• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.79-104
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• 2022

It is very important to help students learn by examining how well students solve math problems. Therefore, in this study, four methods(error analysis by problem type, schematization analysis, area graph analysis, and broken line graph analysis) were constructed to analyze how the connectivity between concepts of middle school functions affects the problem solving results. The students' learning situation was visually expressed to enable intuitive understanding. This analysis method makes it easy to understand the evaluation results of students. It can help students learn by understanding their learning situation. It will be useful in mathematics teaching and learning as it can help students to monitor their own problems and make a self-directed learning plan.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.289-296
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• 2004

수업시간을 이용하지 않고 인터넷을 이용하여 조사와 학생 스스로 학습할 기회와 자료를 제공하여 개념을 이해할 모델을 만들어 본다. 함수의 합성과 극한에 대한 이해도를 1차로 조사한 결과는 정답율이 7.5%에 불과하여 같은 설문지에 대해 각자 공부하고 대답하도록 2차 조사를 하고, 함수의 합성과 합성함수의 극한에 대해 개념의 이해를 도우려고 그래프를 이용한 자료를 수집하여 확실하고 쉽게 이해할 기회를 제공하며 새로운 교수-학습 방법을 개발한다.

• Proceedings of the Korea Society for Energy Engineering kosee Conference
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• 1995.11a
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• pp.63-69
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• 1995

고등기술연구원에서 개발한 중수로형 발전소 시뮬레이션 프로그램을 적용하여 시뮬레이션된 결과를 그래프 및 그래픽 객체를 이용하여 모니터에 디스플레이하며, 그래픽 사용자 인터페이스(GUI) 개념을 이용한 사용자와 시뮬레이터 프로그램 사이의 실시간 상호 정보 교환을 위한 프로그램을 X-윈도우 환경에 기초를 두고 있는 SCADA 개념의 그래픽 데이터 프리젠테이션 툴을 이용하여 개발하였다. 시뮬레이터 디스플레이 시스템은 X-윈도우의 그래픽 라이브러리에서 제공하는 기능을 이용하여 사용자에게 시뮬레이션 결과의 정보를 전달하며, 단지 결과를 보는 것에 비하여 사용자의 제어 값을 입력하여 모사를 할 수 있도록 기계와 사용자 사이의 인터페이스를 제공하는 제어 입력 시스템을 개발하고 이를 이용하여 발전소 운전원의 교육 및 발전소 주요 시스템의 운전 상태와 운전 변수들의 감시 및 제어 기능을 제공하도록 설계하였다.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.381-408
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• 2002

본 논문에서는 테크놀로지를 활용해 본인이 직접 조작하고 시각화 할 수 있는 환경에서 함수와 그래프, 그를 이용한 문제해결에서 학생들이 수학적 개념 발달을 통해 어떠한 언어적 상호작용이 일어나는가에 관해 조사하고자 한다. 또한 이때 나타나는 언어적 상호작용을 분석하기 위한 분류 틀을 개발하여 언어적 상호작용의 양상을 밝히며, 컴퓨터가 학생들의 의사소통에 어떠한 역할을 하는가를 알아봄으로써 학생의 인지 발달은 어떻게 이루어지는 가를 파악하여 현장 수업에 기여하고자 한다.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.163-175
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• 2003

The research was aimed to find a special quality to the mathematical concept development using a graphing calculator in the collaborative learning. I could observe the process in which the students had formed the generalized and abstract mathematical concepts after they were given different concepts. I \ulcorner-Iso observed the characteristics of how they started with a vague syncretic conglomeration and approached to the complicated thoughts and genuine concepts. The advance of the collection type was achieved in the process of teacher's confirming of what the students had observed with a calculator. The language and the instrument were used in order for students to control the partial process. Also, they were given similar types of problems to make them clear when the students confronted 'the crisis of thoughts' at the level of pseudo-concept.

• The Transactions of the Korea Information Processing Society
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• v.6 no.7
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• pp.1805-1816
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• 1999

This paper presents the Module Class Dependency Graph for expressing the dependency relations between classes effectively. The object-oriented language is developed independently at design time, and consists of relationship between classes. Therefore we need to consider these characteristics of independence, and to express effectively the relation of classes which is existed in class hierarchy. In the System Dependence Graph and Class Dependence Graph, the relationship of classes is not expressed. To express the class relationship, we propose the Module Class Dependence Graph, and we verify the effectiveness of this method applying to object constructor, inheritance relationship and dynamic binding. Also, we presents the expressing method of parameter to identify the member data of classes. Using this Module Class Dependency Graph, we can analyze the relationship of module class correctly at design time. This method can be applied to reverse engineering, testing, visualization and other various fields to analyze system.

• The Mathematical Education
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• v.61 no.3
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• pp.419-439
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• 2022

This study is based on Freudenthal's mathmatising process and the didactical phenomenology of linear function concept, I have described and examined the process in which students represent the constant rate of change into tables, graphs and equations and, in this way, how they construct mental objects and essence of the linear function concept. The students used the proportionality as composite units, when they represented the phenomenon with constant rate of change into tables. When representing in graphs, all but one student represented it into a line. There were differences among the students in the level they were using the given conditions, co-variation perspective, and corresponding rules when formulating equations. The students compared the relationship between two variables in a multiplicative way, and under the guidance of teachers they reached to the understanding that its relationship becomes a constant. Moreover, they could construct mental objects of a constant rate of change, understanding the situation where the relationship between time difference and distance difference becomes one value, namely speed. The students had difficulties in connecting the rate of change with the inclination of a line. The students constructed the essence (concept) of linear functions, after building and organizing the image that the rate of change is constant, the graph is linear, and the equation is formulated as y=ax+b (a: inclination, b: intercept).

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.582-591
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• 2009

The pyramid graph is an interconnection network topology based on regular square mesh and tree structures. In this paper, we adopt a strategy of classification into two disjoint groups of edges in regular square mesh as a base sub-graph constituting of each layer in the pyramid graph. Edge set in the mesh can be divided into two disjoint sub-sets called as NPC(represents candidate edge for neighbor-parent) and SPC(represents candidate edge for shared-parent) whether the parents vertices adjacent to two end vertices of the corresponding edge have a relation of neighbor or shared in the upper layer of pyramid graph. In addition, we also introduce a notion of shrink graph to focus only on the NPC-edges by hiding SPC-edges in the original graph within the shrunk super-vertex on the resulting graph. In this paper, we analyze that the lower and upper bound on the number of NPC-edges in a Hamiltonian cycle constructed on $2^n\times2^n$ mesh is $2^{2n-2}$ and $3*(2^{2n-2}-2^{n-1})$ respectively. By expanding this result into the pyramid graph, we also prove that the maximum number of NPC-edges containable in a Hamiltonian cycle is $4^{n-1}-3*2^{n-1}$-2n+7 in the n-dimensional pyramid.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.65-86
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• 2003

Mathematics textbooks are substitutive showing real characters of didactic transposition in pseudo-contextualization and pseudo-personalization. This study analyzed statistical graphs in elementary school mathematics textbooks according to the first to the 7th curriculum in Korea. It focused on the didactic principles used in those methods through those view of Didactic Transposition Theory. The features of the elementary school mathematics textbooks in Korea are investigated and described ethnomethodologically according to each curriculum periods in dividing bar graph, line graph, pictograph, graph of ratio, histogram. The teaching sequences and methods of the statistical graphs, order and methods of sub-learning activities, teaming data, matter of the learning activity indicator were summarized. Usually, the teaching sequences, excepting the graphs of ratio, statistical graphs are introduced in the second semester of each grade. The graph of ratio is introduced in the first semester of 6th grade. As a result of analysing sub-Loaming activities, using them increased from the first to the 7th curriculum and its form was fixed constructive and stable at the 4th curriculum textbooks. As a result of analysing the teaming data, the data of the social aspects are used more frequently and the data of the individual preferences trended more gradually. As a result of analysing the matter of the teaming activity indicators, concept-explanation question style were used more frequently. Statement-practice style and consideration style trended gradually. Concluding remarks are: First, the didactic transposition of the elementary school mathematics textbooks developed systematically according to the first to the 7th curriculum; Second, mathematics textbooks gradually introduced the positive learning style of activity and the learners' spontaneousness; Third, more concrete practice activities and reflective activities were variously introduced considering the level and interest of each elementary student.

• Journal of Educational Research in Mathematics
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• v.16 no.1
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• pp.59-78
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• 2006

As a theoretical background for this research, the literatures which focus on the rationale of teaching and learning of connecting with mathematics and science in calculus were investigated. And teaching and learning material of connecting with mathematics and science in calculus was developed. And then, based on the case study using this material, the research questions were analyzed in depth. Students could understand mean-velocity, instant-velocity, and acceleration in the experimenting process of constant acceleration movement. Also Students could understand fundamental ideas that instant-velocity means slope of the tangent line at one point on the time-displacement graph and rate of distance change means rate of area change under a time-velocity graph.