• Journal of applied mathematics & informatics
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• v.7 no.3
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• pp.801-812
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• 2000

Two-dimensional slow viscous flow on infinite half-plane past a perpendicular infinite cavity is considered on the basis of the Stokes approximation. Using complex representation of the two-dimensional Stokes flow, the problem is reduced to solving a set of Fredholm integral equations of the second kind. The streamlines and the pressure and vorticity distribution on the wall are numerically determined.

• Journal of applied mathematics & informatics
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• v.36 no.5_6
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• pp.555-565
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• 2018

The main subject of this paper is to introduce the (p, q)-Euler polynomials and obtain several interesting symmetric properties of the modified (p, q)-Hurwitz Euler Zeta function with regard to (p, q) Euler polynomials. In order to get symmetric properties, we introduce the new (p, q)-analogue of Euler polynomials $E_{n,p,q}(x)$ and numbers $E_{n,p,q}$.

• Journal for History of Mathematics
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• v.17 no.4
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• pp.17-26
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• 2004

This paper claims that an essential characteristic of modernism is mathematization, and introduces how mathematization was deployed in the eighteenth century. It also points out problems caused by mathematization.

• East Asian mathematical journal
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• v.29 no.4
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• pp.393-407
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• 2013

The purpose of the study is to find out how to improve the ability of problem-solving for matriculants who have deficiency in understanding general mathematics. To figure out effective teaching method for the matriculants, we manage special lecture for basic mathematics and, analyze student assessment, course evaluation and also effects on calculus subject.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.123-142
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• 2011

Recently, a number of researches acknowledge the importance of 'reflection' and 'reflective teacher education,' and they highlight the implication of 'reflection' on the teacher's profession or the teacher education. The reflective thought is interpreted as a subject that should be taught or a sort of strategy that a teacher should learn, while the aspect is excluded that reflection is the interaction between the innate knowledge and the practice. As a result, the reflective teacher education programs that increase the level of reflection are developed and practiced, and the reflection is accepted as a tool for increasing teacher professionalism. Reflective teaching is en essential and basic element for the development of teacher knowledge. In particular, such teacher knowledge might be being gradually expanded by a teacher's self-assessment on reflection on his own instruction. For this reason, this study develops an assessment framework on instruction which is comprized of teacher knowledge and instructional process. To accomplish this, in this study, teacher knowledge is considered as a whole practice knowledge combined by subject matter knowledge, understanding of learners, teaching and learning methods and assessment, and instructional environment. Also, success on instruction in mathematics class might depend on the acquisition of teacher knowledge, instructional planning, instructional execution, and furthermore reflection on instruction. Especially, this study emphasizes that 'reflection on instruction', the most important step of instruction be reflected and examined by the teacher himself.

• Education of Primary School Mathematics
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• v.5 no.1
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• pp.21-39
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• 2001

This study is to develop assessment framework, test items and questionnaire for the National Assessment of Educational Achievement(NAEA), which administered in the elementary and secondary schools across the country in this year(2000). According to the first year study result of the NAEA, the test was administered in two core subjects, Mathematics and Social Studies. In this study, test items and sets of questionnaire and administered pretest were developed in the last year. In this year, the NAEA was administered with the adjusted test items and questionnaires and the results was analyzed and would be reported to the public. NAEA was developed on the basis of national curriculum, especially of the nature and objectives of subject curriculum in Mathematics (and also Social Studies). In the framework of assessment, we set up four differentiated levels of student achievement:‘under basic’,‘basic’,‘intermediary’, and ‘advanced’. Here ‘the intermediary level’means the level of educational achievement in which students can understand average content of subject curriculum. ‘Advanced level ’indicates the level of educational achievement in which students master all the content of subject curriculum and apply basic concepts and principles to a variety of situations. ‘The basic level’means the level of educational achievement in which students do not achieve the intermediary level. Students who do not understand average content of subject curriculum are classified as belonging to the basic level. Finally, this study would explain how to administer and analyze the test int he future. The test result was analyzed to report students’s educational achievement according to regions, content area, behavioral characteristics, and etc. This study would show how to report test results and how to set up student’s academic achievement.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.315-325
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• 2005

In school education, mathematics is obviously an independent subject. But the function of mathematics is revealed when it is joined with other subject. For example, when we use mathematics to solve a scientific problem, we can clearly feel the function of mathematics and its roll for science. So, it is general to teach the functions of mathematics by dealing mathematical application. For this method, student mostly pass over that because mathematics is only a tool. Therefore, it is necessary for mathematics part to be separated from mixed application. In this paper, we present a model to contain such an effect.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.261-267
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• 2010

Both history of mathematics and education of mathematics is old subject. The question arises wether can these two important subjects can help each other or not. Unfortunately this idea made mathematics society into two groups; one has idea that history of mathematics can help education of mathematics and other group has idea that not only history of mathematics can not help education of mathematics but also it makes some confusion. In this article the author is going to do some comparison and take some conclusion that history of mathematics can make education of mathematics so active and interesting.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.103-113
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• 2000

A case study was conducted to investigate the understandings of the subject matter knowledge and pedagogical content knowledge held by 63 elementary preservice teachers in dealing with the division by a fraction. The study results showed that, in terms of the subject matter knowledge, the preservice teachers did not have a conceptual understanding of the division by a fraction and, in terms of the pedagogical content knowledge, they depended heavily on algorithms without a conceptual understanding of the meaning of the division by a fraction.

• Research in Mathematical Education
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• v.26 no.3
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• pp.147-166
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• 2023

Mathematics is a science of pattern. Mathematics is a subject of inquiring which aims at discovering the models hidden behind the world. Pattern is abstraction and generalization of the model. Mathematical pattern is a higher level of mathematical model. Mathematics patterns are often hidden in pattern similarity. Creation of mathematics lies largely in discovering the pattern similarity among the various components of mathematics. Inquiring is the core and soul of mathematics teaching. It is very important for students to study mathematics like mathematicians' exploring and discovering mathematics based on pattern similarity. The author describes an example about how to guide students to carry out mathematics inquiring based on pattern similarity in classroom.