• 한국수학교육학회지시리즈A:수학교육
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• 제51권1호
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• pp.47-61
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• 2012

Students can infer mathematical principles in a very natural way by connecting mutual relations between mathematical fields. These process can be revealed by taking tasks that can derive mathematical connections. The task of this study is to make expression and design it and derive mathematical principles from the design. This study classifies the mathematical field of expression for design and analyzes mathematical thinking process by connecting mathematical fields. To complete this study, 40 gifted students from 5 to 8 grade were divided into two classes and given 4 hours of instruction. This study analyzes their personal worksheets and e-mail interview. The students make expressions using a functional formula, remainder and figure. While investing mathematical principles, they generalized design by mathematical guesses, generalized principles by inference and accurized concept and design rules. This study proposes the class that can give the chance to infer mathematical principles by connecting mathematical fields by designing.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제31권2호
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• pp.203-221
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• 2017

본 연구에서는 수학 교구 활용을 위한 교수학적 원리를 제안하고 교육과정과 연계하여 그 적용 방안을 도출하는 것에 목표를 두었다. 먼저 수학 교구의 활용을 위한 교수학적 원리를 제안하기 위해 관련 문헌을 메타적으로 분석하였으며, 그 결과에 기초하여 활동의 원리, 도구의 원리, 학습의 원리를 제안하였다. 이들 교수학적 원리를 염두에 두고 수학 교구를 활용한다면 단지 수학 교구가 흥미를 높이는 수단으로만 활용하는 사태를 피하는 데에 도움이 될 것으로 생각한다. 다음으로 이들 교수학적 원리를 적용하여 수학 교구를 활용한다는 의미를 교육과정과 관련지어 구체화하였다. 교육과정 문서에서 제시하는 기본적인 요소 중 영역, 핵심개념, 기능, 성취기준을 핵심적으로 고려하고 구체적인 활동 내용을 제시하는 방식을 따랐다. 마지막으로, 교수학적 원리를 적용하여 교육과정의 내용을 지도하는 방안을 삼각형의 내심과 외심 그리고 일차함수와 그래프를 예로 하여 제안하였다.

• 시스템엔지니어링워크숍
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• 통권1호
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• pp.119-126
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• 2003

After attending the special lecture by Halligan on "The Principles of Systems Engineering" at the 2002 KCOSE workshop, the author tried to collect similar SE principles scanning throughout several SE text books and internet sources. During this process it is found that INCOSE once established a SE-Principles WG and tried to collect SE-principles. They tried to make distinctions among pragmatic, mathematical, and philosophical principles. The result of this effort to collect various SE-principles showed that, including the INCOSE SE-principles WG, most authors seem only succeeded in generating the pragmatic SE-principles but failed in both mathematical and philosophical SE-principles.

• 한국초등수학교육학회지
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• 제15권3호
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• pp.641-654
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• 2011

수학교육의 목표 중의 하나인 합리적이고 창의적인 문제해결력을 기르기 위해서는 그 기저가 되는 수학적 개념 및 원리 법칙에 대한 올바른 이해가 뒷받침되어야 할 것이다. 수학과 교육과정에서 수학적 개념 및 원리 법칙의 교수 학습 방법으로는 주변의 여러 가지 현상을 학습 소재로 하여 구체적 조작 활동과 탐구 활동을 통하여 학생 스스로 개념, 원리, 법칙을 발견하고 이를 정당화하도록 권고하고 있다. 본고에서는 수학적 원리 법칙의 의미와 귀납적 추론 절차를 살펴보고, 교육과정에서 권고하는 원리 법칙지도를 위한 방안으로써 발견을 통한 지도와 발견전략으로써 귀납에 의한 지도 방법 및 지도상의 유의점을 살펴보았다.

• 대한수학회보
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• 제40권3호
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• pp.351-363
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• 2003

In the present paper, some general convergence principles are established in metric spaces and then theses principles are applied to the convergence of the iterative sequences for approximating fixed points of certain classes of mappings. By virtue of our principles, most of the latest results obtained by several authors can be deduced easily.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권1호
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• pp.81-96
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• 2007

This study was conducted to investigate the possibility of teaching tessellations' mathematical principles in elementary school mathematics. A survey was carried out and the two hours of the instructional experiment were developed for this study triangular tessellation activity and rectangular tessellation activity. Six fifth graders from W elementary school participated voluntarily in the instructional experiment. It was shown from the survey that teachers and students both know what the tessellation is, but they don't know what the mathematical principles really are in the tessellation. This is because they have just done the covering up-activities in class. It was seen from the instructional experiments that even ordinary students were able to understand the mathematical principles of the tessellation if teachers could throw the suitable focusing questions like 'how to move the rectangles making sides equal' and 'how to gather vertexes making angle $360^{\circ}$'. Furthermore, it is desirable to teach the rectangular tessellation prior to the triangular tessellation since the rectangular tessellation is more easy to deal with than the triangular tessellation.

• 한국수학교육학회지시리즈A:수학교육
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• 제25권3호
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• pp.19-24
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• 1987

In this paper, we give a result that maximum principles including Zorn's lemma can be regarded as various types of fixed point theorems. Our main application is that the well-known ordering principles in nonlinear analysis including the Bishop-Phelps argument and a number of its generalizations can be converted to fixed point theorems and vice versa. Consequently, we obtain new results and unify many known results.

• 호남수학학술지
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• 제28권1호
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• pp.165-183
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• 2006

In this article, we try to show that concepts and principles in probability can be taught vividly through the use of the Monte Carlo method to students who have difficulty with probability in the classrooms. We include some topics to demonstrate the application of a wide variety of real world problems that can be addressed.

• 한국수학교육학회지시리즈A:수학교육
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• 제23권2호
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• pp.13-15
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• 1985

There are selected principles of learning which need adequate emphasis in the mathematics curriculum. These include: 1. Pupils perceiving purpose in learning. 2. Learners being involved in the solving of problems. 3. Meaningful learning experiences being inherent in the mathematics curriculum. 4. Provision being made to guide each learner in achieving optimal gains in ongoing study.

• 대한수학회지
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• 제28권1호
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• pp.45-56
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• 1991