• Radioisotope journal
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• v.21 no.1
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• pp.9-13
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• 2006

베르너 하이젠베르크(Werner Karl Heisenberg, 1901~1976)는 1925년 행렬에 대한 수학적 지식이 거의 없는 상태에서 행렬역학에 대한 핵심적인 내용이 들어있는 상징적인 곱셈을 처음으로 제안해 혼란스럽던 20년대 원자 물리학계에 양자역학이라는 새로운 역학 체계를 확립하는 새로운 돌파구를 열었다.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.477-490
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• 2011

The concept of pedagogical content knowledge (PCK) has been developed and expanded to identify essential components of mathematical knowledge for teaching (MKT) by Ball and her colleagues (2008). This study proposes an alternative perspective to view MKT focusing on key developmental understandings (KDUs) that carry through an instructional sequence, that are foundational for learning other ideas. In this study we provide constructive components of KDUs in fraction multiplication by focusing on the constructs of 'three-level-of-units structure' and 'recursive partitioning operation'. Expecially, our participating preservice elementary teacher, Jane, demonstrated that recursive partitioning operations with her length model played a significant role as a KDU in fraction multiplication.

• The Mathematical Education
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• v.46 no.2 s.117
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• pp.155-171
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• 2007

One second grader, Junsu, was observed 4 times before and after formal multiplication lesson in Grade 2. This study describes how solution strategies in multiplication problems develop over time and investigates awareness of the relation between situation and computation in simple measurement and partitive division problems as informally experienced. It was found that Junsu used additive calculation for small-number multiplication problems but could not solve large-number multiplication problems and that he did not have concept of mathematical terms at first interview stage. After formal teaching, Junsu learned a variety of multiplication solution strategies and transferred from additive calculation to multiplicative calculation. The cognitive processing load of each strategy was gradually reduced. Junsu experienced measurement division as a dealing strategy and partitive division as a estimate-adjust strategy dealing more than one object in the first round.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.31-61
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• 2013

The purpose of this study is to confirm constructivists' assumption that when a little low level learners are taken in learner-centered instruction based on a constructivism they can also construct knowledge by themselves. To achieve this purpose, the researchers compare the effects of learner-centered instruction based on the constructivism and teacher-centered instruction based on the objective epistemology where second graders learn multiplication facts through the each treatment on learners' reasoning ability and achievement. Some conclusions are drawn from results as follows. First, learner-centered instruction based on a constructivism has significant effect on learners' reasoning ability. Second, learner-centered instruction has slightly positive effect on learners' deductive reasoning ability. Third, learner-centered instruction has more an positive influence on understanding concepts and principles of not-presented mathematical knowledge than teacher-centered instruction when implementing it with a little low level learners.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.531-546
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• 2017

This study explores the basis for determining priority among the four arithmetical operations in order to provide useful pedagogical content knowledge for teaching the order of operations. The study also discusses the perspective for viewing the order of operations. It presents the following five suggestions based on the results of the discussion. First, teachers should be made to realize that the same result can be obtained on calculation even when subtraction and division are performed first in mixed operations of addition and subtraction and mixed operations of multiplication and division. Second, teachers should understand why the rule of calculating sequentially from the left side of an equation has become customary. Third, teachers should be offered an explanation for the driver of the rule setting that multiplication takes precedence over addition in mixed operations of multiplication and addition. Fourth, the significance of the quantity within parenthesis must be emphasized to teachers. Fifth, teachers must gain an in-depth understanding about the order of operations by getting a description of all the customary and conceptual perspectives on the order of operations when describing the same in the teacher's guide.

• School Mathematics
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• v.17 no.4
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• pp.613-632
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• 2015

In this study, we hope to reveal teacher knowledge necessary to address student errors and difficulties about ratio and rate. The instruments and interview were administered to 3 in-service primary teachers with various education background and teaching experiments. The results of this study are as follows. Specialized content knowledge(SCK) consists of profound knowledge about ratio and rate beyond multiplicative comparison of two quantities and professional knowledge about the definitions of textbook. Knowledge of content and students(KCS) is the ability to recognize students' understanding the concept and the representation about ratio and rate. Knowledge of content and teaching(KCT) is made up of knowledge about various context and visual models for understanding ratio and rate.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.343-364
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• 2017

Despite the significance of functional thinking at the elementary school level there has been lack of research on teachers who play a major role in making students be engaged in functional thinking. This study surveyed 119 elementary school teachers to investigate their knowledge of functional thinking for teaching. A written assessment for this study was developed with a focus on the knowledge of mathematical tasks and instructional strategies to teach functional thinking. The results of this study showed that many teachers were able to design tasks corresponding to both the additive relationship and the multiplicative relationship, and to justify some strategies to promote functional thinking. However, some teachers had lack of understanding with regard to the core ideas of functional thinking. Based on these results this study is expected to suggest implications on what aspects of knowledge are further needed for elementary school teachers to promote students' functional thinking.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.345-363
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• 2010

The purpose of this study is to investigate and analyze informal knowledge of students who do not learn the conception of proportion and to identify how the informal knowledge can be used for teaching the conception of proportion in order to present an effective method of teaching the conception. For doing this, proportion was classified into direct and inverse proportion, and 'What are the informal knowledge of students?' were researched. The subjects of this study were 117 sixth-graders who did not have prior learning on direct and inverse proportion. A total eleven problems including seven for direct proportion and four for inverse proportion, all of them related to daily life. The result are as follows; Even though students didn't learn about proportion, they solve the problems of proportion using informal knowledge such as multiplicative reasoning, proportion reasoning, single-unit strategy etc. This result implies mathematics education emphasizes student's informal knowledge for improving their mathematical ability.

• The Mathematical Education
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• v.61 no.3
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• pp.441-456
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• 2022

The purpose of the current study is to report a part of our larger project whose focus is to understand a relationship between students' units coordination and K-12 school mathematics. In particular, in this paper we report how students who exhibit distinct levels of units coordinations used their knowledge of proportion to solve quadratic function problems of the form y = ax². To this end, three 7th grade students all of whom assimiliated whole number problem situations with three levels of units but showed different levels for fraction problems were chosen. We carried out clinical interviews not only to understand their ability to coordinate units but to understand their problem solving process of proportion and the quadratic function problems. The analysis suggest that their abilities to coordinate units influenced their ways to solving proportion problems, and in turn influenced their ways to solve the specific form of quadratic functions. We have finalized our study by discussing how students' ability to construct and coordinate units, their proportion knowledge, and their knowledge associated with expressing the specific type of quadractic functions could be related.

• 한국공간정보시스템학회:학술대회논문집
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• 2007.06a
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• pp.111-116
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• 2007

현재 한강수계를 제외한 3대강 수계에서 수질오염총량관리제도가 의무제로써 시행되고 있다. 그러나 과학적 타당성과 외국의 성공사례들로 하여금 한강수계에 대해서도 수질오염총량제도를 의무제화 하려는 시도가 추진되고 있고 있는 실정이다. 이 제도가 한강수계에도 도입된다면, 한강권역에 포함되는 모든 지자체는 해당 유역에서 하천으로 유입되는 배출부하량을 할당받은 할당부하량 이하로 관리하여야만 정해진 유역의 목표수질을 달성할 수 있으며, 배출부하량 관리를 계획한데로 이행하지 못한 지자체는 범칙금 내지는 행정제재를 받게 된다. 따라서 체계적이고 과학적인 모니터링 및 분석 수단이 필요하다. 이 연구는 환경부 고시 한강기술지침에 의거하여 GIS를 이용하여 인천일대의 오폐수 발생부하량 및 배출부하량을 제시하고 과학적인 오염물질 삭감방안을 모색하는 것을 목적으로 진행되었다. 생활계, 산업계, 축산계, 양식계의 4 가지로 분류된 점오염원과 토지 이용 분류에 따른 비점오염원에 대한 각각의 발생부하량을 GIS를 통해 산정하고, 모든 오염원별로 처리경로를 고려하고 처리시설별, 방법별 삭감 효율을 반영하여 배출부하량을 산정하여 GIS상에서 제시하고 분석하였다. 인천일대는 인근지역에 비해 인구밀도가 높고 산업단지가 발달하여 생활계와 산업계 오염원에 의한 발생부하량 및 배출부하량이 많았으며, 특정 오염물에 대해서는 삭감 계획이 필요함을 확인할 수 있었다. 따라서 수질오염총량관리제도에 대비하고 실제 수질 개선을 위하여 본 연구의 결과를 바탕으로 수질관리를 위한 시스템의 보완 및 삭감계획의 수립에 관한 연구가 필요하다.알 수 있었다. 이상의 결과를 토대로 기존 압출추출방법과 초임계 추출 방법을 비교한 결과 $\gamma$-토코페롤의 농도가 1.3${\~}$1.6배 증가함을 확인할 수 있었다.게 상관성이 있어 앞으로 심도 있는 연구가 더욱 필요하다.qrt{F}}}{\pm}e_0$)에서 단정도실수 및 배정도실수의 역수 제곱근 계산에 필요한 평균 곱셈 횟수를 계산한다 이들 평균 곱셈 횟수를 종래 알고리즘과 비교하여 본 논문에서 제안한 알고리즘의 우수성을 증명한다. 본 논문에서 제안한 알고리즘은 오차가 일정한 값보다 작아질 때까지만 반복하므로 역수 제곱근 계산기의 성능을 높일 수 있다. 또한 최적의 근사 역수 제곱근 테이블을 구성할 수 있다. 본 논문의 연구 결과는 디지털 신호처리, 컴퓨터 그라픽스, 멀티미디어, 과학 기술 연산 등 부동소수점 계산기가 사용되는 분야에서 폭 넓게 사용될 수 있다.>16$\%$>0$\%$ 순으로 좋게 평가되었다. 결론적으로 감농축액의 첨가는 당과 탄닌성분을 함유함으로써 인절미의 노화를 지연시키고 저장성을 높이는데 효과가 있는 것으로 생각된다. 또한 인절미를 제조할 때 찹쌀가루에 8$\%$의 감농축액을 첨가하는 것이 감인절미의 색, 향, 단맛, 씹힘성이 적당하고 쓴맛과 떫은맛은 약하게 느끼면서 촉촉한 정도와 부드러운 정도는 강하게 느낄수 있어서 전반적인 기호도에서 가장 적절한 방법으로 사료된다.비위생 점수가 유의적으로 높은 점수를 나타내었다. 조리종사자의 위생지식 점수와 위생관리