• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.

• Journal for History of Mathematics
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• v.17 no.2
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• pp.73-84
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• 2004

Stone introduced extremally disconnected spaces as the image of complete Boolean algebras under his famous duality between Bool and ZComp and they turn out to be projective objects in various categories of Hausdorff spaces and completely regular ones are exactly those X with Dedekind complete C(X, ). In the pointfree setting, extremally disconnected frame (= De Morgan frame) are those with De Morgan condition. In this paper, we investigate a historical aspect of De Morgan frame together with that of De Morgan.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.522-522
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• 2023

지하수 시스템의 방출은 저지대 강에서 건조기에 흐르는 하천 유지유량의 원천이 된다. 수자원 분야에서 분포형 모형이 도입되며 수문 분석의 고도화가 이루어지고 있는 오늘날에도, 아직 대수층 깊이 등 지하수관련 매개변수에 대한 연구는 미진한 실정이다. 본 연구는 분포형 모형의 지하수 관련 매개변수 중 지형자료에 해당하는 대수층 깊이의 물리적인 분포형태를 예측하고, 지하수 모의결과를 검토하여 해당 기법의 적용성을 확인하였다. 본 연구에서는 북측의 미계측 유역을 포함한 소양강 유역을 연구대상 지역으로 설정하였고, 정밀한 분포형 모형인 GSSHA(Gridded Surface Hydrologic Analysis)를 활용하였다. 대수층 깊이 추정 방법은 크게 세가지 시나리오로 구분하여 모의를 진행하였다. 유역의 지하수 데이터를 통해 도출된 대수층깊이 등분포(시나리오1), 지표 고도와 대수층 깊이의 선형 반비례 관계를 가정한 선형 회귀식(시나리오2), 동일한 가정을 두고 Log차원에서 회귀식을 적용한 경우(시나리오 3). 위 3가지 시나리오를 통해 산정된 유출량과, 지하수 수위 등을 소양강댐 유입량 자료 및 유역 내 6개 지하수 관측소를 대상으로 결과를 비교하여 적용성을 확인하였다. 시나리오별 유출량 모의 오차평가 결과, 관측 첨두 유량을 가장 잘 반영하고 있는 기법은 일반적으로 선행 연구에서 많이 활용하고 있는 등분포형 기법으로 분석되었으며, 과소·과대 모의된 정도를 나타내는 지표와 모형의 효율성을 나타내는 지표는 선형 회귀분석 기법이 가장 우수한 결과로 분석되었다. 따라서, 대수층 깊이를 등분포하여 모의하던 기존 방식에 비해 지면고도-대수층깊이 간의 반비례 관계를 적용하는 방식이 지하수 모의에 있어서 보다 합리적일 것으로 판단된다. 향후 임의의 인자와 대수층 깊이간의 정밀한 회귀관계를 도출한다면 더욱 합리적이고 신뢰성 높은 결과를 얻을 수 있을것으로 기대된다. 또한 유역 단위의 지하수 모의가 정밀하게 이루어진다면 최근 많은 관심이 집중되는 하천 유지유량과 건기 유출 등의 연구 분야에도 많은 기여를 할 수 있을 것으로 기대된다.

• Communications of Mathematical Education
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• v.10
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• pp.519-528
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• 2000

최근 10 여년 동안 교육 현장의 각 부분에 여러 가지 종류의 테크놀로지가 도입되면서, 교육의 내용과 방법에 있어서 점진적인 변화가 나타나고 있다. 예를들어, 수학 과목에 있어서는 그래픽 계산기, 도형 및 기하 학습 프로그램, 스프레드 시트, 함수 그래픽 프로그램 등의 도입으로 교과 과정 전반에 걸친 변화가 일고 있는데, 처음에는 이들 테크놀로지가 단순히 기존의 수업에서 수많은 반복을 요하거나, 지필식 방식으로는 정확하게 나타내기 어려운 도형이나 그래프를 빠르고 정확하게 그려내주는 보조수단으로 사용되었지만, 시간이 지나면서 이들 테크놀로지에 대한 활용도가 높아지게 되고, 이들 테크놀로지에 대한 교사들의 활용능력이 증대됨에 다라서, 이러한 테크놀로지가 단순한 보조수단에 머무르지 않고 주지에 기술이나 개념을 설명하는 방법 자체를 변화시키고 있다. 예를들어, 함수 교육에 있어서 그래픽 프로그램이 사용될 때에도, 초기 단계에서는 이들 함수의 개념을 설명할 때에는 거의 집합론이나 대수학적인 방법을 이용하였고, 최종 단계로 이들 함수를 좌표계 위에 표현하기 위한 보조수단으로 잠깐씩 사용되는 경우가 대부분이었으나, 최근들어서는 함수 학습의 초기과정부터 곧바로 이들 그래프 프로그램을 적극적으로 도입하여 학습자로 하여금 다양한 그래프 조작을 하게 함으로써, 어려운 집합론이나 대수학적인 개념을 도입하지 않고서도 함수에 대한 개념을 시각적으로 직관적으로 파악하도록 하는 학습 방안들이 제시되고 있는 것이다. 본 고에서는 현행 중고등학교 함수 교육 과정에서 그래프에 대한 다양한 조작 기능을 제공함으로써 학습자로 하여금, 제시되는 함수에 대한 시각적이고 직관적인 이미지를 가질 수 있도록 하기 위해서 개발된 ‘그래프 마법사’라는 프로그램을 소개하고자 한다.

• Journal for History of Mathematics
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• v.21 no.1
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• pp.109-120
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• 2008

Today linear algebra is one of compulsory courses for university mathematics by virtue of its theoretical fundamentals and fruitful applications. However, a mechanical computation-oriented instruction or a formal concept-oriented instruction is difficult and dull for most students. In this context, how to teach mathematical concepts successfully is a very serious problem. As a solution for this problem, we suggest establishing original concepts in linear algebra from the students' point of view. Any original concept means not only a practical beginning for the historical order and theoretical system but also plays a role of seed which can build most of all the important concepts. Indeed, linear algebra has exactly two original concepts : geometry of planes, spaces and linear equations. The former was investigated in [2], the latter in the present paper.

• School Mathematics
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• v.5 no.1
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• pp.59-76
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• 2003

Algebraic signs are important on learning and problem solving of algebra. This study investigated the contents of letters and expressions in textbooks by syntactics, semantics and pragmatics, and considered the introduction and extension processes of algebraic signs didactically. We also categorized the signs, and looked into textbook problems in view of semiotic. The result is that textbook is constructed in syntactics and semantics. Finally, the assessment of 7th grade students' competence in syntactics, semantics, syntactics+- semantics, pragmatics, and problem solving shows that students' ability in syntactics and pragmatics Is a predictive variable for algebraic problem solving.

• Journal of the Korea Society for Simulation
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• v.28 no.1
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• pp.57-65
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• 2019

Air refueling is expected to increase the efficiency of the air force operations. This follows from the introduction of air refueling aircraft, which should to increase operational time by increasing the range and duration of fighter jets. Despite the effectiveness of the air refueling air crafts, the astronomical costs of adapting the air tankers call for careful discussions on whether to acquire any air craft and if so, how many. However there is no academic study on the subject to our knowledge. Thus, we use the ABM(Agent Based Modeling) technique to calculate the optimal number of air tankers during patrol operation. We have enhanced the reliability of the simulation by entering the specifications of the current aircraft operated by the Korean Air Force. As an optimization tool for determining the optimal number of counts, we use OptQuest built into the simulation tools and show that the optimal number of air tanker is 4.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• v.9 no.2
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• pp.927-930
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• 2005

ACSR is a timed process algebra for the specification and analysis of real-time systems, which supports synchronous timed actions and asynchronous instantaneous events. PACSR is an extended ACSR with the notion of probabilities in selection operation. Using PACSR, this paper represents a system fault occurrence and recovery from the fault in the general resource alteration system. The result shows that system fault occurrence can be analyzed from the fault occurrence probability and the recovery probability.

• Korean Journal of Mathematics
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• v.21 no.4
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• pp.503-521
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• 2013

For over 20 years, the issue of using an adequate CAS tool in teaching and learning of linear algebra has been raised constantly. And a variety of CAS tools were introduced in many linear algebra textbooks. In Korea, however, because of some realistic problems, they have not been introduced in the class and the theoretical aspect of linear algebra has been focused on in teaching and learning of it. In this paper, we suggest Sage as an alternative for CAS tools overcoming the problems mentioned above. And, we introduce full contents for linear algebra and matrix calculator that Sage was used to develop. Taking advantage of them, almost all the concepts of linear algebra can be easily covered and the size of matrices can be expanded without difficulty.

• School Mathematics
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• v.10 no.2
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• pp.297-317
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• 2008

This study was designed to gain insight to adopt CAS into secondary level algebra education in Korea. Most inactive usage of calculators in math and most negative effects of calculators on their achievements of Korean students were shown in International studies such as TIMSS-R. A comparative study was carried out with consideration of mathematical backgrounds and technological environments. 8 Korean students and 26 US students in Grade 11 were participated in this study. Subjects' Problem solving process and their strategies of CAS usage in classical Box-problem with CAS were analyzed. CAS helped modeling by providing symbolic manipulation commands and graphs with students' mathematical knowledge. Results indicates that CAS requires shifts focus in algebraic contents: recognition of decimal & algebraic presentations of numbers; linking various presentations, etc. The extent of instrumentation effects on the selection of problem solving strategies among Korea and US students. Instrumentation