• 한국학교수학회논문집
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• 제16권4호
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• pp.863-882
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• 2013

본 연구에서는 최근 OECD PISA에서 최상위 성취를 보이고 있는 상하이의 교육성과에 주목할 필요성을 인식하고 다음의 두 측면에서 연구를 수행하였다. 첫째, 중국 및 상하이와 관련된 다양한 문헌을 토대로 상하이의 교육체제 및 수학교육 현황에 대해 조사하였다. 둘째, 우리나라와 상하이를 중심으로 PISA 2009 결과를 분석하여 우리나라 수학교육에서 보완해야할 부분에 대해 조사하였다. 그 결과, PISA 2009에서 상하이의 수학 평균점수는 600점으로 우리나라의 546점보다 50점 이상 높았으며, 수학 평가틀을 이용하여 분석한 결과, 모든 하위요소의 문항에 대해 우리나라보다 높은 정답률을 보였다. 특히 '수학적 과정'의 '반성'에서는 대부분의 성취수준에서 유의한 차이를 보였으며, '형식화하기'에서는 2수준과 6수준에서 유의한 차이를 보였다. 해당 수학적 과정은 고차원적 수학화 단계 및 실제 맥락에서 수학적 문제를 만들어내는 가장 핵심적인 모델링 과정인 만큼 이에 대한 교수 학습을 보완하고, 필요한 경우 상하이의 수학교육을 벤치마킹하여 우리나라 학생들의 수학 소양이 신장될 수 있도록 다양한 교육적 노력을 기울여야 할 것이다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제10권3호
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• pp.215-227
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• 2006

After reviewing China's appearance and research on the Math open-ended problems, together with the application of those problems in mathematics test of Shanghai Senior Middle School Entrance Exams (SSMSEE) since 1999, this paper points out the difficulty in establishing an evaluation system for such problem. Through comparative study, the paper gives an operational definition of open-ended problem, and it attempts to establish an evaluation system and non-systematic competence targets that are appropriate to Math open-ended problems. Meanwhile, it describes the performance feature of those targets. By applying the standard international grading system of difficulty, it discusses the elements of difficulty in Math open-ended problems, and puts forward an evaluation as well as a level-of-difficulty forecasting system that is appropriate to the Middle School Entrance Exam.

• 한국수학교육학회지시리즈B:순수및응용수학
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• 제17권2호
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• pp.185-188
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• 2010

In this note the distribution of roots of cubic equations in contrast to 0 is given, which is useful to discuss eigenvalues for qualitative properties of differential equations.

• 대한수학회지
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• 제57권3호
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• pp.641-653
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• 2020

To extend the well-known extremal characterization of the geometric mean of two n × n positive definite matrices A and B, we solve the following problem: $${\max}\{X:X=X^*,\;\(\array{A&V&X\\V&B&W\\X&W&C}\){\geq}0\}$$. We find an explicit expression of the maximum value with respect to the matrix geometric mean of Schur complements.

• 대한수학회보
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• 제53권5호
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• pp.1483-1495
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• 2016

The notion of int-soft (implicative) filters in lattice implication algebras is introduced, and related properties are investigated. Characterizations of int-soft (implicative) filters are discussed. Conditions for an int-soft filter to be an int-soft implicative filter are provided. Extension property for int-soft implicative filters is established.

• 대한수학회논문집
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• 제30권3호
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• pp.227-237
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• 2015

By employing certain extended classical summation theorems, several surprising ${\pi}$ and other formulae are displayed.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권3호
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• pp.165-176
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• 2007

From the perspective of phenomenongraphy(根据登的象式), two videotaped mathematics lessons were observed, compared and analyzed, and the features of those times were extracted. The quantitative and qualitative analysis of the global structure and the questioning in the lessons etc. showed that in teaching behaviors there were some essential differences reflecting the impact of new beliefs and principles of teaching. Evidences also show that excellent teachers did keep and carry on the good tradition teaching for basic knowledge and basic skills were seen as the most important thing in mathematics teaching in China.

• 대한수학회논문집
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• 제11권3호
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• pp.601-611
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• 1996

In this paper, we introduce the notion of weakly associative BCI-algebras and investigate structure of it. Some of characterizations of elements of the quasi-associative part Q(X) of a BCI-algebra X are shown.

• 대한수학회논문집
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• 제27권3호
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• pp.431-439
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• 2012

Characterizations of $\mathcal{N}$-subalgebra of type (${\in}$, ${\in}{\vee}q$) are provided. The notion of $\mathcal{N}$-subalgebras of type ($\bar{\in}$, $\bar{\in}{\vee}\bar{q}$) is introduced, and its characterizations are discussed. Conditions for an $\mathcal{N}$-subalgebra of type (${\in}$, ${\in}{\vee}q$) (resp. ($\bar{\in}$, $\bar{\in}{\vee}\bar{q}$) to be an $\mathcal{N}$-subalgebra of type (${\in}$, ${\in}$) are considered.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권4호
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• pp.291-310
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• 2023

In this paper, we propose a theoretical framework for Chinese high school mathematics teachers use new textbooks based on the work of Remillard (1999) and Chau (2014). Based on this framework, a multiple case approach was used to investigate how two high school mathematics teachers from Shanghai use new textbooks. The results suggest that in the curriculum mapping arena, both the novice teacher and the expert teacher often planned to appropriate the unit content, and sometimes planned to add supplemental content. When organizing the unit content, novice teacher always planned to follow the new textbook in sequence, while expert teacher often would follow the new textbook in sequence, but sometimes planned to rearrange the unit content. In the design arena, both the novice teacher and the expert teacher tended to appropriate the introduced tasks and definitions. The novice teacher often planned to appropriate the example problems and exercise problems, while the expert teacher often intended to flexibly use the example problems and exercise problems. In the construction arena, the novice teacher seldom adjusted the planned tasks; in contrast, the expert teacher adjusted the planned tasks more frequently. In the reflection arena, the novice teacher often thought she should improve the mathematics tasks, while the expert teacher almost always thought he needed to improve the mathematics tasks. The framework shown in this paper provides a tool to investigate how mathematics teachers use textbooks.