• Title, Summary, Keyword: Mathematical Modelling

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A Study of Understanding Mathematical Modelling (수학적 모델링의 이해 - 국내 연구 결과 분석을 중심으로 -)

  • Hwang, Hye-Jeang
    • School Mathematics
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    • v.9 no.1
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    • pp.65-97
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    • 2007
  • Problem solving and mathematical applications have been increasingly emphasized in school mathematics over the past ten years. Recently it is recommended that mathematical applications and modeling situations be incorporated into the secondary school curriculum. Many researches on this approach have been conducted in Korea. But unfortunately two thirds of these researches have been studied by graduate students. Therefore, more professional researchers should be concerned with the study related to mathematical modelling activity. This study is planning to investigate and establish i) the concepts and meanings of mathematical model, mathematical modelling, and mathematical modelling process, ii) the properties of problem situations introduced and dealt with in mathematical modelling activity, and iii) relationship between mathematical modelling activity and problem solving activity, and so on. To accomplish this, this study is based on the analysis and comparison of 11 articles published in domestic journals and 22 domestic master papers.

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Mathematical Modelling of the H1N1 Influenza (신종 인플루엔자의 수학적 모델링)

  • Lee, Sang-Gu;Ko, Rae-Young;Lee, Jae-Hwa
    • Communications of Mathematical Education
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    • v.24 no.4
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    • pp.877-889
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    • 2010
  • Mathematical modelling is a useful method for reinterpreting the real world and for solving real problems. In this paper, we introduced a theory on mathematical modelling. Further, we developed a mathematical model of the H1N1 influenza with Excel. Then, we analyzed the model which tells us what role it can play in an appropriate prediction of the future and in the decision of accompanied policies.

Coherence Structure in the Discourse of Probability Modelling

  • Jang, Hongshick
    • Research in Mathematical Education
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    • v.17 no.1
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    • pp.1-14
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    • 2013
  • Stochastic phenomena induce us to construct a probability model and structure our thinking; corresponding models help us to understand and interpret the reality. They in turn equip us with tools to recognize, reconstruct and solve problems. Therefore, various implications in terms of methodology as well as epistemology naturally flow from different adoptions of models for probability. Right from the basic scenarios of different perspectives to explore reality, students are occasionally exposed to misunderstanding and misinterpretations. With realistic examples a multi-faceted image of probability and different interpretation will be considered in mathematical modelling activities. As an exploratory investigation, mathematical modelling activity for probability learning was elaborated through semiotic analysis. Especially, the coherence structure in mathematical modelling discourse was reviewed form a semiotic perspective. The discourses sampled from group activities were analyzed on the basis of semiotic perspectives taxonomical coherence relations.

The Effects of Tasks Setting for Mathematical Modelling in the Complex Real Situation (실세계 상황에서 수학적 모델링 과제설정 효과)

  • Shin, Hyun-Sung;Lee, Myeong-Hwa
    • Journal of the Korean School Mathematics Society
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    • v.14 no.4
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    • pp.423-442
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    • 2011
  • The purpose of this study was to examine the effects of tasks setting for mathematical modelling in the complex real situations. The tasks setting(MMa, MeA) in mathematical modelling was so important that we can't ignore its effects to develop meaning and integrate mathematical ideas. The experimental setting were two groups ($N_1=103$, $N_2=103$) at public high school and non-experimental setting was one group($N_3=103$). In mathematical achievement, we found meaningful improvement for MeA group on modelling tasks, but no meaningful effect on information processing tasks. The statistical method used was ACONOVA analysis. Beside their achievement, we were much concerned about their modelling approach that TSG21 had suggested in Category "Educational & cognitive Midelling". Subjects who involved in experimental works showed very interesting approach as Exploration, analysis in some situation ${\Rightarrow}$ Math. questions ${\Rightarrow}$ Setting models ${\Rightarrow}$ Problem solution ${\Rightarrow}$ Extension, generalization, but MeA group spent a lot of time on step: Exploration, analysis and MMa group on step, Setting models. Both groups integrated actively many heuristics that schoenfeld defined. Specially, Drawing and Modified Simple Strategy were the most powerful on approach step 1,2,3. It was very encouraging that those experimental setting was improved positively more than the non-experimental setting on mathematical belief and interest. In our school system, teaching math. modelling could be a answer about what kind of educational action or environment we should provide for them. That is, mathematical learning.

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An Investigation on the Understanding of the Mathematical Modelling Based on the Results of Domestic Articles since 2007 (2007년 이후 국내 논문 결과에 근거한 수학적 모델링 탐색)

  • Hwang, Hye Jeang;Min, Aram
    • Communications of Mathematical Education
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    • v.32 no.2
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    • pp.225-244
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    • 2018
  • Problem solving and its mathematical applications have been increasingly emphasized in school mathematics over the past years. Recently it is recommended that mathematical applications and modelling situations be incorporated into the secondary school curriculum. Many researchers on the approach have been conducted in Korea. This study is planning to investigate and establish the meaning of mathematical modelling and model, mathematical modelling process. And also it does the properties of problem situations introduced and dealt with in mathematical modelling activity. To accomplish this, this study is based on the analysis and comparison of those 24 articles. They are ones which have been published from 2007 to 2017 and are included in the five types of publication. Prior to this study, the previous study was conduct in 2007 with the same purpose. Namely, by the subject of 11 articles and 22 master dissertations published domestically from 1991 to 2005, the analytic and explorative study on the mathematical modelling and its understanding had been conducted.

LINEARIZED MODELLING TECHNIQUES

  • Chang, Young-Woo;Lee, Kyong-Ho
    • Journal of the Chungcheong Mathematical Society
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    • v.8 no.1
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    • pp.1-10
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    • 1995
  • For analyzing systems of multi-variate nonlinear equations, the linearized modelling techniques are elaborated. The technique applies Newton-Raphson iteration, partial differentiation and matrix operation providing solvable solutions to complicated problems. Practical application examples are given in; determining the zero point of functions, determining maximum (or minimum) point of functions, nonlinear regression analysis, and solving complex co-efficient polynomials. Merits and demerits of linearized modelling techniques are also discussed.

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Design of the Mathematics Curriculum through Mathematical Modelling (수학적 모델링을 통한 교육과정의 구성원리)

  • 신현성
    • Journal of the Korean School Mathematics Society
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    • v.4 no.2
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    • pp.27-32
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    • 2001
  • The paper describes some principles how we design the mathematics curriculum through mathematical Modelling. since the motivation for modelling is that it give us a cheap and rapid method of answering illposed problem concerning the real world situations. The experiment was focussed on the possibility that they can involved in modelling problem sets and carry modelling process. The main principles could be described as follows. principle 1. we as a teacher should introduce the modelling problems which have many constraints at the begining situation, but later eliminate those constraints possibly. principle 2. we should avoid the modelling real situations which contain the huge data collection in the classroom, but those could be involved in the mathematics club and job oriented problem solving. principle 3. Analysis of modelling situations should be much emphasized in those process of mathematics curriculum principle 4. As a matter of decision, the teachers should have their own activities that do mathematics curriculum free. principle 5. New strategies appropriate in solving modelling problem could be developed, so that these could contain those of polya's heusistics

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용용과 모델 구성을 중시하는 수학과 교육 과정 개발 방안 탐색

  • Jeong Eun Sil
    • The Mathematical Education
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    • v.30 no.1
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    • pp.1-19
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    • 1991
  • This study intends to provide some desirable suggestions for the development of application oriented mathematics curriculum. More specific objects of this study is: 1. To identify the meaning of application and modelling in mathematics curriculm. 2. To illuminate the historical background of and trends in application and modelling in the mathematics curricula. 3. To consider the reasons for including application and modelling in the mathematics curriculum. 4. To find out some implication for developing application oriented mathematics curriculum. The meaning of application and modelling is clarified as follows: If an arbitrary area of extra-mathematical reality is submitted to any kind of treatment which invovles mathematical concepts, methods, results, topics, we shall speak of the process of applying mathemtaics to that area. For the result of the process we shall use the term an application of mathematics. Certain objects, relations between them, and structures belonging to the area under consideration are selected and translated into mathemtaical objects, relation and structures, which are said to represent the original ones. Now, the concept of mathematical model is defined as the collection of mathematical objcets, . relations, structures, and so on, irrespective of what area is being represented by the model and how. And the full process of constructing a mathematical model of a given area is called as modelling, or model-building. During the last few decades an enormous extension of the use of mathemtaics in other disciplines has occurred. Nowadays the concept of a mathematical model is often used and interest has turned to the dynamic interaction between the real world and mathematics, to the process translating a real situation into a mathematical model and vice versa. The continued growing importance of mathematics in everyday practice has not been reflected to the same extent in the teaching and learning of mathematics in school. In particular the world-wide 'New Maths Movement' of the 19608 actually caused a reduction of the importance of application and modelling in mathematics teaching. Eventually, in the 1970s, there was a reaction to the excessive formallism of 'New Maths', and a return in many countries to the importance of application and connections to the reality in mathematics teaching. However, the main emphasis was put on mathematical models. Applicaton and modelling should be part of the mathematics curriculum in order to: 1. Convince students, who lacks visible relevance to their present and future lives, that mathematical activities are worthwhile, and motivate their studies. 2. Assist the acqusition and understanding of mathematical ideas, concepts, methods, theories and provide illustrations and interpretations of them. 3. Prepare students for being able to practice application and modelling as private individuals or as citizens, at present or in the future. 4. Foster in students the ability to utilise mathematics in complex situations. Of these four reasons the first is rather defensive, serving to protect or strengthen the position of mathematics, whereas the last three imply a positive interest in application and modelling for their own sake or for their capacity to improve mathematics teaching. Suggestions, recomendations and implications for developing application oriented mathematics curriculum were made as follows: 1. Many applications and modelling case studies suitable for various levels should be investigated and published for the teacher. 2. Mathematics education both for general and vocational students should encompass application and modelling activities, of a constructive as well as analytical and critical nature. 3. Application and modelling activities should. be introduced in mathematics curriculum through the interdisciplinary integrated approach. 4. What are the central ideas of, and what are less-important topics of application-oriented curriculum should be studied and selected. 5. For any mathematics teacher, application and modelling should form part of pre- and in-service education.

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The Modelling and Characteristic Analysis of Brushless Synchronous Motor with Sinusoidal back EMF (정현파 역기전력 특성을 갖는 브러시리스 동기전동기의 모델링 및 특성해석)

  • Kim, Il-Nam;Baek, Su-Hyeon;Kim, Cheol-Jin;Maeng, In-Jae;Yun, Sin-Yong
    • The Transactions of the Korean Institute of Electrical Engineers B
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    • v.49 no.6
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    • pp.380-386
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    • 2000
  • This paper presents the mathematical modelling analysis of Brushless Synchronous Motor(BLSM). The dynamic and the steady state characteristics of BLSM are simulated and analyzed : electromagnetic torque, speed, line voltage, and current. We used mathematical modelling to model of BLSM with sinusoidal back EMF, namely the shaft transformation referencing rotor frame from a, b, c three to produce constant torque like synchronous motor. The experiment result has already similar to compare with simulation result : torque error about 7%, speed error about 5%. The validity of proposed modelling and analysis was confirmed by the experimental result.

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