• Communications of Mathematical Education
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• v.21 no.3
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• pp.431-450
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• 2007

A polygon is one of the main subjects of the geometry curriculum that is handled widely from the second-grade elementary school to middle school. In this research, we analyze second-grade middle school students' conceptions of the polygon that are revealed in the process of seeking the definition and the area of it given in a lattice worksheet.

• 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.

• School Mathematics
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• v.11 no.2
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• pp.301-316
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• 2009

There are two distinct processes, definite integral and indefinite integral, in the integral calculus. And the term 'integral' has two meanings. Most students regard indefinite integrals as definite integrals with indefinite interval. One possible reason is that calculus textbooks do not concern the meaning in the relationship between definite integral and indefinite integral. In this paper we investigated the historical development of concepts of definite integral and indefinite integral, and the relationship between the two. We have drawn pedagogical implication from the result of analysis.

• School Mathematics
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• v.15 no.3
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• pp.633-650
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• 2013

The aim of this paper is to explore and understand, using in-depth interviews, the participant's interests and discourse analytic expressions in studying the notion of infinity and limit. In addition we tried to understand how the participant's ways of dealing with math and thinking patterns on the polygons whose boundary is infinite but area is finite as they brought up such examples. Further follow-up questions are posed on the infinite sum of a smallest number close to 0 and the sum of infinite sets of different smallest numbers close to 0. Larger aspects of two pre-service teachers' subjective thinking patterns and colloquial discourses were sketched by contrasting the three posed tasks. Cross case discussions are provided with several suggestions for the future research directions.

• Proceedings of the Korea Institute of Convergence Signal Processing
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• 2001.06a
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• pp.193-196
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• 2001

본 논문에서는 3D 패션 코디를 위해 의복의 3D 모델을 개인 캐릭터에 정합하는 방법을 제안한다. 정합 방법은 의복 모델의 변형, 인체와 의복의 역전 부위 검색, 의복 모델의 수정의 3단계로 나누어진다. 먼저, 인체와 의복이 부위별로 대응을 이루도록 각각에 특징점을 설정하고, 의복의 공극을 고려하여 의복 모델의 높이, 넓이, 두께를 부위별로 변형한다. 의복 3D모델의 정합 후에도, 부위에 따라 의복의 표면 위에 인체가 노출되는 역전현상이 일어난다. 이를 위해, z-버퍼를 개량한 거리-버퍼의 개념을 제안하여 역전을 효과적으로 검색한다(Collision Detection ). 검색된 부위에서 삼각형을 분할하여 의복 모델을 수정한다.

• Journal of Science Education
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• v.36 no.2
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• pp.369-380
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• 2012

The purpose of this study was to investigate middle students' conceptions of buoyancy. The questionnaires composed of 9 items which asked the reasons for situations with buoyancy; recognized of buoyancy, the facts affecting buoyancy(bottom of the Area of the object, the shape of the object, the depth of the object in the water, amount of water, the degree of the object submerged in the water, volume of the object, weigh of the object), the relationship between the amount of replaced fluid and buoyancy. The subjects were 140 students from the Busan Area who answered questionnaires composed of 9 items which asked the reasons for situations with buoyancy. Among the 140, 132 students were selected who answered all of question in the test. The students' answer types were follow: 1. Related to the shape of the submerged object, students answered that buoynacy depended on the bottom dimensions or the surface area of the object. 2. Students confused press, water press and buoyancy, who answered buoyancy was great when the water press was great. 3. Students answered that the weight and the size of the buoyancy of the object was same in the water. 4. Students answered, gravity was smaller in the water. Students recognized the existence of buoyancy but the reason of the answer depend on their experience. Also students answered using the words that water pressure, pressure, force instead of buoyancy. Students didn't understand the factors affecting the buoyancy. Many students responded that buoyancy was changed depend on weight of object, sinking depth, shape and others. It was considered that these responses didn't understand the cause of buoyancy.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.407-434
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• 2008

This research is to analyze the descriptions in the statistic chapter of the grade 7's current textbooks. The analysis is based on the distribution concepts suggested by Nam(2007). Thus we assumed that the goal of this statistic chapter is to establish concepts on the distributions and to learn ways of communication and comparison through distributional presentations. What we learned and wanted to suggest through the study is the followings. 1) Students are to learn what the distribution is and what are not. 2) Every kinds of presentational form of distributions is to given its own right to learn so that students are more encouraged to learn them and use them more adequately. 3) Density histogram is to be introduced to extend student's experiences viewing an area as 3 relative frequency, which is later to be progressed into a probability density. 4) Comparison of two distributions, especially through frequency polygons, is to be an hot issue among educational stakeholder whether to include or not. It is very important when stochastic correlations be learned, because it is nothing but a comparison between conditional distributions. 5) Statistical literacy is also an important issue for student's daily life. Especially the process ahead of the data collection must be introduced so that students acknowledge the importance of accurate and object-oriented data.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.99-121
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• 2009

This study analyzed the difficulty trend of item which are common with TIMSS 1999, 2003, 2007 and are released since TIMSS 2007. The results show that the 7th curriculum has positive effects on the students' achievement in the domain such as spatial sense of rotation, ratio proportion percent, pattern, calculation of decimal numbers, concept of angle, area of triangle, and qualitative approach to graph. And the results leaved the consideration for the process of scoring, teaching method of statistical probability concept, and making table as a problem solving method.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.111-135
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• 2023

This study conducted a student-centered inquiry lesson on the similarity of figures using AlgeoMath, with student learning aspects analyzed from a communication perspective. This approach aimed to inform pedagogical implications related to teaching geometric similarity. Through utilizing AlgeoMath, students were able to visually confirm that their chosen figures were similar, experiencing key mathematical concepts such as the ratio of similarity to the area of similar figures, and congruency and similarity conditions of triangles. In the lessons applying this concept, we categorized the features of similarity learning displayed by students, as seen in the communication aspects of their exploratory activities, into 'Understanding similarity ratios', 'Grasping conditions of similarity in triangles', and 'Comparing concepts of congruency and similarity'. Through exploratory activities based on AlgeoMath, students discussed the meaning and mathematical relationships of key concepts related to similarity, such as the ratio of similarity to the area of figures, and the meaning and conditions of congruence and similarity in triangles. By improving misconceptions about the similarity of figures, they were able to develop deeper mathematical understanding. This study revealed that in teaching and learning the geometric similarity using AlgeoMath, obtaining meaningful pedagogical outcome was not solely due to the features of the AlgeoMath environment, but also largely depended on the teacher's guidance and intervention that stimulated students' thinking.

• Archives of design research
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• v.16 no.2
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• pp.121-130
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• 2003

The diffusion expressive power means the flexibility of which creative power test spheres(fluency, originality) by Torrance is ability making the considerations, thoughts and concepts to the meaningful symbolic change. This study is willing to develop and improve program toward the diffusion expressive power and is to testify training effect of the students are majoring design with the object. The training programs composed of six levels which is based on the theory of Eskild Tjalve. And the parameters of each levels are element, function, number, arrangement, form geometric, size and have to practice 2 weeks at once by 12 weeks. For successful measuring the effective results of this study, 40 undergraduate junior students in the department of design are grouped to excercise with experimental pilot group and regulated group. The standard type of creative paper is used to evaluate the results of student's training. This study give proof that creative power of the experimental pilot and under training group is higher than the regulated and under comparison group at in the conclusion.