• Proceedings of the Korean Society of Precision Engineering Conference
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• 2004.05a
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• pp.80-80
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• 2004

베어링리스 모터는 기존의 전동기와 자기베어링을 결합한 기술로 축 길이가 줄어들어 회전 속도를 높일 수 있으며 소형화가 가능하다는 장점이 있다(Fig. 1). 베어링리스 모터를 설계하기 위한 첫 번째 단계는 베어링리스 모터의 수학적 모델을 도출하는 것인데, 기존의 연구에서 부상용 전류와 부상력의 관계는 잘 정립되어 있다. 그러나, 회전자의 변위에 따른 부상력의 변화는 명확히 정의되어 있지 안다. 본 논문에서는 분산 자기 회로 이론을 이용하여 회전자의 움직임에 따른 부상력의 변화를 스프링계수의 형태로 모델링하였다.(중략)

• Economic and Environmental Geology
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• v.18 no.1
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• pp.49-53
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• 1985

This study evaluates temperature profiles with distances from the center of nuclear wastes. The mathematical model to understand disposal plan is applied. The evaluation for thermal aspects includes mathematical derivation, numerical solution and some limitations. The numerical results and procedures of this work predict temperature variation in the radioactve wastes.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.05c
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• pp.33-37
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• 2002

기존 EMFG의 동작해석 알고리즘에서 마크벡터는 정확한 시간 간격이 아닌 각 스텝의 변화를 나타내는 것이었다. 그래서 시간 트랜지션이 있는 EMFG의 경우에는 정해진 지연시간 이외의 필요 없는 시간이 발생하였다. 본 연구에서는 이를 개선하여 초기완료비벡터를 적용하였고, 시간 트랜지션을 가진 EMFG에 대하여 시간의 흐름에 따른 점화가능벡터와 예상완료비를 산출하고, 현완료비에 따라 달라지는 경과완료비를 수학적으로 판단할 수 있도록 개선된 알고리즘을 제안하였다. 제안된 알고리즘을 무인 운전 시스템에 적용하여 시간 흐름에 따른 마크벡터의 변화를 입증하였다. 설계된 EMFG를 개선된 알고리즘에 따라 해석하게 되면, 시스템의 분석 및 설계가 용이하여, 시스템의 성능향상에 도움을 줄 것으로 기대된다.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.445-453
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• 2019

Gender might be interpreted in different roles and meanings depending on social and cultural backgrounds. Based on the premise that understanding of gender may change the direction of mathematics education, this paper confirmed how gender is interpreted in the preceding study of mathematics education in Korea by applying the literature research method. In particular, predictive model based on empirical perspective and gender schema model based on constructivist perspective. Based on the analysis of gender and research methods in cultural and historical composition models based on historical perspectives and postmodernism models based on postmodernism perspectives, this study analyzed trends in domestic mathematics education. As a result of the analysis, it is confirmed that gender is recognized as a biological difference in domestic mathematics education, and that analysis of gender and related elements of mathematics education is mainly used using statistical analysis techniques. This suggests that various approaches to interpreting gender's role in future mathematics education are needed. The existing mathematics education research on gender is composed in terms of gender differences. Since biology at the time did not explain this difference, however, it should now be based on the concept of gender, which is socially defined gender. Accurate understanding of gender and gender can be the basis for clearer understanding and interpretation of gender-related mathematics research.

• School Mathematics
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• v.15 no.1
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• pp.159-177
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• 2013

This study is a case study of STEAM education. We have developed teaching and learning materials, suggested teaching method, and analysed the result for exploring the potential and effect of STEAM. The content of this study is based on the history of mathematics. Science (S) is related to the 24 divisions of the year, the height of the sun, the movement of heavenly bodies. Technology (T) is related to the exploration with graphic calculators. Engineering (E) is related to design sundial and research on the design principles. Art (A) is related to literature review about mathematical history, the understanding of the value of the mathematics. Mathematics (M) is related to the trigonometric functions. We have considered that Project-Based Learning is proper teaching and learning for STEAM education, we have designed the STEAM PBL and analysed the results focused on the developing integrative knowledge, mathematical attitude including mathematical value, the competencies of 21 century. The result of this study is as follows. We find that STEAM education activates students' collaboration, communication skills and improves representation and critical thinking skills. Also STEAM education makes positive changes of students' mathematical attitudes including the values of the mathematics.

• Journal for History of Mathematics
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• v.25 no.2
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• pp.57-70
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• 2012

In this study, a teaching unit for mathematically gifted students is designed, based on Lakatos's perspective. First, students appreciated the exceptions of Desargue theorem and introduced the point at infinity to remove the exceptions. Finally students were guided to realize that the exceptions and the general case of Desargue theorem have equal status. Exploring Desargue theorem with other viewpoints, gifted students experienced the growth of mathematical knowledge due to exceptions of the theorem.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.559-573
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• 2007

Traditionally, the university mathematics has consisted of contents without consideration of the students' major and state of students' academic achievement. Even though this kind of policy seems to be good overall, there are some drawbacks because it does not give much consideration to the current system of entrance examinations and change of society. Hence we are required to classify contents of general university mathematics according to particular majors and colleges. Furthermore, we need to adjust the difficulty level of contents according to the appropriate level of academic need and standard.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.105-129
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• 2016

The elements of mathematical processes include mathematical reasoning, mathematical problem-solving, and mathematical communications. Proportion reasoning is a kind of mathematical reasoning which is closely related to the ratio and percent concepts. Proportion reasoning is the essence of primary mathematics, and a basic mathematical concept required for the following more-complicated concepts. Therefore, the study aims to analyze the proportion reasoning ability of sixth graders of primary school who have already learned the ratio and percent concepts. To allow teachers to quickly recognize and help students who have difficulty solving a proportion reasoning problem, this study analyzed the characteristics and patterns of proportion reasoning of sixth graders of primary school. The purpose of this study is to provide implications for learning and teaching of future proportion reasoning of higher levels. In order to solve these study tasks, proportion reasoning problems were developed, and a total of 22 sixth graders of primary school were asked to solve these questions for a total of twice, once before and after they learned the ratio and percent concepts included in the 2009 revised mathematical curricula. Students' strategies and levels of proportional reasoning were analyzed by setting up the four different sections and classifying and analyzing the patterns of correct and wrong answers to the questions of each section. The results are followings; First, the 6th graders of primary school were able to utilize various proportion reasoning strategies depending on the conditions and patterns of mathematical assignments given to them. Second, most of the sixth graders of primary school remained at three levels of multiplicative reasoning. The most frequently adopted strategies by these sixth graders were the fraction strategy, the between-comparison strategy, and the within-comparison strategy. Third, the sixth graders of primary school often showed difficulty doing relative comparison. Fourth, the sixth graders of primary school placed the greatest concentration on the numbers given in the mathematical questions.

• Journal of the Society of Naval Architects of Korea
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• v.32 no.1
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• pp.1-8
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• 1995

This paper presents possibilities of a numerical hull form representation in the form of curve designs, which require a variety of form variations. The numerical representation method of the hull form is developed using NURBS curve with sufficient continuity and local variation.

• Education of Primary School Mathematics
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• v.26 no.2
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• pp.115-124
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• 2023

This study aimed to investigate elementary school teachers' interest in mathematics textbooks following the new change in the publication system for elementary mathematics textbooks. To achieve this, an online survey platform was used to conduct a survey of elementary school teachers in teaching grade 3-4 across the country, and the responses of 199 participants were analyzed to determine their interest in mathematics textbooks. The research results showed that elementary school teachers had high levels of interest in mathematics textbooks, particularly in informational and personal interest. Moreover, the stages at which teachers showed the highest level of interest were reinforcement interest and operational interest. Analysis of the differences in interest in mathematics textbooks based on personal variables showed significant differences depending on the teacher's experience in mathematics education training, satisfaction with mathematics textbooks, and whether they majored in mathematics education. Based on these findings, it can be inferred that elementary school teachers have a high level of informational interest in the characteristics, strengths, weaknesses, and materials related to authorized and approved mathematics textbooks, and their high level of personal interest in mathematics textbooks can have a positive effect in line with the goal of the new textbook system. Additionally, since many teachers showed a high level of interest in reinforcement interest, it is necessary to devise various ways to support teachers' creative use and reconstruction of mathematics textbooks.