• Korean Management Science Review
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• v.11 no.3
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• pp.27-34
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• 1994

본 연구에서는 우리나라의 경영과학 입문자들이 선형계획 모형 개발 및 해석을 용이하게 할 수 있도록, 사용하기 편리하고 안정된 선형계획법 소프트웨어를 만들었다. 이 소프트웨어는 풀 수 있는 문제의 크기는 50 * 50으로 제한한 반면 한글로 모두 처리되도록 하였으며, 풀다운 메뉴방식으로 user friendly하며, 입문자들이 쉽게 이해할 수 있는 LINDO식 입력방식을 취하였으며, 패키지 내부에 완벽한 Editing 기능을 갖고 있어서 모형의 수정 보완이 매우 편리하게 되어 있다. 본 논문에서는 이 소프트웨어의 특성과 구조를 살펴본다.

• Proceedings of the KIPE Conference
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• 2019.11a
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• pp.40-42
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• 2019

절연형 전력변환기에서 사용되는 고주파 변압기는 반도체 소자의 스위칭 시간, 전압 강하, 게이트 신호의 불균형 등으로 인해 변압기의 양과 음의 전압-시간(volt-second)에 차이가 발생할 수 있다. 본 논문은 절연형 풀브리지 타입 전력변환기에서 DC 성분에 의한 변압기 코어의 포화문제를 방지하기 위해 사용되는 DC 블로킹 캐패시터(DC blocking capacitor)의 설계 방법에 대해 분석하고 실험을 통해 증명한다.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.433-452
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• 2009

This study investigated the teaching strategies of two exemplary American teachers regarding word problems and their impact on students' ability to both understanding and solving word problems. The teachers commonly explained the background details of the background of the word problems. The explanation motivated the students' mathematical problem solving, helped students understand the word problems clearly, and helped students use various solving strategies. Emphasizing communication, the teachers also provided comfortable atmosphere for students to discuss mathematical ideas with another. The teachers' continuous questions became the energy for students to plan various problem solving strategies and reflect the solutions. Also, this research suggested a complementary model for Polya's problem solving strategies.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.45-55
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• 2005

대학수학 1학년 과정(미분적분학)에서 정리, 정의 등 개념의 이해를 도와주기 위해 학생들이 갖는 어려움을 그들이 자주 겪는 실수를 통해 찾아내어 분석하고 올바른 이해의 길로 안내한다. 실수를 탓하기보다 학생의 편에 서서 이해하고 도움을 주도록 한다. 흔히 부딪칠 수 있는 예제 문제를 풀어보게 하고 공통으로 저지르는 실수를 제시하여 개념의 이해나 문제풀이를 바르게 하도록 이끌어 준다.

• Review of KIISC
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• v.14 no.3
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• pp.8-12
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• 2004

양자물리학은 디지털통신보안에 대해 '병 주고 약 주는' 관계에 있다. 양자컴퓨터는 디지털컴퓨터로는 풀기 어려운 문제를 쉽게 풀 수 있을 것으로 기대되어, 어려운 수학 문제에 그 보안성을 담보하는 공개키 암호체제가 양자컴퓨터의 위협 앞에 놓이게 된 한편, 양자물리학은 일회용난수표를 도청이 절대 불가능한 방식으로 전송하는 양자암호기술이라는 새로운 형태의 암호체제를 제시한다. 양자암호기술은 기존의 암호기술과 함께 21세기 디지털통신에 완벽한 보안대책을 제공하게 될 것이다.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.311-331
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• 2016

The purpose of this study was to analyze mathematical errors and the effects of reflective problem posing activities on students' mathematical problem solving abilities and attitudes toward mathematics. We chose two 5th grade groups (experimental and control groups) to conduct this research. From the results of this study, we obtained the following conclusions. First, reflective problem posing activities are effective in improving students' problem solving abilities. Students could use extended capability of selecting a condition to address the problem to others in the activities. Second, reflective problem posing activities can improve students' mathematical willpower and promotes reflective thinking. Reflective problem posing activities were conducted before and after the six areas of mathematics. Also, we examined students' mathematical attitudes of both the experimental group and the control group about self-confidence, flexibility, willpower, curiosity, mathematical reflection, and mathematical value. In the reflective problem posing group, students showed self check on their problems solving activities and participated in mathematical discussions to communicate with others while participating mathematical problem posing activities. We suggested that reflective problem posing activities should be included in the development of mathematics curriculum and textbooks.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.303-320
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• 2024

This study presents the development and performance evaluation of a custom GPT-based chatbot tailored to provide solutions following Polya's problem-solving stages. A beta version of the chatbot was initially deployed to assess its mathematical capabilities, followed by iterative error identification and correction, leading to the final version. The completed chatbot demonstrated an accuracy rate of approximately 89.0%, correctly solving an average of 57.8 out of 65 image-based problems from a 6th-grade elementary mathematics textbook, reflecting a 4 percentage point improvement over the beta version. For a subset of 50 problems, where images were not critical for problem resolution, the chatbot achieved an accuracy rate of approximately 91.0%, solving an average of 45.5 problems correctly. Predominant errors included problem recognition issues, particularly with complex or poorly recognizable images, along with concept confusion and comprehension errors. The custom chatbot exhibited superior mathematical performance compared to the general-purpose ChatGPT. Additionally, its solution process can be adapted to various grade levels, facilitating personalized student instruction. The ease of chatbot creation and customization underscores its potential for diverse applications in mathematics education, such as individualized teacher support and personalized student guidance.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.419-420
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• 2011

스마트폰을 이용한 학습용 앱을 개발하기 위해 본 연구는 기초학습인 덧셈의 기능을 완료하였다. 덧셈문제를 계속해서 풀 수 있는 구조로 설계하였고, 정답과 오답에 대한 설명 이벤트를 배치하여 학습효과를 높였다. 본 과정은 수학공식 및 다양한 학습으로 확장 가능하며, 사용자별, 날짜별 점수 DB를 저장한다면 본인의 실력 향상을 체크해 볼 수 도 있을 것이다. 본 학습앱을 안드로이드기반 스마트폰에 배포한 결과 정상적으로 풀이 됨을 확인하였다.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.295-311
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• 2011

The importance of problem solving in mathematics education has been emphasized and many studies related to this issue have been conducted. But, studies of problem solving in the aspect of affect domain are lacked. This study found the changing pattern of emotions that occur in process of a problem solving. The results are listed below. First, students experienced a lot of change of emotions and had a positive emotion as well as negative emotion during solving problems. Second, students who solved same problems through same methods experienced different change patterns of emotions. The reason is that students have different mathematical beliefs and think differently about a difficulty level of problem. Third, whether students solved problems with positive emotion or negative emotion depends on their attitude of mathematics. Fourth, students who thought that a difficulty level of problem was relatively high experienced more negative affect than students who think a difficulty level of problem is low experienced.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.377-394
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• 2019

The purpose of this study is to scrutinize the characteristics of a teacher's discursive competence on the basis of mathematical competencies. For this purpose, we observed all semester-long classes of a middle school teacher, who changed her own teaching methods for the last 20 years, collected video clips on them, and analyzed classroom discourse. Data analysis shows that in problem solving competency, she helped students focus on mathematically important components for problem understanding, and in reasoning competency, there was a discursive competence which articulated thinking processes for understanding the needs of mathematical justification. And in creativity and confluence competency, there was a discursive competence which developed class discussions by sharing peers' problem solving methods and encouraging students to apply alternative problem solving methods, whereas in communication competency, there was a discursive competency which explored mathematical relationships through the need for multiple mathematical representations and discussions about their differences. These results can provide concrete directions to developing curricula for future teacher education by suggesting ideas about how to combine practices with PCK needed for mathematics teaching.