• 대한수학교육학회지:학교수학
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• 제8권1호
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• pp.89-106
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• 2006

본 연구에서는 사범대학의 교육현장에서 '산파법의 이해와 적용'을 논의의 대상으로 하여 예비수학교사들로 하여금 산파법에 의한 가상수학수업을 설계, 실행하도록 하였다. 연구 대상으로 선정된 사범대학 수학교육과 3학년 44명의 학생들이 정규 강좌시간을 활용하여 조별프로젝트 활동으로 산파법 적용 수업을 실행하였다. 본 연구에서는 2차에 걸쳐 실행된 수업활동결과에 대한 자료를 바탕으로 하여 예비 수학교사의 산파법 적용 수학수업 실행의 교육적 효과를 분석하였다. 아울러 본 연구에서의 수업구성실행이 예비수학교사교육에 주는 시사점을 도출하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제28권2호
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• pp.281-302
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• 2014

우리는 본 연구에서 황금비의 역사, Markowsky의 황금비 판단 기준, 그리고 황금비에 대한 오해를 알아보았다. 쿠푸왕의 대 피라미드에는 황금비가 존재하지 않는다는 Markowsky의 주장에 반하여 필자는 황금비의 존재를 주장하였다. 초 중등 교과서와 수학사 관련 국내 출판 책자에서는 황금비의 예로 쿠푸왕의 대 피라미드와 파르테논 신전을 사용하고 있는데 이에 대한 잘못된 서술을 알아보고 황금비 지도의 대안으로 동적 조화 입장에서 현대 산업 디자인, 항공공학, 건축 디자인, 스크린 디자인 등의 예를 제시하였다. 또한, 기축시대가 우리나라 학교수학에 미친 영향을 탈레스와 황금비 중심으로 알아보았다.

• Journal of applied mathematics & informatics
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• 제9권2호
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• pp.807-815
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• 2002

We consider a more general linear regression super-population model than the one of Chaudhuri and Stronger(1992) . We can find the same type of the best linear unbiased(BLU) predictor as that of Chaudhuri and Stenger and see that the optimal design is again a purposive one which prescribes choosing one of the samples of size n which has $\chi$ closest to $\bar{X}$.

• 한국실내디자인학회논문집
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• 제26호
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• pp.49-56
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• 2001

Science, technology and machine aesthetics were the main theme of architectural design in the first machine age. Modern architecture used the theory of science as its framework. But the theory of science was used not as a professional way, but as a pseudo-scientific way by modern architects. It was because that modern architects relied on the spiritual, mystical realm of science and mathematics. Moreover, the avant-garde movement in modernism used the theory of science and mathematics for its complicated and ailenated nature and scientific image. The pseudo-scientifism in architectural design in the first machine age was expressed mainly as a concentration on the 4th dimensional space and the use of symbolic image of science and technology.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권1호
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• pp.1-17
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• 2017

The purpose of this study is to analyze the differences between the cognitive load of mathematics textbooks based on storytelling and traditional mathematics textbooks that are presented to students. In order to verify this, we have selected two 4th grade classes in elementary school that were identified as a homogeneous group through prior testing, and thus were separated into experimental group and comparative group. Then, without the teacher's lessons, the experimental group learned from mathematics textbooks based on storytelling and the comparative group learned from traditional mathematics textbooks. Afterwards, the two groups' cognitive load was measured through a questionnaire, and the following results were obtained: In the 'mental effort' and 'self evaluation' categories, the students that learned from the mathematics textbook based on storytelling showed higher scores than the students that learned from the traditional mathematics textbook. also there was statistically significant difference in some items. However, no statistically significant difference was found in the remaining categories 'task difficulty', 'self evaluation', and 'material design'.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권4호
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• pp.349-377
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• 2009

In this work we present a study undertaken with in-service mathematics teachers of primary and secondary school where we describe and analyze the didactical competences needed to implement an innovative design in geometry applying Van Hiele's models. The relationship between such competences and an ideal teacher profile is also studied. Teachers' epistemology is established in terms of didactical competences and we can see that this epistemology is an element that helps us understand the difficulties that teachers face in practice when implementing an innovative curriculum, in this case, geometry based on the Van Hiele theory.

• Communications for Statistical Applications and Methods
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• 제9권2호
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• pp.347-354
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• 2002

An n-point design is maximal fan if all the models with n-terms satisfying the divisibility condition are estimable. Such designs tend to be space filling and look very similar to the ″Latin-hypercube″ designs used in computer experiments. Caboara, Pistone, Riccomago and Wynn (1997) conjectured that a maximal fan design on an integer grid exists for any n and m, where m is the number of factors. In this paper we examine the relationship between maximal fan design and latin-hypercube to give a partial solution for the conjecture.

• 한국재료학회지
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• 제34권7호
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• pp.341-354
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• 2024

Today, the principles of green chemistry are being fundamentally applied in the chemical industry, such as the nitrobenzene industry, which is an essential intermediate for various commercial products. Research on the application of response surface methodology (RSM) to optimize nitrobenzene synthesis was conducted using a sulfated silica (SO₄/SiO₂) catalyst and batch microwave reactor. The nitrobenzene synthesis process was carried out according to RSM using a central composite design (CCD) design for three independent variables, consisting of sulfuric acid concentration on the silica (%), stirring time (min), and reaction temperature (℃), and the response variable of nitrobenzene yield (%). The results showed that a three-factorial design using the response surface method could determine the optimum conditions for obtaining nitrobenzene products in a batch microwave reactor. The optimum condition for a nitrobenzene yield of 63.38 % can be obtained at a sulfuric acid concentration on the silica of 91.20 %, stirring time of 140.45 min, and reaction temperature of 58.14 ℃. From the 20 experiments conducted, the SO₄/SiO₂ catalyst showed a selectivity of 100 %, which means that this solid acid catalyst can potentially work well in converting benzene to nitrobenzene.

• 품질경영학회지
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• 제19권2호
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• pp.17-39
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• 1991

In many application of response surface methodology, good estimation of the derivatives of the response function may be as important or perhaps more important than estimation of mean response. Using a graphical method, we have studied the effect of outliers, missing observations, and design augmentation with respect to the slope estimation in the response surf ace designs.

• 대한수학교육학회지:학교수학
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• 제11권4호
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• pp.643-664
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• 2009

본 연구는 학습자들이 수학과 디지털교과서를 사용해 자기주도적 학습을 할 때 겪는 문제점이 무엇인지를 파악하고, 그 원인을 분석하여 추후 디지털교과서 설계와 관련된 시사점을 도출해 보고자 하였다. 이를 위해 수학 [6-나] 디지털 교과서의 '분모가 같은 분수의 나눗셈' 단원을 초등학교 6학년 8명의 학생이 자기주도적으로 학습을 하는 과정을 think aloud 방법을 통해 관찰하고 분석하였다. 학습이 끝난 후 학생들은 사후평가지를 작성하였으며, 연구자와의 면담에 참여하였다. 실험 결과 디지털 교과서를 이용한 동분모 분수의 나눗셈 학습에서 학생들이 나타내는 오류의 유형은 크게 '수학교과서 특성상의 오류'와 '디지털교과서 기능 및 설계상의 오류'로 나눌 수 있었다. 특히 디지털교과서의 잘못된 설계는 오히려 학생들의 오개념과 오류를 유발하는 것으로 나타났다. 이는 디지털교과서 설계시 학습자의 오개념을 유발할 수 있는 요소를 고려해야 함을 시사한다.