• School Mathematics
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• v.10 no.1
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• pp.1-22
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• 2008

The purpose of this study is to search the effective teaching-learning program by considering how affect on formation of linear function using Excel. This study was based on qualitative case study. The teaching experiment using Excel executed with five 8th graders' students for second research content. Teaching experiment was performed for two classes. Collecting the data was conducted via observations and interviews with students. The data include audio and video recording of the students' work, students' worksheets and detailed field notes. The conclusions drawn from teaching experiment are as follows: First, when students explored relevancy content of function in Excel environment, formation of concept of function was facilitated by experiencing operation of algebraic formulas, tables and graphs. We could infer that formation of concept was effected by conjecture activity and iterative process of feedback through Excel environment. Second, the students explored the changes very interestingly making algebraic formulas and presenting tables and graphs. The students were familiarized with observation on algebraic formulas, graphs and tables concurrently. Also, they tried to look for general rules through inductive observation. According to this study, we noticed that exploration teaming environment using Excel could supplement paper-and-pencil environment.

• School Mathematics
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• v.15 no.2
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• pp.315-335
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• 2013

Probability has distinctive characteristics which are different from other areas of school mathematics. The critical change can be noticed in the domain, 'probability and statistics' of 2009 revised national curriculum for elementary school mathematics. This indicates that the concept of chance is supposed to be taught in the 5~6 grade band instead of the definition of probability which is moved to the middle school level. The purpose of this study is to seek desirable methods for teaching the concept of chance which reflect the achievement criteria and the attention point for teaching and learning of the curriculum at the point of time when textbooks haven't yet been developed. To do this, based on theoretical considerations and comparative analysis of the curricula in the longitudinal - latitudinal dimensions respectively, the validity of the latest curriculum change was confirmed and several learning activities were devised. And then two lessons were planned for applying these activities to eight fifth graders and were implemented along the plan. As a result, the relevance of the learning activities was examined and students' difficulties in learning the concept of chance with educational implications were discussed.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.459-483
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• 2010

This study aims to develop materials related to math education for the aged and to identify the effects of application as part of active measures to the aging society with its growing elderly population which is one of the greatest changes in our society. In this purpose, the necessity and objectives for development of materials of 'Silver Math' as education for the aged are explained. Developing and disseminating materials with a role as a program for intelligent needs and physical and spiritual health of the aged presents standards for development of more systemic and meaningful educational materials at this point of time when the importance of education of the aged increases to help the old enjoy qualitatively successful lives in later years in the perspective of lifelong education. Also it aims to present standards of contents and requirements in learning that are adequate and meaningful to old learners at the actual learning sites where education takes place only in terms of making good use of spare time while at the same time suggesting plans of teaching and learning as well as conditions for learning environment. Next, the effectiveness of 'Silver Math' are explored by applying developed materials to the aged. materials of 'Silver Math' for the aged with contents that are appropriate to the definitive and cognitive level of the aged are presented. The developed materials for mathematical activities are divided into 'computation of basic numbers' for those wishing to learn calculation and concepts of numbers, 'active math' that corresponds to definitive factors of old learners, facilitates leisure time through mathematical activities, and Improves communication abilities through cooperative learning among learners, and 'math with thinking power' to solve simple calculation problems by applying to various actual situations.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.497-524
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• 2011

This study was to understand students' learning about the function of math combined with molecular motions of science using the block scheduling. It was based on the revised Class Structure Model of Lee et al.(2010) where MBL as a tool was used to increase students' participation and understanding in the integrated concepts. The researcher provided the 6th grade students who lived in Sung Nam-Si, Kyung Gi-Do with 8 unit lessons, consisting of 5 stages of CSM. As a result of the study, the integrated education of Mathematics and Science showed synergic effect in studying both subjects and brought a positive result in gradual mathematization. It may be hard to combine all the contents of mathematics and science together. However, learning the relation between volume and pressure, and between volume and temperature of gas used as an example of function shown in our daily life was appropriate through Fogarty's integrated education model because it supported the objective of both subjects. Also, it was a good idea to develop CSM because it was composed of the contents from both subjects held in the same period of a year. Through the five stages, students were able to establish and generalize the definitions and the concepts of function.

• Proceeding of EDISON Challenge
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• 2017.03a
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• pp.656-661
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• 2017

이 연구의 목적은 심근경색의 발생 위치와 그 부피에 따른 심실의 여러 가지 생리학적인 특성들을 분석하는 데에 있다. 우리는 심근경색의 발생 사례를 총 8가지로 분류하여 각 병변의 발생 위치와 부피를 달리 하였으며 대조군으로 정상 상태의 심장을 두어 기준 값으로부터 각 사례 별로 전체 심장 대비 심근경색 부위가 차지하는 비율, 압력-부피 선도, 1회 박출량(SV), 분당 심박출량(CO), ATP 소모율, 박출 효율(EF), 1주기의 1ATP 당 소모한 일의 양(SW/ATP) 등을 조사하였다. 또한 본 연구는 심근경색의 발생 위치와 부피에 따른 이의 심각성을 나타내고자 했기 때문에, 각 사례 별로 압력-부피 선도, 들의 변화율 및 세포가 괴사한 정도에 따른 수치 변화율을 퍼센트(%)로 표시하여 그 정도를 조사하였다. 심근경색을 가진 심장은 그렇지 않은 심장에 비해서, ATP 소모량이나 EF의 경우 각 사례 마다 상이한 결과를 가지기는 하지만, 대체적으로 더 적은 1주기 일량(SW) 및 1회 박출량(SV) 분포를 보였으며 SW/ATP의 값은 거의 일괄적으로 감소하였음을 확인하였는데, 이는 심실의 효율이 정상 심장에 비해서 떨어졌음을 의미한다. 결과적으로, 본 연구는 심근경색의 생리학적 특징들을 재확인함과 동시에 임상적으로 확인할 수 없는 특징들의 수학적인 분석과 더불어 심근경색의 공간 특징적인 현상들을 밝히고 있다.

• Journal of Korean Association for Spatial Structures
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• v.9 no.3
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• pp.75-82
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• 2009

This paper investigates the variation of post-buckling behaviours of spatial structures after sizing optimization with linear assumptions. The mathematical programming technique is used to produce the optimum member size of spatial structures against external load. Total weight of structure is considered as the objective function to be minimized and the displacement occurred at loading point and member stresses of structures are used as the constraint functions. The finite difference method is used to calculate the design sensitivity of objective function with respect to design variables. The post-buckling analysis carried out by using the geometrically nonlinear finite element analysis code ISADO-GN. It is found to be that there is a huge difference between the post buckling behaviours of the initial and optimized structures. Therefore, the stability of optimized spatial structures with linear assumption should be throughly checked by appropriate nonlinear analysis techniques. Finally, the present numerical results are provided as benchmark test suite for future study of large spatial structures.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.107-122
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• 2013

The purpose of the study is finding the effective teaching and learning methods on the concepts of figures through exploring the change of students' cognitive structures before and after the peer teaching activities. The difference of the peer teacher's and student's cognitive structures was investigated for the activities. Three teams, six students of 5th grade, were selected from the S elementary school in Boyeon. To figure out the students' cognitive structures, pre and post in-depth interviews were conducted and analyzed. Both peer teachers' and learners' cognitive structures were changed. Peer teachers' cognitive structures were changed more positively than peer learners. A consistent systematic planation and continuous teacher support and effort are needed for the activities.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.403-430
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• 2011

The purpose of the study was to investigate how the use of graphing calculators influence on forming students' mathematical concept of algebra, students' mathematical connection, and attitude toward mathematics. First, graphing calculators give instant feedback to students as they make students compare their written answers with the results, which helps students learn equations and linear inequalities for themselves. In respect of quadratic inequalities they help students to correct wrong concepts and understand fundamental concepts, and with regard to functions students can draw graphs more easily using graphing calculators, which means that the difficulty of drawing graphs can not be hindrance to student's learning functions. Moreover students could understand functions intuitively by using graphing calculators and explored math problems volunteerly. As a result, students were able to perceive faster the concepts of functions that they considered difficult and remain the concepts in their mind for a long time. Second, most of students could not think of connection among equations, equalities and functions. However, they could understand the connection among equations, equalities and functions more easily. Additionally students could focus on changing the real life into the algebraic expression by modeling without the fear of calculating, which made students relieve the burden of calculating and realize the usefulness of mathematics through the experience of solving the real-life problems. Third, we identified the change of six students' attitude through preliminary and an ex post facto attitude test. Five of six students came to have positive attitude toward mathematics, but only one student came to have negative attitude. However, all of the students showed positive attitude toward using graphing calculators in math class. That's because they could have more interest in mathematics by the strengthened and visualization of graphing calculators which helped them understand difficult algebraic concepts, which gave them a sense of achievement. Also, students could relieve the burden of calculating and have confidence. In a conclusion, using graphing calculators in algebra and function class has many advantages : formulating mathematics concepts, mathematical connection, and enhancing positive attitude toward mathematics. Therefore we need more research of the effect of using calculators, practical classroom materials, instruction models and assessment tools for graphing calculators. Lastly We need to make the classroom environment more adequate for using graphing calculators in math classes.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.163-178
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• 2011

The mathematics curriculum revised in 2007 includes 'problem fabrication'. So it is necessary to analyse the texts how much they include problem fabrication. In mathematics, problem fabrication and problem solving interact and stimulate each other. Also the main purpose of problem fabrication is to improve the students' problem solving. There are 16 different texts of grade 7 algebra which contain problems concerning 'problem fabrication'. We count the number of such problems in each sections. Also we divide problem fabrication into five types. Then we count the number of problems in each type and its frequencies in a section.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.131-146
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• 2018

Differentiation with integration is an important subject which is widely applied in mathematics, natural science, and engineering. Derivative is an important concept of differentiation. But students don't understand its concept well and concentrate on acquiring only the skill to solve the standardized calculus problem. So they are poor at understanding of the concept of differentiation. In this study, after making a survey of differentiation on college students, we try to analyze errors which appeared in solving differentiation problem and investigate mathematics process of limiting process inherent in the derivative and historical development about derivative. Thus, we try to analyze the understanding of differentiation and present the results about this.