• Journal of Korea Water Resources Association
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• v.48 no.12
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• pp.1023-1035
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• 2015

This study applies 3-D N-S solver based on PBM (Porous Body Model), LED-WASS-3D ver 2.0 to directly analyze non-linear interaction of seawater-freshwater-coastal aquifer in order to simulate the seawater infiltration into coastal aquifer. This numerical simulation is the first trial in Korea, as well as unusual and new numerical analysis abroad. Firstly, to validate the applied numerical model, the validity and effectiveness was verified for the numerical model by comparing and considering it with the result of laboratory experiment for seawater-freshwater interface in coastal aquifer. And then it simulated the seawater infiltration into coastal aquifer considering the changed levels of seawater and groundwater in order to analyze the distribution characteristics of flow field and seawater-freshwater interface of coastal aquifer as the level difference between seawater and groundwater and rate of seawater level (${\Delta}h/h$) increased. In addition, the characteristics of seawater infiltration were analyzed from the vertical salinity in the coastal aquifer by ${\Delta}h/h$, which cannot be obtained from existing non-diffusion numerical models. Finally, it analyzed the effect of ${\Delta}h/h$ on the seawater infiltration distance in coastal aquifer, which was indexed.

• Spatial Information Research
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• v.5 no.2
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• pp.147-160
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• 1997

"The "Map Algebra", beeing recognized as a viable theoretical framework for GIS (Geographica Infonnation System), models map layers as "operands" which are the basic unit of geo-processing, and a variety of GIS commands as "operators." In this paper, we attempt at lifting some limitations of map algebras proposed in GIS literature. First, we model map layer as "function" such that we may employ the notion of meta operator (or, higher-order funtion) available in the functional programming paradigm. This approach provides map algebraic language with "programmability" needed in GIS user language. Second, we extend the semantics of, and improve on the sytactic structure of map algebraic language. Mer the data model and language associated with map algebra are formalized, we proceed to design and implement a prototype of map algebraic processor. The parser of the language in our prototype plays the role of transforming the native and heterogeneous user language of current GISs into a canonical map algebraic language. The prototype, named "MapSee" is a proof-of-concept system for the ideas we propsed in this paper. We believe that the uniform interface based on the map algebraic language will make promising infrastructure to support "Internet GIS." This is because the uniform but powerful interface through the Web clients allow access to both geo-data and geo-processing resources distributed over the network.to both geo-data and geo-processing resources distributed over the network.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.655-676
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• 2016

The purpose of this study is to examine the effects of teaching on functional thinking, one of the algebraic thinking in sixth grade students level. For this study, we developed functional thinking based-teaching through analyzing mathematical curriculum and preceding research, which consisted of 12 classes, and we investigated the effects of teaching through quantitative and qualitative analysis. In the results of this study, functional thinking based-teaching was statistically proven to be more effective in improving algebraic reasoning skills and lower elements which is an algebraic reasoning as generalized arithmetic and functional thinking, compared to traditional textbook-centered lessons. In addition, the functional thinking based-teaching gave a positive impact on the functional thinking level. Thus functional thinking based-teaching provides guidance on the implications for teaching and learning methods and study of the functional thinking in the future, because of the significant impact on the mathematics learning in six grade students.

• Journal for History of Mathematics
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• v.22 no.4
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• pp.129-144
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• 2009

The purpose of this study is what exactly De Morgan contributed to abstract algebra and mathematical logic. He recognised the purely symbolic nature of algebra and was aware of the existence of algebras other than ordinary algebra. He madealgebra as a science by introducing the ordered field and made the base for abstract algebra. He was one of the reformer of classical mathematical logic. Looking into De Morgan's works, we made it clear that the developments of algebra and mathematical logic in 19C.

• Communications of Mathematical Education
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• v.27 no.2
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• pp.121-134
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• 2013

Linear Algebra are arguably the most popular math subjects in colleges. We believe that students' learning and understanding of linear algebra can be improved substantially if we incorporate the latest advanced information technologies in our teaching. We found that the open source mathematics program 'Sage' (http://sagemath.org) can be a good candidate to achieve our goal of improving students' interest and learning of linear algebra. In particular, we developed a simple mobile content which is available for Sage commands on common cell phones in 2009. In this paper, we introduce the mobile Sage which contains many Sage functions on a smart-phone and the mobile linear algebra content model(lecture notes, and video lectures, problem solving, and CAS tools) and it will be useful to students for self-directed learning in college mathematics education.

• School Mathematics
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• v.13 no.4
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• pp.581-598
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• 2011

Given the growing agreement that algebra should be taught in the early stage of the curriculum, considerable studies have been conducted with regard to early algebra in the elementary school. However, there has been lack of research on how to organize mathematic lessons to develop of algebraic reasoning ability of the elementary school students. This research attempted to gain specific and practical information on effective algebraic teaching and learning in the elementary school. An exploratory qualitative case study was conducted to the fourth graders. This paper focused on the associative law of the multiplication. This paper showed what kinds of activities a teacher may organize following three steps: (a) focus on the properties of numbers and operations in specific situations, (b) discovery of the properties of numbers and operations with many examples, and (c) generalization of the properties of numbers and operations in arbitrary situations. Given the steps, this paper included an analysis on how the students developed their algebraic reasoning. This study provides implications on the important factors that lead to the development of algebraic reasoning ability for elementary students.

• School Mathematics
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• v.12 no.3
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• pp.323-335
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• 2010

Linear algebra is not only applied comprehensively in the branches of mathematics such as algebra, analytics, and geometry but also utilized for finding solutions in various fields such as aeronautical engineering, electronics, biology, geology, mechanics and etc. Therefore, linear algebra should be easy and comfortable for not only mathematics majors but also for general students as well. However, most find it difficult to learn linear algebra. Why is it so? It is because many studying linear algebra fail to achieve a correct understanding or attain erroneous concepts through misleading knowledge they already have. Such cases cause learning disability and mistakes. This research suggests more effective method of teaching by analyzing difficulty and errors made in learning system of linear equations.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.137-164
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• 2008

Given the importance of early experience in algebraic thinking, we designed six consecutive lessons in which $4^{th}$ graders were encouraged to recognize patterns in the process of finding the relationships between two quantities and to represent a given problem with various mathematical models. The results showed that students were able to recognize patterns through concrete activities with manipulative materials and employ various mathematical models to represent a given problem situation. While students were able to represent a problem situation with algebraic expressions, they had difficulties in using the equal sign and letters for the unknown value while they attempted to generalize a pattern. This paper concludes with some implications on how to connect algebraic thinking with students' arithmetic or informal thinking in a meaningful way, and how to approach algebra at the elementary school level.

• Journal of Environmental Policy
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• v.14 no.3
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• pp.3-19
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• 2015

In this paper, we reviewed the method of replacing the number of registered vehicles with the number of trips to more realistically calculate vehicle emissions. Using the Korea Transport Data Base (KTDB) in replacing the number of registered vehicles with adjusted number of registered vehicle by specific vehicle type in the metropolitan area, the results by region showed that Seoul had the widest rate of error and that, among vehicles, trucks had the widest rate of error. Also, the absolute value of deviation of registered vehicles and adjusted number of registered vehicle influenced by the calculation of the quantity of vehicle emissions showed that out of the metropolitan regional government all trucks showed the widest deviation. The results of calculating the quantity of vehicle emissions showed an average of 9% difference between the emissions based on the number of registered vehicles and the emissions based on adjusted number of registered vehicle.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.115-142
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• 2018

This research analyzed domestic researches on early algebra education which are published in six major mathematics education journals in Korea. The purpose of this work is to grasp trends of early algebra education in Korea and to draw up future tasks. From 2000 to 2017, 89 papers which are related to early algebra education published in 6 journals. The 89 papers were categorized by research period, academic journals, research topics, and research subjects. As a result, the number of researches on early algebra education in Korea has increased since 2000. Although early algebra education belongs to the field of elementary mathematics education, lots of papers were published in other math education journals than in the math education journals for elementary school mathematics. Most research focused on proportional reasoning across the algebraic content area. The majority of the research subjects were students, especially upper-grade students of elementary school. Based on the results of this study, some implications for early algebra education in Korea were suggested.