• Journal of Korean Medical classics
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• v.18 no.1 s.28
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• pp.7-32
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• 2005

청대적명의오국통(淸代的名醫吳摘通), 불근시'온병'제가(不僅是'溫病'諸家), 우시관어림상각과논치적명가(又是關於臨床各科論治的名家). 관어(關於)${\ulcorner}$온병조변${\lrcorner}$(溫病條辨)상온병학(上溫病學)술리논적특정(術理論的特征), 정리여하(整理如下). 대온병병인(對溫病病因), 파융합제가문학설(把融合諸家們學說), 규명시종일관(糾明始終一貫), 제시료정상화비정상적'복기'(提示了正常和非正常的'伏氣'), '사천시영현행지기'('司天時令現行之氣'), '려기'인기온병적삼도인치온'지학설('戾氣'引起溫病的三圖因致溫'之學說). 吸收諸家們的長處(흡수제가문적장처), 創案'三焦辨證'濃體系(창안'삼초변증'농체계). 수선(首先), 타이'삼초'위강영구분병위적상하(他以'三焦'爲綱領區分病位的上下), 천채(淺採), 기차이'륙경'위구별설명장역부화경락적불동(其次以'六經'爲區別說明?驛腑和經絡的不同), 재일차이'위기영혈'(在一次以'衛氣營血') 구별료표리적선후(區別了表裏的先後). 우용횡향급종향논술료온사적전변규률(又用橫向及縱向論述了溫邪的傳變規律), 최후제시료'치상초여우(最後提示了'治上焦如羽), 비경불거(非輕不擧). 치중초여형(治中焦如衡), 비평불안(非平不安). 치하초여권(治下焦如權), 비중불침(非重不沈).'적약물치료원칙(的藥物治療原則). 재질병적변별구분'온열'화'습열'(在疾病的辨別區分'溫熱'和'濕熱'), 재약물적사용상구별'강조'화'유윤'(在藥物的使用上區別'剛燥'和'柔潤'), 저우시오씨적온병학술특징지일(這又是吳氏的溫病學術特徵之一). 재치법(在治法), 방제(方劑), 약양(藥量), 전법(煎法), 복법(服法), 음식(飮食), 조양등적온병치료방면(調養等的溫病治療方面), 제시료광범위적'금기'학설(提示了廣範圍的'禁忌'學說). 타심각적감각도료오치온병적결과(他深刻的感覺到了誤治溫病的結果), 위료방지오치(爲了防止誤治), 관전치료'금기'(灌展治療'禁忌'), 현재야필요준수적충분적가치(現在也必要遵守的充分的價値).

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.163-175
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• 2017

The purpose of the study is to identify the effect of length and right angle indication on the understanding of the concept of the figure when presenting the task of classifying the plane figures. we recorded thirty three 4th grade students' performance with eye-tracking technologies and analyzed the correct answer rate and gaze duration. The findings from the study were as follows. First, correctness rate increased and Gaze duration decreased by marking length in isosceles triangle and equilateral triangle. Second, correctness rate increased and Gaze duration decreased by marking right angle in acute angle triangle and obtuse triangle. Based on these results, it is necessary to focus on measuring the understanding of the concept of the figure rather than measuring the students' ability to measure by expressing the length and angle when presenting the task of classifying the plane figures.

• School Mathematics
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• v.7 no.4
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• pp.403-425
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• 2005

The study aims to get real picture of primary mathematics education based on RME in the Netherlands focusing on number and operations strand by reflecting and analyzing the documents in relation to the primary school mathematics curriculum. In order to attain these purposes, the present paper describes the core goals for mathematics education, Dutch Pluspunt textbook series for the primary school, and a learning-teaching trajectory by TAL project which are determinants of the Dutch primary school mathematics curriculum. Under these reflections on the documents, it is analyzed what is the characteristics of number and operations strand in the Nether-lands as follows: counting numbers, contextualization, positioning, structuring, progressive algoritmization based on levels, estimation and insightful use of a calculator. Finally, discussing Points for improving our primary mathematics curriculum and textbook series development are described.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.579-598
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• 2011

In this study, the 2011 elementary school mathematics curriculum was analyzed compared to the 2007 elementary school mathematics curriculum with a focus on changes in specified learning topics. First, the topics which are dealt with in the 2011 curriculum were critically discussed. Second, prominent features which can be found in learning topics in 2011 curriculum were found. The following three conclusions which can be obtained from above analyzed results were presented. First, system for curriculum development is necessary to supplement. The process of draft development for public hearing and final curriculum development is not exposed anywhere. It is necessary to clean up and disclose this process in order to study and develop next curriculum. Second, it is necessary to modify the way of stating in curriculum. it is necessary to specify and use the expressions to some extent the meaning of which are not sufficiently established and the meaning of which are ambiguous. Third, the achievement standards set by 2011 curriculum needs to be consistent. The principles for stating achievement standards are necessary. it is necessary to review the link between elementary and middle school curriculum is well-made.

• School Mathematics
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• v.16 no.4
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• pp.763-782
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• 2014

The purpose of this study is to investigate mathematics content knowledge(MCK) of pre-service teachers about the area of a circle. 53 pre-service teachers were asked to perform four tasks based on the central ideas of measurement for the area of a circle. The results of this study are as follows. First, pre-service teachers had some difficulty in describing the meaning of the area of a circle. Quite a few of them didn't recognize the necessity of counting the number of area units. Secondly, pre-service teachers had insufficient content knowledge about the central ideas of measurement for the area of a circle such as partitioning, unit iteration, rearranging, structuring an array and approximation. Lastly, few pre-service teachers understood the concept of actual infinity. Most students regarded the rectangle as the figure having the approximation error instead of the limitation from rearranging the parts of a circle.

• School Mathematics
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• v.19 no.3
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• pp.617-638
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• 2017

In order to make a connection in teaching similar concepts between mathematics and science in teaching similar concepts, this paper analyzed the contents related to capacity, volume, weight, and mass in the mathematics and science textbooks aligned with the national elementary curriculum. We first explored when to present such topics in both textbooks, and then analyzed in what ways the topics were addressed in terms of quantitative comparison, vocabulary, units of measurement, measurement, tools for measurement, estimation, and connections to real life. The results of this study showed that there were some aspects emphasized in common both in mathematics and science textbooks. The analysis of this study also demonstrated subtle but considerable differences according to the characteristics of two subject matters. Based on these results, this paper provides implications for elementary school teachers to consider in teaching capacity, volume, weight, and mass through mathematics and science lessons.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.1-27
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• 2010

This study intends to provide implications about sluggish use of calculators in our case by analyzing the math textbook of U.S. Macmillan/McGraw-Hill along with the tendency of paying more attention to math class using technologies. From the results of analysis, this textbook deals with various methods over around 3.3% of all pages, using calculators across all grades from 1st to 6th grade. In particular, it offers guidance into three types such as 'Choose a Computation Method', 'You can also use a calculator.', and 'TECHNOLOGY LINK', while particularly it is impressive in the perspective of using calculators as one of calculation strategies. And case studies of usage in textbooks describe 8 different perspectives as an example-represent; solve problems or equations; develope or demonstrate conceptual understanding; analyze; compute or estimate; describe, explain or justify; choose appropriate calculation method; determine a calculated answer's reasonableness. Reflecting on the fact that we still use calculators in a passive way, there are considerable implications to us.

• Proceedings of the Korea Water Resources Association Conference
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• 2018.05a
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• pp.26-26
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• 2018

기후변화로 인한 홍수, 가뭄 등의 자연재해가 빈번히 발생함에 따라서, 수자원의 변동성이 심각해짐에 따라서 물 부족에 대한 관심이 대두되고 있다. 특히, 수문분야에서 수자원의 확보 및 효율적 관리에 대한 중요성 및 관심이 높아지고는 있으나, 물 순환에 대한 이해 및 분석에 대한 부분은 아직 계속적으로 연구할 필요성이 있다. 물 순환에서 다른 수문기상인자들에 비해 직접적인 관측이 어려운 실제증발산은 단순 가정 및 경험식, 또는 물수지 방정식을 통해 어림되어 계산되어 진다. 지상에서 실제증발산을 관측하기 위해 에디 공분산 기반의 플럭스 타워(flux tower)를 이용하여 한 지역(지점)에서의 정량적인 관측이 이뤄지고 있으나, 공간적인 관측은 이뤄지고 있지 않는 문제점을 가지고 있다. 따라서, 기술이 발전함에 따라 다양한 물리식 기반의 재분석자료(reanalysis data)/인공위성(satellite)기반의 실제증발산에 대한 자료가 산출되어진다. 그렇지만, 다양한 물리식 기반으로 산출되는 결과는 알고리즘의 특성상 오차가 발생할 수 있다. 이러한 방법을 해결하기 위하여 다양한 합성 방법을 이용하여 각 알고리즘에서 오차를 보정 및 개선한 최적의 실제증발산 결과를 필요로 하게 된다. 이 연구에서는 재분석/인공위성 기반의 8일 단위 실제증발산 자료를 활용하여 두 가지의 합성 방법(simple taylor skill score, maximize r)을 이용하여 개선된 실제증발산 결과를 산출하기 위하여, 2005년부터 2014년까지의 호주에서의 실제증발산에 대한 합성 결과를 나타내었다. 전반적으로 두 방법으로 산정된 결과는 기존의 결과에 비해 오차가 상당히 개선된 것을 확인 할 수 있었으며, 특히, 다양한 자료를 이용하여 합성하는 방법인 simple taylor skill score방법이 maximize r의 방법에 비해 보다 오차 및 상관성이 높은 것을 확인 할 수 있다. 본 연구에서 합성 방법을 이용하여 기존의 자료에 비해서 개선된 결과를 산정할 수 있는 것을 확인하였고, 향후 가뭄에 직접적으로 연관성을 가진 합성 증발산 자료를 활용하여 가뭄 분석의 신뢰성을 향상시킬 수 있을 것으로 기대된다.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.475-496
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• 2018

Although the multiplication of decimal fractions is expected to be easy for students to understand because of the similarity to natural numbers multiplication in computing methods, students show many errors in the multiplication of decimal fractions. This is a result of the instruction focused more on skill mastery than conceptual understanding. This study is a basic study for effectively developing a unit of multiplication of decimal fractions. For this purpose, we analyzed the curriculums' performance standards, significance in teaching-learning and evaluation, contents and methods for teaching multiplication of decimal fractions from the 7th curriculum to the revised curriculum of 2015 and the textbooks' activities and lessons. Further, we analyzed preceding studies and introductory books to suggest effective directions for developing teaching unit. As a result of the analysis, three implications were obtained: First, a meaningful instruction for estimation is needed. Second, it is necessary to present a visual model suitable for understanding the meaning of decimal multiplication. Third, the process of formalizing an algorithms for multiplying decimal fractions needs to be diversified.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.32-40
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• 2018

In order to avoid excessive vibration, it is required to carry out a vibration analysis of heat-exchanger/nuclear-reactor at the design stage. Information of eigen-frequency in the vibration problem is required to evaluate safety of heat-exchange/nuclear reactor. This paper describes a numerical method, Galerkin's method, to solve the eigenvalue problem occurred in a cantilever beam. The beam is restrained with added mass and spring at the free end or a node point of a mode shape. The numerical results of eigen-frequency were compared with simple analytical and experimental results given by simple approach and simple test, respectively. It is found that Galerkin's method is applicable to estimate the eigen-frequency of the cantilever beam. The frequencies become lower with increasing the added mass and the frequencies increase with the spring force. It is shown the heavy added mass has a role of support on the flexible tube. The eigen-frequency of the first mode, for the system with the added mass mounted at the free end, can be calculated by the approximate analytical method existing with more or less accuracy.