• The Mathematical Education
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• v.59 no.3
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• pp.201-216
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• 2020

This study analyzed 493 domestic mathematics curriculum articles published in KCI's listings from 1997 to 2019 using LDA topic modeling. As a result, domestic mathematics curriculum research could be categorized into eight topics such as 'context in a curriculum', 'analysis a curriculum by the mathematical concept', 'form, system, meaning, and character of a curriculum', 'instruction and application of a curriculum', 'implementation and evaluation of a curriculum', 'tasks in a curriculum', 'analysis of a curriculum based on ability', 'compare and analysis curriculum and textbook'. The topic 'implementation and evaluation of a curriculum' was identified with the lowest proportion. Also, we performed the simple regression analysis with the weight of topics in the application period of the curriculum, and 'analysis of a curriculum based on ability' appeared as a 'hot topic'. Furthermore, topics appeared differently depending on the application period of the curriculum. Some of the appeared topics showed a tendency to match the emphasis of the highlight in a mathematics curriculum. Based on the results, future studies should develop frameworks for mathematics curriculum studies and extend the field of mathematical curriculum studies to make progress. Furthermore, future studies are needed to examine the enactment, feedback, and competency evaluation in the mathematical curriculum.

• Proceedings of the KIEE Conference
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• 2011.07a
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• pp.1151-1152
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• 2011

본 논문에서는 부스트-플라이백(Integrated Boost-Flyback Converter, IBFC) 직렬 연결 구조 컨버터의 동작 특성 해석 및 정확한 제어기 설계를 위한 개선된 모델링 방법을 제시한다. 주 스위치에 의해 IBFC의 부스트, 플라이백 컨버터가 서로 다른 도통 모드로 동시에 동작 하기 때문에 2대 컨버터의 모델링과 회로 해석을 위한 이론적인 모델링 접근방법과 수학적인 계산과정이 복잡하다. 따라서 IBFC를 등가 전류 소스를 포함한 부스트, 플라이백 컨버터로 각각 나누어 상태 공간 평균화 방법을 이용하여 회로 방정식을 독립적으로 유도한 후, 이 회로 방정식을 종합하여 IBFC의 완전한 상태 공간 방정식을 얻을 수 있다. 제안된 방법은 IBFC의 복잡한 모델링을 간단하게 해 주며, 수학적인 계산 과정도 간소화 시킬 수 있는 장점이 있다. 이를 바탕으로 정상 상태 해석 및 높은 출력 전압 추종 제어기를 설계하였다. 시뮬레이션과 실험 결과를 제시하여 제안된 방법의 유효함을 검증하였다.

• School Mathematics
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• v.6 no.2
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• pp.153-179
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• 2004

In this article, we classify the middleschool students' mathematical modeling activities with three types as following: perceptive activity, cognitive activity, and metacognitive activity. And we research model development process through the interaction of perceptive, cognitive, and metacognitive activities. We report three results of our case study as following: First, students understanded the context of the modeling tasks on the base of their own experience and constructed the tasks with perceptive activity operating tool. Second, students developed various models with reorganizing cognitive activity which think and reason about perceptive activity-based model. Third, students were able to create generalizable and reusable models through metacognitive activities. This study revealed that the possible contribution of modeling activity as following. Students are able to understand abstractive mathematical knowledge as connecting between realistic activity and abstractive activity.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.17-35
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• 2000

• The Mathematical Education
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• v.49 no.3
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• pp.313-328
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• 2010

Mathematical modeling has been observed in the way of a possibility to contribute in improving students' problem solving abilities. One of the important views of real life problem context could be described such as a useful ways to interpret the real life leading to children's abstraction process. The problem contexts for the grade 6 with mathematical modeling perspectives were developed by reviewing the current 7th National Mathematics Curriculum of Korea. Those include the 5 content areas such as number & operation, geometry, measurement, probability & statistics, and pattern & problem solving. One of problem contexts, "Space", specially designed for pattern & problem solving area, was applied to the grade 6 students and analyzed in detail to understand student's mathematical modeling progress.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.47-62
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• 2016

Cultivating mathematical creativity is one of the aims in the recently revised mathematics curricular. However, there have been lack of researches on how to nurture mathematical creativity for ordinary students. Perspective of Realistic Mathematics Education(RME), which pursues education of creative person as the ultimate goal of mathematics education, could be useful for developing principles and methods for cultivating mathematical creativity. This study reanalyzes RME from the points of view in mathematical creativity education. Major findings are followed. First, students should have opportunities for mathematical creation through mathematization, while seeking and creating certainty. Second, it is vital to begin with realistic contexts to guarantee mathematical creation by students, in which students can imagine or think. Third, students can create mathematics in realistic contexts by modelling. Fourth, students create the meaning of 'model of(MO)', which models the given context, the meaning of 'model for(MF)', which models formal mathematics. Then, students create MOs and MFs that are equivalent to the intial MO and MF given by textbook or teacher. Flexibility, fluency, and novelty could be employed to evaluate the MOs and the MFs created by students. Fifth, cultivation of mathematical creativity can be supported from development of local instructional theories by thought experiment, its application, and reflection. In conclusion, to employ the education model of cultivating mathematical creativity by RME drawn in this study could be reasonable when design mathematics lessons as well as mathematics curriculum to include mathematical creativity as one of goals.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.275-294
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• 2019

In order to understand the recent trends in mathematics education research papers, data mining method was applied to analyze journals of the mathematics education posterior to the year of 2016. Text mining method is useful in the sense that it utilizes statistical approach to understand the linkages and influencing relationship between concepts and deriving the meaning that data shows by visualizing the process. Therefore, this research analyzed the key words largely mentioned in the recent mathematics education journals. Also the correlation between the subjects of mathematics education was deduced by using topic modeling. By using the trend analysis tool it is possible to understand the vital point which researchers consider it as important in recent mathematics education area and at the same time we tried to use it as a fundamental data to decide the upcoming research topic that is worth noticing.

• Archives of design research
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• v.12 no.2
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• pp.89-95
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• 1999

Carlo H. Sequin, a computer scientist, became to know a sculpture of subtle space construction which was created by Brent Collins, a sculptor, and introduced it as 'Visual Mathematics' in a journal. Sequin who was able to deduce a basic logic of the construction, has developed a software which can be used for virtual modeling merely by substituting simple numerical values using a computer and supplied it to Collins. The present author who was exposed to their collaboration works through series of their papers published in the journal, Leonardo, introduces the Collins' sculptures and the author's modeling procedures of animation works both of which show many common things in visual characteristics and modeling expansion method. The author investigates the mathematical characteristics which is used as a basic motive of modeling and then supplied as a principal visual characteristics of a material. 'Modeling Development by Principle Expansion,' in which the expansion is developed on the base of space twist as for Collins whereas the space section as for the present author, is introduced in this study. With the same stream of the mutual reaction in 'arts, sciences and technology' which has been stressed with the development of sciences and technology, this modeling technology is suggested as a research theme which has a possiblity of various applications.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.25 no.4
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• pp.363-372
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• 2012

In this study, a new information-based hybrid modeling framework is proposed. In the hybrid framework, a conventional mathematical model is complemented by the informational methods. The basic premise of the proposed hybrid methodology is that not all features of system response are amenable to mathematical modeling, hence considering informational alternatives. This may be because (i) the underlying theory is not available or not sufficiently developed, or (ii) the existing theory is too complex and therefore not suitable for modeling within building frame analysis. The role of informational methods is to model aspects that the mathematical model leaves out. Autoprogressive algorithm and self-learning simulation extract the missing aspects from a system response. In a hybrid framework, experimental data is an integral part of modeling, rather than being used strictly for validation processes. The potential of the hybrid methodology is illustrated through modeling complex hysteretic behavior of beam-to-column connections.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.339-352
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• 2014

In this paper we introduce mathematical modellings in teaching and learning differential equations which were adopted by 2009 revised curriculum. The textbook of 'Advanced Mathematics II' published in 2014 with one publisher includes the content of the second order differential equation y"+y=0 by the power series method. This paper discusses the issue of the power series and gives an alternative method to explain problems of differential equation. Also, we found that the textbook of 'Advanced Mathematics II' used the mechanical system not electrical system in solving differential equation problems. Thus this paper suggests a method using an electric circuit in teaching and learning the first order differential equation. Finally we suggest some terminologies in the teaching and learning of differential equations.