• The Mathematical Education
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• v.47 no.4
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• pp.487-503
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• 2008

In this paper, descriptive assessment method for middle school mathematics was evaluated by developing a framework for designing and grading problems for descriptive assessment and analyzing the effectiveness of the problems. The new descriptive assessment problems were developed by reviewing the current 7th National Mathematics Curriculum of Korea and aligned mathematics textbooks to define a set of problem design principles and evaluation framework for the assessment strategy. The developed problems were first pilot tested and then revised based on the feedback from the test. The final version was field tested by 100 students in 7th grade middle school. After the field test, the problems were graded by two middle school math teachers and one math education researcher to determine the overall correlation between graders and also to analyze effectiveness of the evaluation framework of the test. This result of this study is expected to assist in the further development of descriptive problems and grading framework by providing a reference work for teachers to better understand the process and the limitations of executing the new assessment strategy.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.717-754
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• 2015

As a design research, this study aims to identify students' collaborative problems solving patterns using the Wiki and design factors triggering MKB(mathematical knowledge building) in virtual environment. For 70 days, 14 Korean secondary gifted students, who enrolled in calculus II courses in one of gifted institutions in Korea, solved 10 math problems together using the Wiki. In this study, I considered five design factors; motivation, practice of LaTeX, norms of participation, epistemic agency, and two types of educational settings. The primary pattern emergent in students' collaborative problem solving process is identified as 'solutions and refutations' along the double helix consisting of the constructive line and the critical line, which is very similar to the pattern of 'Conjectures and Refutations'(Lakatos, 1976). Despite that most participants had difficulty in using LaTeX for mathematical expressions, this study shows that Wikis are valuable tools for providing Korean secondary students opportunities to learn social virtue such as humility and courage (Lampert, 1990), which is considered to be have been neglected in Korean educational environment but is emphasized as precious for doing mathematics in the field of mathematics education.

• Advances in Computational Design
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• v.9 no.2
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• pp.97-113
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• 2024

In this paper, we proposed a new class of stochastic neutral neural networks with uncertain and deterministic coefficients. Made the Sigmund activation and Lipschitz activation functions less conditional. The Lyapnov-Krasovskii functional is constructed. The linear matrix inequality (LMI) is constructed using Schur's lemma, and new criteria for the global asymptotic stability and global asymptotic robust stability of neural networks are obtained. Furthermore, we have verified that the method is effective and feasible through numerical examples.

• Korean Journal of Mathematics
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• v.25 no.1
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• pp.99-116
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• 2017

The aim of this article is to introduce a new form of Kantorovich $Sz{\acute{a}}sz$-type operators involving Charlier polynomials. In this manuscript, we discuss the rate of convergence, better error estimates. Further, we investigate order of approximation in the sense of local approximation results with the help of Ditzian-Totik modulus of smoothness, second order modulus of continuity, Peetre's K-functional and Lipschitz class.

• Structural Engineering and Mechanics
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• v.56 no.3
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• pp.385-407
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• 2015

This paper deals with the problem of the global stabilization for a class of tension leg platform (TLP) nonlinear control systems. It is well known that, in general, the global asymptotic stability of the TLP subsystems does not imply the global asymptotic stability of the composite closed-loop system. Finding system parameters for stabilizing the control system is also an issue need to be concerned. In this paper, we give additional sufficient conditions for the global stabilization of a TLP nonlinear system. In particular, we consider a class of NN based Takagi-Sugeno (TS) fuzzy TLP systems. Using the so-called parallel distributed compensation (PDC) controller, we prove that this class of systems can be globally asymptotically stable. The proper design of system parameters are found by a swarm intelligence algorithm called Evolved Bat Algorithm (EBA). An illustrative example is given to show the applicability of the main result.

• The Mathematical Education
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• v.42 no.3
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• pp.387-402
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• 2003

Realistic Mathematics Education (RME) focuses on guided reinvention through which students explore experientially realistic context problems to develop informal problem solving strategies and solutions. This research applied this philosophy of RME to design a differential equation course at a university level. In particular, the course encouraged the students of the course to use numerical methods to solve differential equations. In this context, the purpose of this research was to describe the developmental process in which the students constructed and reinvented Euler algorithm in the class. For the purpose, this paper will present the didactical principle of RME and describe the process of developmental research to investigate the inferential process of students in solving the first order differential equation numerically. Finally, the qualitative analysis of the students' reasoning and use of symbols reveals how the students reinvent Euler algorithm under the didactical principle of guided reinvention. In this research, it has been found that the students developed deep understanding of Euler algorithm in the class. Moreover, it has been shown that the experience of doing mathematics in the course had a positive impact on students' mathematical belief and attitude. These findings imply that the didactical principle of RME can be applied to design university mathematical courses and in general, provide a perspective on how to reform mathematics curriculum at a university level.

• The Mathematical Education
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• v.39 no.1
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• pp.59-69
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• 2000

In order to serve effective teaching and teaming environments with an appropriate harmony of hard technologies and soft technologies and to contribute to multimedia contents design and development this study shows that the theoretical backgrounds, producing backgrounds, contents scenario, and related research as well as their use and integration into realistic classroom. In our environments, it is believed that it is possible for us to develop effective mathematics educational multimedia development fitting to our culture and emotion. Thus it is urged that the government should support the professional multimedia development ＆ production association enthusiastically.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.19 no.3
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• pp.305-325
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• 2015

In this paper, missile homing guidance laws to control the impact angle and time are proposed based on the polynomial function. To derive the guidance commands, we first assume that the acceleration command profile can be represented as a polynomial function with unknown coefficients. After that, the unknown coefficients are determined to achieve the given terminal constrains. Using the determined coefficients, we can finally obtain the state feedback guidance command. The suggested approach to design the guidance laws is simple and provides the more generalized optimal solutions of the impact angle and time control guidance.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.77-87
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• 2005

Smith(2001) calls for practice-based professional development for teachers of mathematics. This paper discusses laboratory class as a model for conducting professional development program for a group f elementary school mathematics teachers. The laboratory class seeks to promote teachers' generative growth (Carpenter & Levi, 1999) and all the core and structural features (Garet, Porter, Desimone, Birman & Kwang, 2001) of a professional development are also engaged in this program and the ultimate goal is for teachers to be reflective in their practices to be generative (Carpenter & Leher, 1999) in their teaching and learning. This paper also discusses the design of the laboratory class based on the principles of reflective thinking and psychological observation by Dewey to connect theory with practice.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.261-279
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• 2024

The purpose of this study is to examine the characteristics of AI courseware for mathematics learning based on Choppin et al.'s (2014) digital typology and to derive implications for directions for AI courseware development. For this purpose, 12 types of AI courseware actively used in domestic were selected for analysis, and the characteristics of these AI courseware in terms of program-student interaction, teacher' s lesson design, and evaluation system were analyzed. As a result, each AI courseware provided unique functional features for students, teachers, and evaluation, but the ability to modify and configure teaching and learning was limited. Based on these results, implications for the direction of development of AI courseware in mathematics education were presented.