• School Mathematics
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• v.4 no.3
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• pp.375-399
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• 2002

When a curriculum change is being an issue, the editorships and the promotive directions reflect to supplement the social requests. However it is often criticized that such changes in the textbook itself are not satisfactory enough as to coherent to the editoships. And we set the following research questions; (1) One of the most important changes in the new 7th curriculum is to encourage the students' activities. We checked if it is well suited in the new textbooks. (2) Often textbook itself is not important In class, while instructor or students want something else other than the one suggested in the textbook. We asked 187 teachers how they use the textbooks in class. To answer (1), we checked up the introductory - activity - contents with 7 categories, which are ${\circled1}$ of real life sources ${\circled2}$ in use of concrete manipulative ${\circled3}$ in use of computers or calculators ${\circled4}$ in use of historical resources ${\circled5}$ stimulating to recall a relevant previous knowledges ${\circled6}$ of coherence between the activity and the exploratory contexts. ${\circled2}$ were increased, rewarding to the decrease of ${\circled5}$, in the new textbooks, while changes in ${\circled3}$ and ${\circled4}$ were not enough to talk about increments. Especially slight decrease in ${\circled6}$ were detected and it seemed to attribute to the unmatchable use of ${\circled1}$ and ${\circled2}$ with the explanation of mathematical subjects, which also implies how difficult to match ${\circled1}$ and ${\circled2}$ with ${\circled6}$. Analyzing the reponses of (2), about 70% of the teachers used the introductory activities in the textbook, which led better attention of sudents, while 30% of teachers do not use it because they felt that its inroductory activities had not been adequate for their purposes. Teachers counted inadequacy reasons for not being helpful in class, lack of time or lack of support of students, etc. Those teachers use introductory activities invented of their own for classes. As some results of the study, we suggest firstly that authors of textbooks have to get more informations to provide ways to entcourage students' interest in mathematics classes. The ways must be practical and brain storming as well as More use of computers and calculators and mathematical history are expected. Secondly, we are emphasizing the feedbacks between the textbook authors and the users(teachers and students) through internet. Which, we anticipate, will get better communications between them and be a good foundations of continuous modifications of textbooks.

• School Mathematics
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• v.9 no.4
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• pp.523-533
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• 2007

This article focused the meaning of Pythagoras' and Euclid's proof about the Pythagorean theorem in a historical and mathematical perspective. Pythagoras' proof using similarity is based on the arithmetic assumption about commensurability. However, Euclid proved the Pythagorean theorem again only using the concept of dissection-rearrangement that is purely geometric so that it does not need commensurability. Pythagoras' and Euclid's different approaches to geometry have to do with Birkhoff's axiom system and Hilbert's axiom system in the school geometry Birkhoff proposed the new axioms for plane geometry accepting real number that is strictly defined. Thus Birkhoff's metrical approach can be defined as a Pythagorean approach that developed geometry based on number. On the other hand, Hilbert succeeded Euclid who had pursued pure geometry that did not depend on number. The difference between the proof using similarity and dissection-rearrangement is related to the unsolved problem in the geometry curriculum that is conflict of Euclid's conventional synthetical approach and modern mathematical approach to geometry.

• World Technopolis Review
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• v.1 no.4
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• pp.276-286
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• 2013

"Federal investments into the future of a region" - pushing economy in the right direction or throwing tax money into a black hole? Hot-headed contentions keep circulating within politics and economy discussing the effect of technology centers and their sustainability within a region. Start-up support and technological infrastructure with the auxiliary service of well developed sector-oriented clusters as a fertile soil for successful networks are an undeniable advantage of well organised technology centers. Sceptic contemporaries still hold against that in order to implement such a center millions of federal funds for infrastructure and operation are invested. What output of this tax money is verifiable in the long run? The case of Dortmund provides substantial food for this necessary and relevant discussion. Now, after 27 years of history of the TechnologieZentrumDortmund, TZDO for short, a positive balance can be drawn. This is not just a matter of personal belief and stance. Fortunately, a recent study on the economic effects of the TZDO on the whole region was performed by the Center of Applied Economy Research M$\ddot{u}$nster, Germany (Gundel and Luttmann 2008). The result is clear and measurable: the TZDO has shown to be of great impact on the positive development of a whole region. This paper presents an account of the approach of the TechnologieZentrumDortmund and its current strategy and mode of operation to reach an utmost of effectiveness of personal and pecuniary input in establishing economic success for the region of Dortmund. An immense change of minds, employment opportunities and a massive structural change of the whole region were some of the ambitious aims that had to be reached and that are achieved to a large extent.

• Clinics in Shoulder and Elbow
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• v.22 no.4
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• pp.173-182
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• 2019

Background: Patient reported outcome measures assess clinical progress from the patient's perspective. This study explored the relationship between shoulder outcome measures (The Disability of the Arm, Shoulder and Hand [DASH], American Shoulder and Elbow Surgeons Standard Shoulder Assessment score [ASES], and Constant score) by comparing the best possible scores obtained in an asymptomatic population compared to overall perception of health, as measured by the SF-36 outcome measure. Methods: Volunteers (age range, 20-69 years) with asymptomatic shoulders and no history of shoulder pain, injury, surgery, imaging, or pathology (bilaterally) were included. The DASH and ASES measures were completed by 111 volunteers (72 female, 39 male), of which 92 completed the Constant score (56 female, 36 male). The SF-36 was completed by all volunteers (level of evidence: IV case series). Results: The mean (${\bar{x}}$) score for ASES measure on the right shoulder was higher for the left-hand dominant side (${\bar{x}}=100.00$ vs. 95.02, p-value<0.001); no other significant differences. Better SF-36 scores were associated with better DASH scores. Our prediction models suggest that perception of overall health affects the DASH scores. Sex affected all three shoulder measures scores. Conclusions: Comparing scores of shoulder outcome measures to the highest possible score is not the most informative way to interpret patient progress. Variables such as health status, sex, and hand dominance need to be considered. Furthermore, it is possible to use these variables to predict scores of outcome measures, which facilitates the healthcare provider to deliver individualized care to their patients.

• Journal for History of Mathematics
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• v.22 no.3
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• pp.1-30
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• 2009

Frege's logicism has been frequently regarded as a development in number theory which succeeded to the so called arithmetization of analysis in the late 19th century. But it is not easy for us to accept this opinion if we carefully examine his actual works on real analysis. So it has been often argued that his logicism was just a philosophical program which had not contact with any contemporary mathematical practices. In this paper I will show that these two opinions are all ill-founded ones which are due to the misunderstanding of the theoretical place of Frege's logicism in the context of contemporary mathematical practices. Firstly, I will carefully examine Cantorian definition of real numbers and Frege's critiques of it. On the basis of this, I will show that Frege's aim was to produce the purely logical definition of ratios of quantities. Secondly, I will consider the mathematical background of Frege's logicism. On the basis of this, I will show that his standpoint in real analysis was much subtler than what we used to expect. On the one hand, unlike Weierstrass and Cantor, Frege wanted to get such real analysis that could be universally applicable. On the other hand, unlike most mathematicians who insisted on the traditional conceptions, he would not depend upon any geometrical considerations in establishing real analysis. Thirdly, I will argue that Frege regarded these two aspects - the independence from geometry and the universal applicability - as those which characterized logic itself and, by logicism, arithmetic itself. And I will show that his conception of real numbers as ratios of quantities stemmed from his methodological maxim according to which the nature of numbers should be explained by the common roles they played in various contexts to which they applied, and that he thought that the universal applicability of numbers could not be adequately explicated without such an explanation.

• Korean Journal of Logic
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• v.11 no.2
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• pp.1-56
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• 2008

This article intends to examine the widespread assumption, which has been uncritically accepted, that Zermelo simply adopted Hilbert's axiomatic method in his axiomatization of set theory. What is essential in that shared axiomatic method? And, exactly when was it established? By philosophical reflection on these questions, we are to uncover how Zermelo's thought and Hilbert's thought on the axiomatic method were developed interacting each other. As a consequence, we will note the possibility that Zermelo, in his early as well as late thought, had views about the axiomatic method entirely different from that of Hilbert. Such a result must have far-reaching implications to the history of set theory and the axiomatic method, thereby to the philosophy of mathematics in general.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.486-501
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• 2012

The aims of this study are to investigate two main problems for the hypothetico-deduction method and to develop a scientific inquiry model to resolve these problems. The structure of this scientific inquiry model consists of accounts of the context of discovery and justification that the hypothetico-deduction holds as two main problems : 1) the heuristic flaw in the hypothetico-deduction method is that there is no limit to creating hypotheses to explain natural phenomena; 2) Logically, this brings into question affirming the consequent and modus tollens. The features of the model are as follows: first, the generation of hypotheses using an analogical abduction and the selection of hypotheses using consilience and simplicity; second, the expansion phase as resolution for the fallacy of affirming the consequent and the recycle phase as resolution for modus tollens involving auxiliary hypotheses. Finally, we examine the establishment process of Copernicus's Heliocentric Hypothesis and the main role of the history of science for the historical invalidity of this scientific inquiry model based on three examples of If/and/then type of explanation testing suggested by Lawson (International journal of science and Mathematics Education, 2005a, 3(1): 1-5) We claim that this hypotheticho-deduction process involving abduction approach produced favorable in scientific literacy rising for science teacher as well as students.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.1-19
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• 1999

Based on the analysis of commonalities and differences in the views of science achievement in major reform documents in the United States and Korea, an aggregated view of science achievement is presented in this paper Science achievement is conceived of in terms of science content and science process. The components of science content include: (a) concepts and theories I n physical, life, and earth and space science;(b) science, mathematics, and technology;(c) science in personal and social perspectives;(d)history and nature of science;and (e) unifying themes. The components of science process include: (a) scientific understanding;(b) scientific investigation;(c) scientific communication; and (d) scientific habits of mind. The components of science process.cut across and intersect with the components of science content. The components of science achievement overlap and are related to one another. Despite such an overlap, understanding the rot e that each component plays provides insight into its unique contributions as well as its interactions with other components. A definition of science achievement and identification of its components based on major reform documents provides a guideline for science assessment as well a s science teaching and learning.

• Proceedings of the Korea Information Processing Society Conference
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• 2017.11a
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• pp.562-565
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• 2017

본 연구는 일상에서 길을 찾는 데 어려움을 겪은 보행자나 초행길을 낯선 여행자들을 대상으로, 스마트폰과 더불어 사람들이 많이 지니고 다니는 가방을 가지고 적용하였다. 스마트폰의 LBS, 블루투스 기능과 가방에 부착된 진동 인터페이스가 연결되어 실시간 경로 안내를 받을 수 있는 제품이다. 부가적인 기능으로는 앱 상에 회원관리 기능이 있어 개인의 이용 기록에 관한 데이터가 DB에 저장되며 DBMS를 통한 데이터 분석으로 사용자에게 맞춤화된 서비스를 제공해 줄 수 있다. 또한 여러 사용자들이 이용한 플랫폼에 쌓인 데이터를 가지고 새로운 비지니스를 창출할 수도 있다. 추가적으로 일정 거리 이상 멀어지면 신호의 강도가 약해지는 블루투스의 특성을 이용하여 이용자가 가방과 일정 거리 이상 떨어질 경우, 스마트폰으로 팝업 창을 띄워주는 형태로 분실 방지 기능을 제공해 줄 수도 있다.

• Communications for Statistical Applications and Methods
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• v.23 no.6
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• pp.531-541
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• 2016

Cerebral atrophy affects the brain and is a common feature of patients with mild cognitive impairment or Alzheimer's diseases. It is evaluated by the radiologist or reader based on patient's history, age and the space between the brain and the skull as indicated by magnetic resonance (MR) images. A total of 70 patients were scanned in the supine and prone positions before three radiologist assessed their atrophy level. This study examined the radiologist's assessment of the cerebral atrophy level using a graded response model of item response theory (IRT). A graded response model (GRM) is fitted to our data and then item-fit and person-fit statistics are evaluated to assess the fitted model. Our analysis found that the cerebral atrophy level is better discriminated by readers in the prone position because all item slopes were greater than 2 at this position, versus the supine position where all the slope parameters were less than 1. However, the thresholds are very similar for the first reader and are quite different for the second and third readers because the scanning position affects readers differently as the category threshold estimates vary considerably between the readers..