• The Mathematical Education
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• v.29 no.1
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• pp.55-61
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• 1990

There are three objectives of this paper. First, we present an elegant and simple generalization of Abel's theorem (i .e. tile Abel summability (on the unit disk of the euclidean plane) is regular). Second, we consider the definition of Abel summability through lim (equation omitted) which immediately has clear connexctions with CeSARO summability and Cesaro sums (equation omitted). This approach examplifies some simple aspects of so-called Tauberian theorems of divergent series. Third, we present the applications of the previous results to find the limits of transition probabilities of homogeneous Marker chain. Finally, we explain why the original Abel's theorem which looks obvious is difficult to be proved, and can not be proved analytically.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.145-165
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• 2024

The purpose of this study is to analyze the types of errors made by Korean language learners in the use of dual numerals and provides basic data for developing an effective teaching numeration using dual numerals. To this end, a case study was conducted to analyze the types of errors that appear in numeration using dual numerals targeting Korean language learners with diverse linguistic and cultural backgrounds and different academic achievements in Korean and mathematics. Error types that categorized errors made by Korean language learners were used as an analysis framework. The conclusions obtained from the research results are as follows. First, it is necessary to provide students with opportunities to use them frequently so that they can become familiar with the use of native language numerals, which often causes errors. Second, when teaching Korean language learners with low-level Korean language academic achievement how to use Chinese numerals, it is necessary to pay attention to the multiplicative numeral system of Chinese numerals. Third, it is necessary to teach children to accurately read foreign word classifiers used with Chinese numerals accurately in Korean and distinguish between the classifiers 'o'clock' and 'hours'. There is a need to provide guidance so that native language/Chinese numerals can be used appropriately in succession along with Chinese classifiers. The results of this study may contribute to the development of an effective teaching numeration using dual numerals for Korean language learners with diverse linguistic and cultural backgrounds.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.195-220
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• 2010

The magic square is one of the number arrangements and the sums of each row, column, and diagonal are all equal. The meaning of "方" is "Square". If we don't consider the condition of 'square' then is it possible any number arrangement? There are many special number arrangements such as "magic five number circle(緊五圖)", "magic six number circle(聚六圖)", "magic eight number circle(聚八圖)", "magic nine number circle(攢九圖)", "magic eight camp circle(八陣圖)", "magic nine camp circle(連環圖)" in the ancient Chinese mathematics books such as "楊輝算法", "算法統宗". Also, there is a very special and beautiful number arrangement Jisuguimoondo(地數龜文圖) in the mathematics book "Goosuryak(九數略)" written by Choi suk jung(崔錫鼎) in the Joseon Dynasty. In this study, we introduce a various number arrangements and their properties.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.341-360
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• 2011

This paper deals with contents that Sang-Seol Lee contributed to the natural science in the 19th century Korea. Prof. Sung-Rae Park, the science historian, called Sang-Seol Lee Father of the Modern Mathematics education of Korea. Sang-Seol Lee wrote a manuscript Botany with a brush in late 19th century. Botany was transcribed from Science Primers: Botany (written by J. D. Hooker), which is translated into Chinese by Joseph Edkins in 1886. The existence of Sang-Seol Lee's book Botany was not known to Korean scientists before. In this paper, we study the contents of Botany and its original text. Also we analyze people's level of understanding Western sciences, especially botany at that time. In addition, we study authors of 16 Primers jar Western Knowledge. We study the contribution of mathematician Sang-Seol Lee to science education in the 19th century Korea.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.61-82
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• 2015

This study investigated the learning process of Chines international student within a technology environment, who was studying in Korea to be well equipped as a math teacher in future. Her activities were observed and guided in a class for pre-service teachers in one university, Kyunggido, in the second semester of 2014. She experienced obstacles such as the lacks of comprehending Korean sentences, Korean math terminologies, mathematical concepts, and fidelities of technology in her learning. She was recovered by bilingual effect, visualization activities, repetition activities, and group activities. There was a learning helper who made her learning possible in a bilingual way. Thus, the bilingual education is crucial for students with multi-cultural background.

• The Mathematical Education
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• v.46 no.3
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• pp.245-261
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• 2007

This paper deals with the possible problems which may arise when students learn the names of elementary geometric figures in the languages of Korean, Chinese, English. The names of some simple geometric figures in these languages are analyzed, and a specially designed test was administered to some grade eight students from the three language groups to explore the possible influence of the characteristics of the languages on students' capability in identifying the figures, the way students define the figures, and students' understanding of the inclusive relationship among figures. It was found that the usage of the terms to describe geometric figures may indeed have affected students' understanding of the figures. The names of geometric figures borrowed from those of everyday life objects may cause students to fix on some attributes of the objects which may not be consistent with the definition of the figures. Even when the names of the geometric figures depict the features of the figures, the words used in the naming of the figures may still affect students' understanding of the inclusive relations. If there is discrepancy between the definition of a geometric figure and the features that the name depicts, it may affect students' understanding of the definition of the figure, and if there is inconsistency in the classification of figures, it may affect students' understanding of the inclusive relationship involving those figures. Some implications of the study are then discussed.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.319-335
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• 2013

Chinese mathematical curriculum is divided 4 areas(number and algebra, space and figure, statistics and probability, practice and synthetic application). The purpose of this paper is to analyze the contents of the practice and synthetic application in yanbian elementary textbook. For this, 12-textbook which was published in yeonbeon a publishing company is analyze by topic, mathematical process, area of content and mathematical activity. mathematical process The following results have been drawn from this study. First, contextual backgrounds of practice are restricted in classroom. The contents of synthetic application are limited in connection of mathematical areas. Mathematical problem solving is a main in mathematical process, whereas reasoning activity is a few. Mathematical experience activity is a main in mathematical process, whereas synthetic activity is a few. We can use the suggestions of this paper for development of textbook and the contents of mathematical process.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.9
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• pp.1-16
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• 2019

This study was carried out to develop a physics education program for foreign students of university in Korea to improve their ability to major in the field and to prevent them from becoming dropout. The subjects of the study are five Chinese students attending a natural science and engineering college. Prior to the development of the physics education program, the researchers developed basic physics textbooks for the foreign students and questionaries for diagnosis and summative evaluation, and utilized them to apply a total of seven classes. After the application of the classes, the results of the student's diagnosis and summative evaluation, the teacher's diaries, the observer's diaries, and the transcripts were analyzed by triangulation method. In addition, Nvivo12 was used for the analysis of the teacher's and observer's diaries to help with qualitative analysis. The results of the study are as follows: First, the oder and contents of physics education program for students of the natural science and engineering college were presented in detail, and basic physics textbooks and tools for diagnosis and summative assessment were developed. Second, as a result of the analysis of the diagnosis and summative assessment results of the program, the students' basic physics achievement improved by an average of 40 points due to the application of the developed program. Third, as a result of the application of the program using Nvivo12, meaningful node and actual cases were extracted. There were 10 types of nodes created such as understanding of the students, teaching method, rate of the participation, level differences, language problems, relevance to majors, curriculum and methods of education in the country of origin, cooperative learning, and interest inducement. The researcher provided suggestions on physics education methods for students of science and engineering colleges in Korea based on the related cases.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.328-341
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• 2001

The purpose of this study was to analyze the achievements in science results of the TIMSS-R test, which was performed in 1999 with 38 nations participating. In this study, general trends in international science achievement considering the differences beween nation, content areas, and gender were analyzed through descriptive statics. The average scale score of Korean 8th grades students was 549, which was significantly higher than international average of 488. However it showed a relative decline from 4th grade in TIMSS to 8th grade in TIMSS-R. Chinese Taipei and Singapore students had the highest average performance, followed by Hungary, Japan, and Korea. The average gender differences of Korean students showed a decrease from TIMSS in 1995 to TlMSS-R in 1999, but it was still significantly higher than the international average. The average differences of overall science and each content area were not statistically significant both internationally and domestically.

• Education of Primary School Mathematics
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• v.25 no.2
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• pp.161-178
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• 2022

Korean uses a dual numeral system consisting of native and Chinese words. This dual numerical system is customarily selected in real life, mixed with two methods, or irregularly transformed. Therefore, the burden on both students and teachers is increased in the learning guidance process of numeral. This study recognized the need to improve the difficulty of learning guidance due to the dual numeral system. To this end, the context in which the numeral system method is selected, various modified cases, and related guidance contents of the current curriculum and textbooks were analyzed and organized. As a result of the analysis, there were characteristics of the selection and deformation of the numeral system method, which appears according to the actual situation using numerical. However, the criteria for characteristics were ambiguous and there were no specific guidance guidelines in the curriculum and textbooks. In this case, since the role of the teacher is more important, the teacher should be aware of the detailed characteristics of the actual situation related to the dual numeral system and let the student understand through experience and practice on various aspects of the use of the dual numeral system.