Designing and Mathematics Learning Through the Use of Graphs
Kim Namhee nhkim@jj.ac.kr
Department of Mathematics Jeonju University South Korea
Abstract
The purpose of this research is to learn secondary mathematics,
utilizing technology. A designmaking activity using graphs on a
computer program was conducted with freshmen who entered the department
of mathematics education (future mathematics teachers). The mathematics
program that was used in this study is Grafeq. The activity of making
mathematics design was conducted over a total of three years with
freshmen who entered the college in 20022004. As a result of the
activity, the effect of improvement in students’ cognitive and
affective attitude was observed. Through the analysis of the
researcher’s observation results and students’ individual records, the
mathematics educational effects of this research were summarized as
follows: The effects gained in the affective domain are the acquisition
of a positive view of mathematics, raised interest level in
mathematics, perception of each individual’s mathematical competence,
experience of practicality and aesthetic qualities of mathematics. The
effects gained in the cognitive domain are active study of mathematics,
deepened understanding of secondary mathematics and its application,
experience in mathematical problem solving process, perception of
mathematical characteristics (integration of expressions and
formalization etc.). The class activity process applied in this
research can be utilized in regular mathematics classes of secondary
schools and for the instruction of gifted students, through
diversification of its levels and methods. Therefore, this paper will
introduce Grafeq. program, the mathematics program used in this
research, and suggest an instruction process using the program,
examples of such activities, and the mathematics educational effects of
such activities.
