• 한국수학교육학회지시리즈A:수학교육
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• 제47권2호
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• pp.135-154
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• 2008

The purpose of this study is to help to improve the method of math teaching by analysing how learner-centered teaching method offsets mathematical creativity and mathematical disposition. For this purpose, research questions are established as follows; (1) Mathematical creativity between open-ended learning activity approach(OLAA) and general classroom-based instruction(GCI) shows any difference? (2) Mathematical disposition between OLAA and GCI shows any difference? The results obtained through this study were as follows: (1) There was significant difference between OLAA group and CCI group in mathematical creativity. This means that open-ended learning activity approach was generally more effective in improving mathematical creativity than general classroom-based instruction. (2) There was no significant difference between OLAA group and GCI group in mathematical disposition. But the average scores of mathematical disposition except mathematical confidence improved a little. So we can say that open-ended learning activity approach brought an positive influence on students' mathematical disposition. The results obtained in this study suggest that the OLAA can be used to cultivate the children's mathematical creativity and disposition. Therefore, I suggest that teachers should use the OLAA to improve the children's mathematical creativity and disposition.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제7권1호
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• pp.11-24
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• 2003

The key features of our integrated approach to teaching and loaming college mathematics include interactive and discussion-based teaching, small group work, computer as a tool, problem solving approach, open approach, mathematics in context, emphasis on mathematical thinking and creativity, and writing/communicating about mathematics. In this paper we report a few examples to illustrate the type of problems we use in our integrated approach.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권3호
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• pp.293-302
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• 2007

In this paper, we review definition and concept of mathematical creativity. A couple of criteria have established for perspectives in mathematical creativity, The first is specific domain(mathematics) vs general domain(creativity) and the second is process(thinking process) vs outcome(divergent production). By these criteria, four perspectives have constructed : mathematics-thinking process approach(McTd), mathematics-divergent production approach(MctD), creativity-thinking process approach(mCTd), creativity-divergent production approach(mCtD). When mathematical creativity is researched by the specific reason and particular focus, an appropriate approach can be chosen in four perspectives.

• 한국초등수학교육학회지
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• 제12권2호
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• pp.101-124
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• 2008

본 연구에서는 초등학교 5학년 학생들을 대상으로 구조중심 협동학습을 적용한 문제 만들기 학습이 수학학업성취도 및 수학적 성향에 어떠한 효과가 있는지를 분석하여 초등학교 학습지도에 도움을 줄 수 있는 교수-학습 방법을 제공하기 위한 것이다. 여기서 활용한 문제 만들기 학습 유형은 송민정(2004)의 내용을 참고로 하였으며, 협동학습 구조를 수업 시에 적절히 활용함으로써 학생들에게 수학에 대한 관심과 흥미를 유발시켜서 학업성취도 및 수학적 성향에 긍정적인 영향이 있음을 알 수 있었다.

• 충청수학회지
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• 제33권4호
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• pp.405-412
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• 2020

In this paper we introduce the category of closuresequential approach spaces, CSEQ. And study some properties of closure-sequential approach space.

• 한국경영과학회:학술대회논문집
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• 대한산업공학회/한국경영과학회 2002년도 춘계공동학술대회
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• pp.1044-1051
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• 2002

This paper proposes a two-phase mathematical programming approach by considering classification gap to solve the proposed credit scoring problem so as to complement any theoretical shortcomings. Specifically, by using the linear programming (LP) approach, phase 1 is to make the associated decisions such as issuing grant of credit or denial of credit to applicants. or to seek any additional information before making the final decision. Phase 2 is to find a cut-off value, which minimizes any misclassification penalty (cost) to be incurred due to granting credit to 'bad' loan applicant or denying credit to 'good' loan applicant by using the mixed-integer programming (MIP) approach. This approach is expected to and appropriate classification scores and a cut-off value with respect to deviation and misclassification cost, respectively. Statistical discriminant analysis methods have been commonly considered to deal with classification problems for credit scoring. In recent years, much theoretical research has focused on the application of mathematical programming techniques to the discriminant problems. It has been reported that mathematical programming techniques could outperform statistical discriminant techniques in some applications, while mathematical programming techniques may suffer from some theoretical shortcomings. The performance of the proposed two-phase approach is evaluated in this paper with line data and loan applicants data, by comparing with three other approaches including Fisher's linear discriminant function, logistic regression and some other existing mathematical programming approaches, which are considered as the performance benchmarks. The evaluation results show that the proposed two-phase mathematical programming approach outperforms the aforementioned statistical approaches. In some cases, two-phase mathematical programming approach marginally outperforms both the statistical approaches and the other existing mathematical programming approaches.

• East Asian mathematical journal
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• 제32권2호
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• pp.291-300
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• 2016

The integration of mathematics education is required Fundamentally discussion about the nature and purpose of mathematics education. After the theoretical discussion of that, Practical approach of that can be correctly realized. However, It is the impression that theoretical discussions and practical action about the current discourse about integration in mathematics education are the wrong order. To understand the practical action for the integrated approach in mathematics education, theoretical discussion of the integrated approach of mathematical education is properly required.

• East Asian mathematical journal
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• 제34권4호
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• pp.537-548
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• 2018

An integrated approach has been regarded as important in mathematics education. The ultimate ideal of mathematics education is the development of whole person in students. However, mathematics education has not been successful in achieving this ideal. The purpose of this article is to identify an integrated approach to secondary mathematics education in order to achieve the ideal of the whole person. In particular, Ideas for an integrated approach for mathematical activities are sought. This study starts with analysis of recent attempts to integrate knowledge and attitude of mathematics education. Finally, some suggestions for the cultural and institutional conditions in which these integrative ideas can be effectively realized in secondary school.

• Industrial Engineering and Management Systems
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• 제15권2호
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• pp.156-172
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• 2016

Complex and uncertain issues in supply chain result in integrated decision making processes in supply chains. So decentralized (distributed) decision making (DDM) approach is considered as a crucial stage in supply chain planning. In this paper, an uncertain DDM through coordination mechanism is addressed for a multi-product supply chain planning problem. The main concern of this study is comparison of DDM approach with centralized decision making (CDM) approach while some parameters of decision making are assumed to be uncertain. The uncertain DDM problem is modeled through fuzzy mathematical programming in which products' demands are assumed to be uncertain and modeled using fuzzy sets. Moreover, a CDM approach is customized and developed in presence of fuzzy parameters. Both approaches are solved using three fuzzy mathematical optimization methods. Hence, the contribution of this paper can be summarized as follows: 1) proposing a DDM approach for a multi-product supply chain planning problem; 2) Introducing a coordination mechanism in the proposed DDM approach in order to utilize the benefits of a CDM approach while using DDM approach; 3) Modeling the aforementioned problem through fuzzy mathematical programming; 4) Comparing the performance of proposed DDM and a customized uncertain CDM approach on multi-product supply chain planning; 5) Applying three fuzzy mathematical optimization methods in order to address and compare the performance of both DDM and CDM approaches. The results of these fuzzy optimization methods are compared. Computational results illustrate that the proposed DDM approach closely approximates the optimal solutions generated by the CDM approach while the manufacturer's and retailers' decisions are optimized through a coordination mechanism making lasting relationship.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제21권3호
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• pp.499-514
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• 2007

현대수학교육에서는, 수학적 개념에 대한 이해를 바탕으로 한 수학적 능력의 개발이 교육과정과 교수 방법의 영역 등에서 강조되고 있다. 또한, 학교 현장에서도, 대부분의 교사들이 수학을 잘 하기 위해서는 수학적 개념이 중요하다는 점을 강조하고 있다. 따라서, 이 논문에서는, 문헌 연구를 통하여 수학적 개념의 발달과정을 개괄하였다. 그런 다음, 수학적 개념을 조작적 접근과 구조적 접근으로 정의한 Sfard의 관점에 근거하여, 세 고등학교 수학교과서의 지수함수와 로그함수 단원의 수학적 개념을 분석하였다. 분석의 결과, 교과서 필자들은 동일한 수학적 개념에 대해서도 다른 접근 방법을 사용하고 있다는 사실과 학생들의 수학적 개념의 발달을 돕기 위하여 두 접근 방법을 모두 사용하고 있다는 사실을 발견할 수 있었다.