Joong Kwoen Lee , Woo Hyung Whang

DOI: JANT Vol.34(No.1) 1-6, 1995

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Gyou Bong Lee

DOI: JANT Vol.34(No.1) 7-9, 1995

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정지호

DOI: JANT Vol.34(No.1) 11-16, 1995

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박성택

DOI: JANT Vol.34(No.1) 17-63, 1995

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The purpose of this paper is to sequentialize Mathematics-learning contents, and to explore teaching-learning model for mathematics, with on the basis of the theory of cognitive development and the period of conservation formation for children. The Specific topics are as follows: (1) Systemizing those theories of cognitive development which are related to Mathematics - learning for children. (2) Organizing a sequence of Mathematics-learning, on the basis of experimental research for the period of conservation formation for children. (3) Comparing the effects of 4 types of teaching-learning model, on the basis of inference activity and operational learning principle. ① Induction-operation(IO) ② Induction-explanation(IE) ③ Deduction-operation(DO) ④ Deduction-explanation(DE) The results of the subjects are as follows: (1) Cognitive development theory and Mathematics education. ① Cognitive development can be achieved by constant space and Mathematics knowledge is obtained by the interaction of experience and reason. ② The stages of cognitive development for children form a hierarchical system, its function has a continuity and acts orderly. Therefore we need to apply cognitive development for children to teach mathematics systematically and orderly. (2) Sequence of mathematical concepts. ① The learning effect of mathematical concepts occurs when this coincides with the period of conservation formation for children. ② Mathematics Curriculum of Elementary Schools in Korea matches with the experimental research about the period of Piaget`s conservation formation. (3) Exploration of a teaching-learning model for mathematics. ① Mathematics learning is to be centered on learning by experience such as observation, operation, experiment and actual measurement. ② Mathematical learning has better results in from inductional inference rather than deductional inference, and from operational inference rather than explanatory inference.

이강섭

DOI: JANT Vol.34(No.1) 65-67, 1995

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이도원

DOI: JANT Vol.34(No.1) 69-72, 1995

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유시규

DOI: JANT Vol.34(No.1) 73-81, 1995

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홍정희 , 송순희

DOI: JANT Vol.34(No.1) 83-96, 1995

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김진수 , 정창현

DOI: JANT Vol.34(No.1) 97-106, 1995

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이용곤 , 신현용 , 서보억

DOI: JANT Vol.34(No.1) 107-117, 1995

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한인기 , 신현용 , 서보억

DOI: JANT Vol.34(No.1) 119-129, 1995

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김영호 , 김상동 , 신동호 , 유승목

DOI: JANT Vol.34(No.1) 131-136, 1995

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류희찬 , 정해남 ,

DOI: JANT Vol.34(No.1) 137-140, 1995

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서성보

DOI: JANT Vol.34(No.1) 141-202, 1995

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전재석

DOI: JANT Vol.34(No.1) 203-205, 1995

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최영한

DOI: JANT Vol.34(No.1) 207-220, 1995

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김원경 , 강행고

DOI: JANT Vol.34(No.1) 221-228, 1995

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이숙경 , 신현용

DOI: JANT Vol.34(No.1) 229-237, 1995

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최정화 , 신현용

DOI: JANT Vol.34(No.1) 239-249, 1995

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류희찬 , 최효일

DOI: JANT Vol.34(No.1) 251-256, 1995

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조영희 , 김원경

DOI: JANT Vol.34(No.1) 257-264, 1995

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서보억 , 신현용 , 전평국

DOI: JANT Vol.34(No.1) 265-283, 1995

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최효일 , 박배훈 , 류희찬

DOI: JANT Vol.34(No.1) 285-296, 1995

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정창현 , 김원경 , 류희찬 , 박배훈 , 신현용 , 이재학 , 이태욱 , 전평국 , 구광조

DOI: JANT Vol.34(No.1) 297-343, 1995

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박한식 , 최영한

DOI: JANT Vol.34(No.1) 345-359, 1995

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홍석강

DOI: JANT Vol.34(No.1) 361-369, 1995

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방승진

DOI: JANT Vol.34(No.1) 371-375, 1995

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