• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.74-76
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• 2010

영동지방은 서쪽으로는 태백산맥이 남북으로 위치해 있고 동쪽으로 동해와 인접해 있는 지리적인 위치로 전 계절에 걸쳐 지역 특성에 따른 국지적인 기상 현상이 많이 발생하고 있다. 특히, 대설은 영동지방의 기후 특징 중 대표적이라 할 수 있다. 대설 일수가 많고 강설량이 많은 영동지방의 강릉과 속초, 그리고 울릉도는 연 강수량에서 겨울철(12월~2월) 강수량이 각각 약 10%와 20% 이상을 차지하고 있는데 이는 우리나라 다른 지역의 5% 내외에 비하면 매우 높은 것이다. 이 지역의 강설 특징은 좁은 지리적 범위에 국한되어 나타나는 좁고 강한 강수역과 지역적으로 커다란 변화를 보이는 적설량과 강설 일수이다. 해안선으로부터 산맥의 분수계까지의 거리가 중요한 역할을 하고 있으며, 이러한 복잡한 지역에서의 강설의 발생과 강설량의 분포를 이해하기 위해서는 강설의 패턴을 분류하여 연구하는 것이 매우 중요하다. 본 연구에서는 cP 확장 시 영동지방의 강설 패턴을 하층 대류권의 바람장에 따라 산악 강설 패턴, 한기-해안 강설 패턴, 난기-해안 강설 패턴으로 분류하였다. 또한, 각 강설 패턴에 대한 종관적인 대기구조의 특성을 파악한 후 3차원 분석시스템을 이용하여, 2008년 12월 21일부터 22일까지 영동지방에 내린 대설을 한기-해안 강설 패턴으로 분류하고 분석하였다.

• Journal of the Korean Geographical Society
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• v.40 no.1 s.106
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• pp.126-152
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• 2005

In recent years, there are some confusions related to the definition and existence of mountain ranges, which have been described in current geography text books. We contend that these confusions came from the lack of understanding on the geomorphological processes that form the mountain system in Korea. This research attempts to clarify the definition of mountain ranges and offer geological and geomorphological explanations about the formation of them. Based on the analyses of the social and cultural causes underlying the recent debates on the existence of mountain ranges, we tried to identify the relationships among the definition of mountain ranges, geological structure of Korea, and the forming processes of mountain ranges. The current and past mountain range maps were compared with geological structures, geological maps, surface curvature, and hill shade maps. The latter two maps were derived from a Digital Elevation Model of the Korean Peninsular. The results show that we are able to prove the existence of most mountain ranges, which provides a useful framework to understand the geological evolution of Korean peninsular and formation of mountainous landscape of Korea. In terms of their morphological continuity and genesis, however, we identified five different categories of mountain ranges: 1) Uplift mountain ranges(Hamkyeong Sanmaek, Nangrim Sanmaek, Taebaek Sanmaek), which were formed by the uplift processes of the Korean Peninsular during the Tertiary; 2) Falut mountain ranges(Macheonryeong Sanmaek, Sobaek Sanmaek, Buksubaek Sanmaek), whirh were directly related to the uplift processes of the Korean Peninsular during the Tertiary; 3) Trust mountain ranges(Jekyouryeong Sanmaek, Kwangju Sanmaek, Charyeong Sanmaek, Noryeong Sanmaek), which were formed by the intrusion of granite and consequent orogenic processes during the Mesozoic era; 4) Drainage divide type mountain ranges, which were formed by the erosion processes after the uplift of Korean Peninsular; 5) Cross-drainage basin type mountain ranges (Kangnam Sanmaek, Eunjin Sanmaek, Myelak sanmaek), which were also formed by the erosion processes, but the mountain ranges cross several drainage basins as connecting mountains laterally We believe that the current social confusions related to the existence of mountain ranges has partly been caused by the vague definition of mountain ranges and the diversity of the forming processes. In order to overcome theses confusions, it is necessary to characterize the types of them according the genesis, the purpose of usages and also the scale of maps which will explains the mountain systems. It is also necessary to provide appropriate educational materials to increase the general public's awareness and understanding of geomorphological processes.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.63-77
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• 2016

SENKs (Students who Emigrated from North Korea to South Korea) are exposed to the general problem of Su-Po-Ja(mathematics give-uppers) as well as their own difficulty in learning mathematics. In this study, we conducted the FGI (focus group interview) in order to examine the recognition on mathematics teaching and learning in South Korea with 6 SENKs and 3 teachers who teach the SENKs. As a result, it was found that SENKs' had difficulties in understanding math because of the differences in math terminology used in South and that in North Korea, the unfamiliar problem situation used in math lesson, and the shortage of time for solving math problem. And the teachers reported that they had difficulties in teaching great deal of basic math, SENKs' weak will to learn math, and SENKs' lack of understanding about problem situation because of the inexperience about culture and society in South Korea.

• The Journal of the Acoustical Society of Korea
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• v.34 no.1
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• pp.1-11
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• 2015

Salinity affects sound speed in the low salinity environment, in the seas where freshwater from large rivers and flows into the marginal sea area near the Yangtze River and the Niger River. In this paper, SSC (Surface Sound Channel) formed by low salinity water was investigated in the East China Sea and the Gulf of Guinea of rainy season. The data from KODC (Korea Oceanographic Data Center) in the East China Sea and from ARGO (Array for Real-time Geostrophic Oceanography) in the Gulf of Guinea of the tropical area were used for analysis. SSC haline channel was formed 14 times among 32 SSC occurrences when the 90 data from 9 points were analyzed during a decade (2000 ~ 2009) in the East China Sea. In the Gulf of Guinea, haline channel was formed 18 times among 20 SSC occurrences during 3 years (2006 ~ 2009). When the sound speed gradient was analyzed from temperature-salinity gradient diagram, the gradients of both salinity and temperature affect SSC formation in the East China Sea. In contrast, the salinity gradient mostly affects SSC formation due to the least change of temperature in the well-developed mixed layer in the Gulf of Guinea. Their acoustic characteristics show that channel depth is 6.5 m, critical angle is $1.5^{\circ}$ and difference of transmission loss between surface and thermocline is 11.5 dB in the East China Sea, while channel depth is 18 ~ 24 m, critical angle is $4.0{\sim}5.4^{\circ}$ and difference of transmission loss is 21.5 ~ 27.9 dB in the Gulf of Guinea. These results are expected to be used as a basic understanding of the acoustic transmission changes due to low salinity water at the estuaries and the ocean with heavy precipitation.

• (The)Study of the Eastern Classic
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• no.55
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• pp.9-33
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• 2014

이 논문은 중국 남송시대 성리학의 집대성자인 주자(朱子)(1130-1200)가 "중용"을 어떻게 분장절(分章節)하고, 그 구성을 어떻게 이해하였으며, 나아가 "중용"을 어떤 책으로 규정하면서 어떤 입장을 갖고 해석하였는지를 살펴보는 것을 목표로 한다. 주자는 이정(二程)형제가 "중용"을 "공문(孔門)에서 전한 심법(心法)"으로 정의한 입장을 수용하면서, "중용(中庸)"을 표창(表彰)하여 "예기(禮記)"에서 분리 독립시켜 사서(四書)의 하나로 정립하였다. 그는 40세 전후에 "장구" 및 "혹문"의 초고를 완성하고, 20여년 간 수정한 끝에 "중용장구"의 서문을 썼다. 주자는 "중용"이란 글을 최초로 나름의 원칙을 갖고 유기적인 체계속에서 33장으로 분장(分章)하고, 사대절(四大節) 혹은 육대절(六大節)로 그 체계를 나누었다. 그는 이러한 분장절(分章節)을 통해 "중용"이란 책은 중화(中和), 중용(中庸), 군자지도(君子之道)의 비은(費隱), 천도(天道)로서의 성(誠)과 인도(人道)로서의 성지(誠之), 그리고 천인합일의 길을 제시한 책으로 구성되어 있다고 말하였다. 나아가 우리는 주자가 "중용"이란 책을 공자의 손자인 자사(子思)가 도통의 단서를 계승하기 위해서 기술한 책이라고 말하면서, "서경(書經)" "대우모(大禹謨)"의 구절과 "중용"의 내용이 합치된다고 하는 주장을 살폈다. 마지막으로 우리는 주자의 "중용"해석에서 나타난 특징을 살펴보았다. 주자는 나름의 일관된 철학적 형이상학적 입장을 갖고 "중용"을 해석하였는데, 그의 해석에는 이기론(理氣論), 이일분수설(理一分殊說), 성즉리(性卽理), 성발위정론(性發爲情論), 그리고 존양(存養) 성찰(省察)의 수양법 등이 고스란히 반영되어 있다는 것을 살폈다. 그리고 우리는 주자가 이런 "중용" 해석을 통해 유학의 정통성을 정립함과 동시에 도불(道佛)을 위시한 여타 학파를 비판 극복하려고 했다는 점을 살폈다.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.307-319
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• 2009

Current school mathematics introduces addition/subtraction between natural numbers, fractions, decimal fractions, and square roots, step-by-step in order. It seems that, however, school mathematics focuses too much on learning the calculation method of addition/subtraction between each stages of numbers, to lead most of students to understand the coherent principle, lying in addition/subtraction algorithm between real numbers in all. This paper raises questions on this problematic approach of current school mathematics, in learning addition/subtraction. This paper intends to clarify the fact that, if we recognize addition/subtraction between numbers from the viewpoint of 'measuring' and 'common measure', as Dewey did when he argued that the psychological origin of the concept of number was measuring, then we could find some common principles of addition/subtraction operation, beyond the superficial differences among algorithms of addition/subtraction between each stages of numbers. At the end, this paper suggests the necessity of improving the methods of learning addition/subtraction in current school mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.115-134
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• 2017

It is necessary to understand the characteristics of each type of division problems in other to help students develop a rich understanding when they learn each type of division problems. This study focuses on a specific type of division problems; a quotitive division as finding a scale factor in enlargement context. First, this study investigated via survey how 4th-6th graders and preservice and inservice elementary teachers solved a quotitive division relating to scaling problem. And semi-structured interviews with preservice and inservice elementary teachers were conducted to explore what knowledge they brought when they tried to solve enlargement quotitive division problems. Most of participants solved the given quotitive division problem in the same way. Only a few preservice and inservice teachers interpreted it as a proportion problem and solved in a different way. From the interviews, it was found that different conceptions of context and decontextualization, and different conceptions of times (as repeated addition or as a multiplicative operator) were connected to different solutions. Finally, three issues relating to teaching enlargement quotitive division were discussed; visual representation of two solutions, conceptions connected each solution, and integrating quotitive division and proportion in math textbooks.

• Education of Primary School Mathematics
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• v.1 no.1
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• pp.59-71
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• 1997

기하학적 사고력 개발이라는 우리의 목표는 궁극적으로 보다 낮은 수준의 학생들에게 보다 높은 수준으로 나아가게 하는 경험을 주는 것이다. 학생들이 보다 높은 수준에서 추론할 수 있도록 하기 위하여 그들이 보다 낮은 수준에서 충분하고 효율적인 학습 경험을 가져야 한다는 것이다. 예를 들면 분수에서 이루어지는 것처럼 기계적인 암기식으로 사물을 학습함으로써 수준(단계)을 뛰어 넘으려고 노력하면은 그들이 학습한 것에 관한 많은 것을 기억할 수 없을 것이다. 조작에 관한 보다 풍부한 경험과 시각적으로 입체감을 주는 설명을 들은 어린이들이 보다 훌륭한 공간 추론을 할 수 있을 것이라 믿는다. 본 고에서는 기하학적인 사고의 개발에 관한 van Hiele 모델이 초등학교에서 기하 수업의 토론을 위한 기초로서 사용되어졌다. 그 모델의 수준들이 묘사되었고 일반적으로 초등학교 아동들의 사고는 0수준과 1수준이라 는 것이 밝혀졌다. 단지 극소수의 아동들이 2수준의 사고에 도달해 있을 것이다. 그러나 만약 초등학교에서의 수업이 기하학적인 개념을 구성하는데 주안점을 둔다면 보다 많은 어린이들이 2 수준의 사고를 보여줄 수 있을 것으로 생각된다. 0 수준의 어린이들은 도형의 형태에 초점이 맞추어져있고 1 수준의 어린이들은 도형의 성질을 이해하는데 에 있다. 2 수준의 사고자는 도형의 포함관계를 이해하고 비공식적으로 추론 할 수 있다. 처음 세 수준에서의 활동들에 대한 지침이 주어져 있으며 0 수준과 1수준에 연관되는 다수의 활동들을 묘사했다. 0수준의 어린이들을 위해 묘사된 활동들은 그들이 2차원 및 3차원의 도형 둘 다를 시각화하는데 도움을 주는 것이다. 1 수준에서 사고하는 학습자들을 위해 묘사된 활동들은 2차원 및 3차원 도형의 성질들을 강조했다. 아울러 본 고에서 언급한 활동들은 상호교수에의 접근을 반영했다. 그러한 접근방식은 학습자들로 하여금 그들의 활동과 의견으로부터 개념을 구성하게 해주며 그들의 활동 결과에 대해 다른 사람들과 의사소통 함으로서 개념을 명확하게 다듬어지게 해줄 수 있을 것이다. 아울러 평가 활동들이 본고의 마지막 부분에 주어져있다. 그러한 활동들은 교사들에게 어린이들의 기하학적인 사고수준을 결정하게 해주며 학습자들로 하여금 수업시간 이외에 보다 높은 사고수준으로 나아가게 해줄 수 있을 것으로 기대된다.

• 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.

• Journal of the Korean Geographical Society
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• v.50 no.6
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• pp.571-605
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• 2015

This research revealed that 'Yipjiamlyu' in the Mukedeng's map is geographically 'a beginning point of underf low,' whose location is on the Heishigou's riverbed(E.L. 1,840m) in the NNE side of Daegakbong peak, and that 'Tomungangweon'(Heishigou) is one of the upstream reach of the Sungari River, which, according to historical documents and my fieldwork, Mukedeng also knew at the time of Yimjin(1712) Boundary Making and Demarcation(YBMD). These findings suggest the need to reinterpret the processes of YBMD. Mukedeng set up the Baekdusanjeonggyeobi on the mistaken assumptions on the linkage of 'Yipjiamlyu' and Tumen River. It should have been set up on the Daeyeonjibong peak. Mukedeng found the 'Yipjiamlyu' on the riverbed of 'Tomungangweon'(Heishigou), went downstream, and realized that this river did not flow into the Tumen River. During the search for the source of Tumen River, he found a water stream, and regarded it as the source of Tumen River. He speculated that the water at the 'Yipjiamlyu' flows through the underground to reappear at the his 'identified' source of Tumen River. Consequently, he adjured the construction of demarcation from Baekdusanjeonggyeobi through 'Yipjiamlyu' to the his 'identified' source of Tumen River. The water stream pointed as the source of Tumen River, however, was not part of the upstream reach of Tumen River. Actually, Korean officials, who were in charge of establishing boundary features, set up the demarcation from Baekdusanjeonggyeobi through Huanghuasongdianzi to the true source of Tumen River identified by themselves, which Mukedeng had not intended. The ambiguity of the location of 'Yipjiamlyu' caused a difference between Mukedeng's original request and Korean officials' implementation in the boundary demarcation. Throughout the whole processes of YBMD, Korea(Joseon) and China(Qing) both mistook the real geography of the river system. Their understanding on Yalu River system was correct. But the identification of the spring source of the Tumen River by Korean participants was the only geographically correct result related on this river system in YBMD.