometry in general education. In R. Lehrer & D. Chazan (Eds.) Designing learning environments for developing understanding of geometry and space" London: Lawrence Erlbaum Associates, Inc. 1998

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    연월일 이력구분 이력상세 등재구분
    2026 평가 재인증평가 신청대상 (재인증)
    2020-01-01 등재 등재학술지 유지 (재인증) KCI등재
    2017-01-01 등재 등재학술지 유지 (계속평가) KCI등재
    2013-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2010-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2008-01-01 등재 등재학술지 유지 (등재유지) KCI등재
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    2001-07-01 등재 등재학술지 선정 (등재후보2차) KCI등재
    1999-01-01 등재 등재후보학술지 선정 (신규평가) KCI등재후보
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    기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
    2016 0.82 0.82 0.93
    KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
    0.95 0.96 1.191 0.31
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