• Education of Primary School Mathematics
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• v.6 no.2
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• pp.85-91
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• 2002

The purpose of this study is to analyze elementary students' understanding the relationship between perimeter and area in geometric figures. In this study, the questionaries were used. In the survey, the subjects were elementary school students in In-cheon city. They were 86 students of the fifth grade, 86 of the sixth. They were asked to solve the problems which was designed by the researcher and to describe the reasons why they answered like that. Study findings are as following; Students have misbelief about the concept of the relationship between perimeter and area in geometric figures. Therefore, 1 propose the method fur teaching about the relationship between perimeter and area in geometric figures. That is teaching via problem solving.. In teaching via problem solving, problems are valued not only as a purpose fur learning mathematics but also a primary means of doing so. For example, teachers give the problem relating the concepts of area and perimeter using a set of twenty-four square tiles. Students are challenged to determine the number of small tiles needed to make rectangle tables. Using this, students can recognize the concept of the relationship between perimeter and area in geometric figures.

• Journal of the Korean Institute of Navigation
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• v.20 no.4
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• pp.59-70
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• 1996

A berth assignment problem has a direct impact on assessment of charges made to ships and goods. In this paper, we concerned with of fuzzy mathematical programming models for a berth assignment problem to achieved an efficient berth operation in a fuzzy environment. In this paper, we focus on the berth assignment programming with fuzzy parameters which are based on personal opinions or subjective judgement. From the above point of view, assume that a goal and a constraint are given by fuzzy sets, respectively, which are characterized by membership functions. Let a fuzzy decision be defined as the fuzzy set resulting from the intersection of a goal and constraint. This paper deals with fuzziness in all parameters which are expressed by fuzzy numbers. A fuzzy parameter defined by a fuzzy number means a possibility distribution of the parameters. These fuzzy 0-1 integer programming problems are formulated by fuzzy functions whose concept is also called the extension principle. We deal with a berth assignment problem with triangular fuzzy coefficients and propose a branch and bound algorithm for solving the problem. We suggest three models of berth assignment to minimizing the objective functions such as total port time, total berthing time and maximum berthing time by using a revised Maximum Position Shift(MPS) concept. The berth assignment problem is formulated by min-max and fuzzy 0-1 integer programming. Finally, we gave the numerical solutions of the illustrative examples.

• Nuclear Engineering and Technology
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• v.40 no.1
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• pp.87-92
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• 2008

Tokamak reactor system analysis code was developed at KAERI (Korea Atomic Energy Research Institute) and is used here for the conceptual development of a DEMO reactor. In the system analysis code, prospects of the development of plasma physics and the relevant technology are included in a simple mathematical model, i.e., the overall plant power balance equation and the plasma power balance equation. This system analysis code provides satisfactory results for developing the concept of a DEMO reactor and for identifying the necessary R&D areas, both in the physics and technology areas for the realization of the concept. With this system analysis code, the performance of a DEMO reactor with a limited extension of the plasma physics and technology adopted in the ITER design. The main requirements for the DEMO reactor were selected as: 1) demonstrate tritium self-sufficiency, 2) generate net electricity, and 3) achieve a steady-state operation. It was shown that to access an operational region for higher performance, the main restrictions are presented by the divertor heat load and the steady-state operation requirements.

• Journal of Korean Society for Quality Management
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• v.49 no.4
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• pp.467-482
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• 2021

Purpose: The main theme of this study is to determine the optimal control limit of conditional variance investigation by mathematical approach. According to the determination approach of control limit presented in this study, it is possible with only one parameter to calculate the control limit necessary for budgeting control system or standard costing system, in which the limit could not be set in advance, that's why it has the advantage of high practical application. Methods: This study followed the analytical methodology in terms of the decision model of information economics, Bayesian probability theory and Taguchi's quality loss function concept. Results: The function suggested by this study is as follows; ${\delta}{\leq}\frac{3}{2}(k+1)+\frac{2}{\frac{3}{2}(k+1)+\sqrt{\{\frac{3}{2}(k+1)\}^2}+4$ Conclusion: The results of this study will be able to contribute not only in practice of variance investigation requiring in the standard costing and budgeting system, but also in all fields dealing with variance investigation differences, for example, intangible services quality control that are difficult to specify tolerances (control limit) unlike tangible product, and internal information system audits where materiality standards cannot be specified unlike external accounting audits.

• School Mathematics
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• v.5 no.4
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• pp.421-440
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• 2003

It is difficult for the learner to understand completely the ratio concept which forms a basis of proportional reasoning. And proportional reasoning is, on the one hand, the capstone of children's elementary school arithmetic and, the other hand, it is the cornerstone of all that is to follow. But school mathematics has centered on the teachings of algorithm without dealing with its essence and meaning. The purpose of this study is to analyze the essence of ratio concept from multidimensional viewpoint. In addition, this study will show the direction for improvement of ratio concept. For this purpose, I tried to analyze the historical development of ratio concept. Most mathematicians today consider ratio as fraction and, in effect, identify ratios with what mathematicians called the denominations of ratios. But Euclid did not. In line with Euclid's theory, ratio should not have been represented in the same way as fraction, and proportion should not have been represented as equation, but in line with the other's theory they might be. The two theories of ratios were running alongside each other, but the differences between them were not always clearly stated. Ratio can be interpreted as a function of an ordered pair of numbers or magnitude values. A ratio is a numerical expression of how much there is of one quantity in relation to another quantity. So ratio can be interpreted as a binary vector which differentiates between the absolute aspect of a vector -its size- and the comparative aspect-its slope. Analysis on ratio concept shows that its basic structure implies 'proportionality' and it is formalized through transmission from the understanding of the invariance of internal ratio to the understanding of constancy of external ratio. In the study, a fittingness(or comparison) and a covariation were examined as the intuitive origins of proportion and proportional reasoning. These form the basis of the protoquantitative knowledge. The development of sequences of proportional reasoning was examined. The first attempts at quantifying the relationships are usually additive reasoning. Additive reasoning appears as a precursor to proportional reasoning. Preproportions are followed by logical proportions which refer to the understanding of the logical relationships between the four terms of a proportion. Even though developmental psychologists often speak of proportional reasoning as though it were a global ability, other psychologists insist that the evolution of proportional reasoning is characterized by a gradual increase in local competence.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.441-463
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• 2015

The big issue of mathematics education in 2009 revised curriculum is to introduce story-telling in math textbook and to aim toward the math that students can learn easily and interestingly. Therefore, this study examine the perception of middle school teachers in working with story-telling, analyze actual utilization of story-telling in class and provide the basic materials for effective practical application. After making questionnaires to check the real conditions of the story-telling and asking math teachers in charge of the first and second graders, this research came to the conclusion as follows. First, the teachers who took part in this research showed positive perception in story-telling textbook the practical use of a variety of materials and the improvement of thinking faculty and creativity. Second, math teachers made use of a variety of storytelling data and especially reflection media in class, but this was limited in introductory part. Mathematic concept was delivered mainly through the activities of exchanging questions and answers between the teachers and students. Third, students showed positive reaction about story-telling class on the whole. For example, they understood the concept easily and they could apply it in real life. However, story-telling failed to bring the attention and interest of math itself. Therefore, teachers' ability is needed in the way that math knowledge and concept should be formed and expressed interestingly.

• Research in Mathematical Education
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• v.4 no.1
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• pp.33-43
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• 2000

The purpose of this paper was to introduce sociocultural theory which is a different epistemological perspective from constructivism and to understand the sociocultural theory in a systemic way by providing four specific criteria for a sociocultural theory from the analysis of Vygotsky's ideas. The four criteria are the followings: first, the origin of learning is not at the individual level, but at the social. Second, Learning takes place in a sociocultural framework through ZPD and there exists the stage of pseudo concept before it gets to a true concept. Third, a clear focus on action, especially mediated action, and the concept of psychological tools should be discussed in the boundary of a sociocultural theory. Fourth, actors in a learning process are not an individual child alone. In consequence, the role of adults, particularly teachers, are significant in a child's learning, and this fact provides a great potential for the active role of teachers in the students' learning of mathematics from the sociocultural perspective.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.325-354
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• 2020

This study utilized longitudinal data from the 2013 year (Secondary Middle School) to 2017 year (Secondary High School) of the Seoul Education Termination Study. Using the latent growth model and the piecewise growth model, we investigated the changes in mathematics academic achievement, internal factors(self-concept, self-control, self-assessment of life satisfaction), and external factors(school climate, guardians) as students' grades increased, and examined whether internal factors and external factors influence the changes in mathematics academic achievement. We examined whether internal and external factors influence the change in academic achievement. As a result of analysis, it was found that mathematics academic achievement remained unchanged from the first grade of middle school to the second grade of middle school, and steadily increased from the second grade of middle school to the first grade of high school, and then decreased slightly in the second grade of high school. The internal and external factors had little change. It has been found that self-concept, self-control as internal factors, and school climate as external factors influence changes in mathematics academic achievement.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.215-241
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• 2017

This study analyzed teachers' Pedagogical Content Knowledge (PCK) regarding the pedagogical aspect of the instruction of ratio and rate in order to look into teachers' problems during the process of teaching ratio and rate. This study aims to clarify problems in teachers' PCK and promote the consideration of the materialization of an effective and practical class in teaching ratio and rate by identifying the improvements based on problems indicated in PCK. We subdivided teachers' PCK into four areas: mathematical content knowledge, teaching method and evaluation knowledge, understanding knowledge about students' learning, and class situation knowledge. The conclusion of this study based on analysis of the results is as follows. First, in the 'mathematical content knowledge' aspect of PCK, teachers need to understand the concept of ratio from the perspective of multiplicative comparison of two quantities, and the concept of rate based on understanding of two quantities that are related proportionally. Also, teachers need to introduce ratio and rate by providing students with real-life context, differentiate ratios from fractions, and teach the usefulness of percentage in real life. Second, in the 'teaching method and evaluation knowledge' aspect of PCK, teachers need to establish teaching goals about the students' comprehension of the concept of ratio and rate and need to operate performance evaluation of the students' understanding of ratio and rate. Also, teachers need to improve their teaching methods such as discovery learning, research study and activity oriented methods. Third, in the 'understanding knowledge about students' learning' aspect of PCK, teachers need to diversify their teaching methods for correcting errors by suggesting activities to explore students' own errors rather than using explanation oriented correction. Also, teachers need to reflect students' affective aspects in mathematics class. Fourth, in the 'class situation knowledge' aspect of PCK, teachers need to supplement textbook activities with independent consciousness and need to diversify the form of class groups according to the character of the activities.

• Journal of the Korean Mathematical Society
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• v.50 no.5
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• pp.1083-1103
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• 2013

The concepts of reversible, right duo, and Armendariz rings are known to play important roles in ring theory and they are independent of one another. In this note we focus on a concept that can unify them, calling it a right Armendarizlike ring in the process. We first find a simple way to construct a right Armendarizlike ring but not Armendariz (reversible, or right duo). We show the difference between right Armendarizlike rings and strongly right McCoy rings by examining the structure of right annihilators. For a regular ring R, it is proved that R is right Armendarizlike if and only if R is strongly right McCoy if and only if R is Abelian (entailing that right Armendarizlike, Armendariz, reversible, right duo, and IFP properties are equivalent for regular rings). It is shown that a ring R is right Armendarizlike, if and only if so is the polynomial ring over R, if and only if so is the classical right quotient ring (if any). In the process necessary (counter)examples are found or constructed.