• Journal for History of Mathematics
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• v.22 no.3
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• pp.45-60
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• 2009

Mathematical thinking can be symbolized by the external signs, and these signs determine in reverse the form of mathematical thinking. Each symbol - a symbol in algebra, a symbol in analysis, and a diagram which verifies syllogism - reflects the diverse characteristic of cogitation in mathematics and perfirms a heuristic function.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.49-54
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• 2010

The functions and their graphs are very important parts in mathematical educations. But there seems be a lot of students studying the functions and their graphs without grasping the meaning of them and without interest with them. We present a learning method of how to match functions and their graphs with outlines of various shapes. That is, outlines of the shapes are assumed to be the graphs of the functions and the graphs will be plotted on the screen of a computer with help of the computer algebra system.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.439-452
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• 1998

In this Study, I concerned the learning-teaching of the use of letters in algebra. Our Study can be summarized as follows; First, I tried to establish the theoretical Foundation necessary for the learning-teaching of the use of letters in literal expressions. Second, I made a course of study that leads to the understanding of the meaning and the use f literals in algebraic expressions. Third, Based on this course of study, I held classes on First-grade students in middle school and I carried on an investigation their understanding of the meaning and the use of literals in algebraic expressions. Finally, I made an analysis of findings in this investigation and identified student's a better understanding of the meaning and the use of literals in algebraic expressions.

• The Mathematical Education
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• v.40 no.1
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• pp.93-102
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• 2001

The world we live in is called the age of information. Thus communication and computers are doing the central role in it. When one studies the mathematical problem, the use of tools such as computers, calculators and technology is available for all students, and then students are actively engaged in reasoning, communicating, problem solving, and making connections with mathematics, between mathematics and other disciplines. The use of technology extends to include computer algebra systems, spreadsheets, dynamic geometry software and the Internet and help active learning of students by analyzing data and realizing mathematical models visually. In this paper, we explain concepts of transformation, linear transformation, congruence transformation and homothety, and introduce interesting, meaningful and visual models for teaching of a plane transformation geomeoy which are obtained by using Mathematica. Moreover, this study will show how to visualize linear transformation for student's better understanding in teaching a plane transformation geometry in classroom. New development of these kinds of teaching-learning methods can simulate student's curiosity about mathematics and their interest. Therefore these models will give teachers the active teaching and also give students the successful loaming for obtaining the concept of linear transformation.

• The Journal of Information Technology
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• v.3 no.3
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• pp.1-9
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• 2000

In this paper, we propose the design and implementation of Multi-media Title for the similar figure learning. The algebra problems of mathematics are usually solved by algorithm, but the diagram problems of geometry have various solution methods. This made us educate the students by memorizing the principle and property of diagram. In this paper, we applied the courseware to the students and analyzed the result. Therefore we could notice the possibilities, "f we teach students by using the courseware, we can improve their learning achievement."

• Korean Journal of Child Studies
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• v.34 no.1
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• pp.123-140
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• 2013

The purpose of this study was to examine the effects of counting ability on young children's mathematical ability and mathematical learning potential. The subjects in this study were 75 young children of 4 & 5 years old who attended kindergartens and child care center in the city of B. They were evaluated in terms of counting ability, mathematical ability and mathematical learning potential(training and transfer) and the correlation between sub-factors and their relative influence on the partipants' mathematical ability was then analyzed. The findings of the study were as follows : First, there was a close correlation between the sub-factors of counting and those of mathematical ability. As a result of checking the relative influence of the sub-factors of counting on mathematical ability, reverse counting was revealed to have the largest impact on total mathematical ability scores and each sub-factors including algebra, number and calculation, geometry and measurement. Second, the results revealed a strong correlation between counting ability and mathematical learning ability. Regarding the size of the relative influence of the sub-factors of counting ability on training scores, reverse counting was found to be most influential, followed by continuous counting. While in relation to transfer scores, reverse counting was found to exert the greatest influence.

• Journal of the Korea Society of Computer and Information
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• v.13 no.1
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• pp.213-218
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• 2008

Through the development of computer and multimedia, many different kinds of theories about instructional method are presented. Especially, many lectures in associated with E-learning are done. In mathematics teaching, mathematica-algebra system lecturing, computer and Maple Matlab lecturing etc, are accomplished. There are many controversies among educators in problems originated by computer teaching. In this paper, we going to make a research about problems which are caused by mathematics computer-based education and present a desirable way of computer based education through studying comprehension rate and application ability among learner who uses omputer learning and other learner who uses exiting blackboard-based learning with statistical analysis after sampling test

• The Journal of Korean Institute of Communications and Information Sciences
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• v.5 no.1
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• pp.49-53
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• 1980

Since Zadeh had published the fuzzy set theory at 1965, it has been applied to many fields such as realizability of communication nets, automatic control, learning systems, switching circuits. In this paper, the method of applying a fuzzy logic to a pattern classification is studied and the difference of fuzzy logic from Boolean algebra is discussed. Classfication experiment is carried out 16 persons' photos of three families by fourty male and female observers and recognition rate 94% is obtained.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.243-262
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• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 7th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.

• School Mathematics
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• v.12 no.2
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• pp.193-217
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• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 8th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.