• 호남수학학술지
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• 제5권1호
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• pp.1-24
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• 1983

• 대한수학회보
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• 제24권1호
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• pp.47-47
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• 1987

• 대한수학회지
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• 제20권1호
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• pp.61-65
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• 1983

• 대한수학회지
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• 제49권3호
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• pp.475-491
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• 2012

In 1950 a class of generalized Petersen graphs was introduced by Coxeter and around 1970 popularized by Frucht, Graver and Watkins. The family of $I$-graphs mentioned in 1988 by Bouwer et al. represents a slight further albeit important generalization of the renowned Petersen graph. We show that each $I$-graph $I(n,j,k)$ admits a unit-distance representation in the Euclidean plane. This implies that each generalized Petersen graph admits a unit-distance representation in the Euclidean plane. In particular, we show that every $I$-graph $I(n,j,k)$ has an isomorphic $I$-graph that admits a unit-distance representation in the Euclidean plane with a $n$-fold rotational symmetry, with the exception of the families $I(n,j,j)$ and $I(12m,m,5m)$, $m{\geq}1$. We also provide unit-distance representations for these graphs.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권1호
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• pp.1-14
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• 2011

Logo has influenced many researchers and learners for the past decades as a 20 turtle geometry environment in the perspective of constructionism. Logo uses the metaphor of 'playing turtle' that is intrinsic, local and procedural. We, then, design an environment in which the metaphor of 'playing turtle' is applied to construct 3D objects, and we figure out ways to represent 3D objects in terms action symbols and 3D building blocks. For this purpose, design three kinds of representation systems, and asked students make various 3D artifacts using various representation systems. We briefly introduce the results of our investigation into students' cognitive burden when they use those representation systems, and discuss the future application measures and the design principles of Logo-based 3D microworld.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제7권1호
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• pp.15-29
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• 2003

The present study examined the 7th national elementary school mathematics curriculum from a perspective of mathematical creativity. The study investigated to what extent the activities in the Pattern and Function lessons in the national elementary school mathematics textbooks promoted the development of mathematical creativity. The results indicated that the current elementary school mathematics curriculum was limited in many ways to promote the development of mathematical creativity. Regarding the activities in Pattern lessons, for example, most activities presented closed tasks involving finding and extending patterns. The lesson provided little opportunities to explore the relationships among various patterns, apply patterns to different situations, or create ones own patterns. In regard to the Function lessons, the majority of activities were about computing the rate. This showed that the function was taught from an operational perspective, not a relational perspective. It was unlikely that students would develop the basic understanding of function through the activities involving the computing the rate. Further, the lessons had students use exclusively the numbers in representing the function. Students were provided little opportunities to use various representation methods involving pictures or graphs, explore the strengths and limitations of various representation methods, or to choose more effective representation methods in particular contexts. In conclusion, the lesson activities in the current elementary school mathematics textbooks were unlikely to promote the development of mathematical creativity.

• 대한수학회논문집
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• 제13권3호
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• pp.683-689
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• 1998

There have been developed many integral representations for Euler's constant some of which are recorded here. We are aiming at showing a (presumably) new integral form of Euler's constant and disproving another integral representation for this constant which were recently proposed by Jean Angelsio, Garches, France, in American Mathematical Monthly. By modifying the Angelsio's incorrectly proposed integral form of Euler's constant, we also provide an integral representation for Euler's constant.

• 대한수학회보
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• 제43권1호
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• pp.53-62
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• 2006

A Fock representation of q-commutation relation is studied by constructing a q-Fock space as the space of the representation, the q-creation and q-annihilation operators (-1 < q < 1). In the case of 0 < q < 1, the q-Fock space is interpolated between the Boson Fock space and the full Fock space. Also, a unitary decomposition of the q-Fock space $(q\;{\neq}\;0)$ is studied.

• 한국초등수학교육학회지
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• 제15권1호
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• pp.161-178
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• 2011

지식 정보화 사회에서는 미래를 살아가야 할 학생들에게 합리적으로 사고하고 이를 표현하는 수학적 의사소통 능력을 기르는 것이 필요하다. 2006개정 교육과정의 초등수학에서 수학적 의사소통과 관련하여 교수 학습방법으로 3가지의 내용을 구체적으로 제시하였다. 이에 본 연구에서는 개정교육과정의 교수 학습방법에서 제시한 3가지 사항을 중심으로 초등 수학과 교육과정에서 제시한 수학적 표현에 대한 조사와 개정교육과정 발표 이후인 2007년도부터 현재까지 수학적 의사소통 관련 주요 논문들에 나타난 내용의 특징을 조사 분석하여 앞으로 효과적인 수학적 의사소통지도에 활용하도록 하였다.

• 대한수학교육학회지:학교수학
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• 제5권3호
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• pp.361-384
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• 2003

본 연구는 연립일차방정식에 관한 문장제에서 IDEAL 문제 해결 모형을 바탕으로 "구조-표현"을 강조한 교수-학습을 실시하였을 때 학생들의 문제해결 과정을 탐구하였다. 연구 결과, 구조-표현을 강조한 학급의 학생들이 이를 강조하지 않은 학급의 학생들보다 문제해결 능력이 향상되었으며, 동치문제, 동형문제, 유사문제를 더 정확하게 구별하였다. 또한, 구조-표현을 강조한 학급의 학생들이 그렇지 않은 학급의 학생들보다 문맥에 대한 이해 및 불완전한 정보 추출에서의 오류, 미지수간의 내적 관계에 대한 수학적 기호표현으로의 불완전한 전이 오류, 적절하지 않은 방정식 생성 오류의 발생 빈도가 적었다. 그리고, IDEAL 문제 해결 모형의 문제의 확인 단계(I)와 문제의 정의 단계(D)에서 학생들이 문제 해결 계획을 수립하기 위해 문제를 읽고 이해하여 문제를 해결하는 과정을 중점적으로 분석한 결과, 직접 변환 모델과 구조 도식 모델이 나타났다.