• 한국수학교육학회지시리즈A:수학교육
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• 제47권4호
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• pp.447-465
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• 2008

The purpose of this study is to suggest effective teaching methods on the concept of infinity for students to obtain the right concept in the middle school curriculum. Many people have thought that infinity is something vouge and unapproachable. But, nowadays it is rather something with a precise definition that lies at the core of modern mathematics. To understand mathematics and science very well, it is necessary to comprehend the concept of infinity. But students tend to figure out the properties of infinite objects and limit concepts only through their experience closely related to finite process, and so they are apt to have their spontaneous intuition and misconception about it. Since most of them have cognitive obstacles in studying the infinite concepts and misconception, mathematics teachers need to help them overcome the obstacles and establish the right secondary intuition for the concepts through good examples and appropriate explanation. In this study, we consider the developing process of the concept of infinity in human history and give some comments and suggestions in teaching methods relative to that concept with new suitable examples.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제22권2호
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• pp.129-147
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• 2019

본 연구에서는 CCSSM-CA와 그에 따른 미국 초등 교과서에 제시된 분수의 연산 내용을 분석하였다. 분석 결과, 분수를 단위분수나 분모가 같은 분수의 합으로 표현하게 하여 분수 개념과 연산을 연결 짓는 특징이 있었다. 또 분수의 곱셈에서는 곱하는 한 수의 크기에 기초하여 다른 수의 곱의 결과를 비교하도록 하거나, 나눗셈에서는 단위분수가 포함된 나눗셈을 먼저 다루고, 다양한 방법으로 계산을 하도록 제시하는 특징 등이 있었다.

• East Asian mathematical journal
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• 제40권2호
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• pp.183-207
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• 2024

This study is a case study that considered fractional senses and fraction operation abilities for 107 gifted students in elementary school classes. In order to find out the fractional sense, in the first question comparing the sizes of fractions 2/3 and 4/5, the students showed a variety of strategies, but the utilization rate of strategies excluding reduction to a common denominator did not exceed 50%. The second question can be solved by using the first question. It is a problem of finding two fractions by selecting four from six numbers 1, 3, 4, 5, 6, and 7 to create two fractions of which sum does not exceed 1. The percentage of correct answers to this question was about 27% (29 out of 107). Only 5 out of 29 students found answers using the first question, and the rest of the students sought answers through trial and error in various calculations. It shows that the item arrangement method from a deductive perspective has no significant effect on elementary school students. The percentage of correct answers was about 27% in the questions to find out the fraction operation ability-the question of drawing a 4/3 bar using a given 3/8-sized bar and 30.7% (23 out of 75) of the students who had wrong answers showed insufficient splitting operation. In addition, it has been shown that the operation of partitioning and iterating to form numerical senses and fractional concepts related to the fractions of the students has no significant impact.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제23권1호
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• pp.145-174
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• 2009

아동들이 형식 교육을 받기 이전에도 수학을 이해하고 있으며 학습능력에 따라 이런 이해에 차이가 있을 것이라는 가정을 검증하기 위해서 본 연구를 실시하였다. 이를 위해서 초등학교 1, 2, 3 학년 학생들이 분수를 학습하기 전에 형성하고 있는 분수에 대한 개념 그리고 학년 및 학습능력에 따른 분수 개념들의 이해 정도를 알아보았다. 학습능력은 추론능력 및 학업성취도를 조합한 것으로 조작적 정의를 하였으며, 학습능력에 따라 학년별로 6명씩(상, 중, 하 각 2명)을 연구 대상으로 선정하였다. 분수개념에 대한 과제를 개발하고, 구조화된 면담을 실시하였으며, 질적 분석을 위해 비디오 녹화, 면담 프로토콜, 관찰 등을 통해 아동의 반응을 수집하고, 아동들의 반응은 유형에 따라 분석하였다. 분석 결과로부터 다음과 같은 결론을 얻을 수 있었다. 아동들은 형식 교육을 받기 이전에 분수에 대한 다양한 비형식적 지식을 형성하고 있었으며, 이 중에는 분수의 형식적 학습에 바탕이 될 수 있는 것과 오개념을 유도할 수 있는 것이 존재하였다. 또한 아동이 형성한 비형식적 지식에는 학년, 학습 수준에 따라 차이가 존재하였다. 이는 비형식적 지식이 다양한 학습 경험과, 일상생활의 경험에 영향을 받기 때문인 것으로 분석되었다.

• Journal of Periodontal and Implant Science
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• 제33권2호
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• pp.259-269
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• 2003

The ideal goal of periodontal therapy is the regeneration of periodontal tissue repair of function. Although is very difficult to attain the goal, recent advances in periodontal wound healing concepts encourage hope reaching it. Recently many efforts are concentrated on the regeneration potential of material used in traditional Korean medicine. Phlomidis Radix has been used for the treatment of blood stasis, bone fracture and osteoporosis in traditional Korean medicine. The purpose of this study is to examine effects of dichloromethane fraction Phlomidis Radix on Bone Formation in Human Fetal Osteoblasts. Human fetal osteoblastic cell line(hFOB1 1.19 ;American Type Culture Collection, Manassas, VA) were used and cells were cultured containing DMEM and dichloromethane fraction Phlomidis Radix(100 ng/ml , 1 ${\mu}$/ml, 10 ${\mu}$/ml) at 34$^{\circ}C$ with 5% $CO_2$ in 100% humidity. MTT was performed to examine the viability of the cell, and alkaline phosphatase activity was analyzed to examine the mineralization. Also bone calcification nodules were evaluated. The cellular activity of hFOB1 was increased in 100 ng/ml, 1 ${\mu}$/ml , 10 ${\mu}$/ml of dichloromethane fraction of Phlomidis Radix and especially significant increation was showed in 100 ng/ml of dichloromethane fraction of Phlomidis Radix at 6days (p <0.05). ALP level of hFOB1 was significantly increased in 100 ng/ml , 1 ${\mu}$/ml, 10 ${\mu}$/ml of dichloromethane fraction of Phlomidis Radix and especially more increation was showed in 10 ${\mu}$/ml of dichloromethane fraction of Phlomidis Radix (p <0,05). Calcification nodules of hFOB1 significantly increased in 10 ${\mu]$/ml of dichloromethane fraction of Phlomidis Radix at 21 days of incubation(p<0.05). The results indicate that dicholoromethane fraction of Phlomidis Radix has excellent effects on mineralization of hFOB1.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제26권3호
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• pp.125-140
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• 2023

초등학교 수학에서 분수의 연산은 매우 중요하지만 학생들이 어려워하는 개념이다. 분수 연산의 기초가 되는 동분모 분수의 덧셈과 뺄셈에 대하여 현행 2015 개정 교육과정에 따른 국정 교과서 1종, 검정 교과서 10종을 분석하여 단원의 차시 흐름과 시각적 표현을 분석하였다. 분석결과, 각각의 교과서마다 나름의 순서와 차시 주제를 고민하여 단원을 구성하고 있었으며 비교적 충실하게 교육과정을 반영하였다. 또한, 각각의 교과서마다 사용하는 시각적 표현의 종류와 개수가 다르게 나타났으며 이는 분수의 연산 학습을 돕기 위하여 시각적 표현의 일관성 또는 다양성을 의도한 것으로 보인다. 각 교과서의 차시 구성 및 시각적 표현의 특성을 파악한다면 더욱 효과적으로 분수의 연산을 지도할 수 있을 것이다.

• 한국수학사학회지
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• 제28권5호
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• pp.207-231
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• 2015

We discuss several issues relating to the meaning of the terms and phrases in the first half of Chapter One fang tian 方田章 of ${\ll}$Jiuzhang suanshu九章算術${\gg}$. I understood those issues more clearly in the course of the translation of ${\ll}$Kujang sulhae 九章術解${\gg}$. Those are '今有' in the beginning of each problem, '積' and '冪' in the method of square field 方田術, '齊' in the method of reduction to a common denominator 齊同術, '經' and '有分者通之重有分者同而通之' in the method of dividing fraction 經分術, '實如法而一' in the calculation using the rods, '兩邪' in the method of trapezium field with a perpendicular side 邪田術. We may find out the value of ${\ll}$Kujang sulhae 九章術解${\gg}$ through our discussion.

• 한국추진공학회:학술대회논문집
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• 한국추진공학회 2001년도 제16회 학술발표회 논문초록집
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• pp.91-94
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• 2001

A structural test of the wind turbine rotor blade must be required to evaluate the uncertainty in design assessment due to use of material, design concepts, production processes and so on, and the possible impact on the structural integrity. In the full-scale static strength test, the measuring parameters are strain, displacements, loads, weight and the center of gravity. There are test equipments, measuring sensors, a test rig and fixtures to obtain measuring parameters. In order to simulate the aerodynamics load, the three-point loading method instead of the one-point loading method is applied. There is slightly some difference between the measured results and the predicted results with the reference fiber volume fraction of 60%. However, the agreement between the measured results and the predicted results with the actual fiber volume fraction of 52.5% is good. Even though a slightly non-linearity from 80% loading to 100% loading, a linear static solution is sufficient for the design purpose as the amount of the non-linearity is relatively small. Comparison between measured and predicted strain results at the maximum thickness positions of the blade profile for 0.236R(5.56m), 0.493R(11.59m) and 0.574R(13.43m), under 20%, 40%, 60%, 80% and 100% loadings for the upper part of the blade. The predicted values are in good agreement with the measured values.

• 한국추진공학회지
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• 제5권1호
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• pp.76-81
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• 2001

A structural test of the wind turbine rotor blade is to evaluate the uncertainty of design due to selection of material, design concepts, production processes and so on, and their possible impacts on the structural integrity. In the full-scale static strength test, the measuring parameters are strain and displacements vs. loads, weight and the center of gravity. In order to simulate the aerodynamics load, the three-point loading method is applied. There is slight difference between the measured results and the predicted results for the reference fiber volume fraction of 60% . However, the agreement between the measured results and the predicted results with the actual fiber volume fraction of 52.5% is good. Even though a slightly non-linearity from 80% loading to 100% loading exists, a linear static solution is sufficient for the design purpose due to te small amount of non-linearity. Comparison between measured and predicted strain results at the maximum thickness positions of the blade profile for 0.236R(5.56m), 0.493R(11.59m) and 0.574R(13.43m), under 20%, 40%, 60%, 80% and 100% loadings for the upper part of the blade. The predicted values are in good agreement with the measured values.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.195-215
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• 2001

The purpose of this paper is to present a specific set of home teaching methods in hopes to prevent slow learner of the elementary mathematics. This paper deals with the number and operations, one of five topics in the elementary mathematics A survey of two hundred elementary school teachers was made to see the teacher's opinions of the role of home studying and to concretize the contents of the research topics. There were asked which is the most essential contents for the concrete loaming and which is the most difficult monad that might cause slow leaner. And those were found to be; counting, and arithmetic operations(addition and subtraction) of one or two-digit numbers and multiplication and their concepts representations and operations(addition and subtraction) of fractions. The home teaching methods are based on the situated learning about problem solving in real life situations and on the active teaming which induces children's participation in the process of teaching and learning. Those activities in teaching each contents are designed to deal with real objects and situations. Most teaching methods are presented in the order of school curriculum. To teach the concepts of numbers and the place value, useful activities using manipulative materials (Base ten blocks, Unifix, etc.) or real objects are also proposed. Natural number's operations such as addition, subtraction and multiplication are subdivided into small steps depending upon current curriculum, then for understanding of operational meaning and generalization, games and activities related to the calculation of changes are suggested. For fractions, this paper suggest 10 learning steps, say equivalent partition, fractional pattern, fractional size, relationship between the mixed fractions and the improper fraction, identifying fractions on the number line, 1 as a unit, discrete view point of fractions, comparison of fractional sizes, addition and subtraction, quantitative concepts. This research basically centers on the informal activities of kids under the real-life situation because such experiences are believed to be useful to prevent slow learner. All activities and learnings in this paper assume children's active participation and we believe that such active and informal learning would be more effective for learning transfer and generalization.