• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.699-713
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• 2005

In this paper, we attempted to find out the meaning of several means and inequalities, their relationships and proposed the effective ways to teach them in college mathematics classes. That is, we introduced 8 proofs of arithmetic-geometric mean equality to explain the fact that there exist diverse ways of proof. The students learned the diverseproof-methods and applied them to other theorems and projects. From this, we found out that the attempt to develop the students' logical thinking ability by encouraging them to find out diverse solutions of a problem could be a very effective education method in college mathematics classes.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.353-372
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• 2015

This study investigated how to utilize number line related number concept learning and analyzed problems related utilization of number line focused on natural number and rational number(fraction, decimal), in elementary school mathematics textbook. The purpose of this study is to identify desirable direction about the utilization of number line, based on analysis of the introduction of time, introduction contents and utilization method in elementary school mathematics textbook.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.5 no.3
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• pp.179-182
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• 2005

A model of an assessment module has been created, using intuitionistic fuzzy estimations, which render account on the knowledge of the trained objects. The final mark is determined on the basis of a set of evaluation units. An opportunity is offered no only fur tracing the changes of the parameters of the trainer object, but there is also an opportunity of tracing the status of the already comprehended knowledge, as well as evaluating and changing the training themes and evaluation criteria.

• Communications of Mathematical Education
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• v.24 no.4
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• pp.865-876
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• 2010

We have examined the modified Moore methods that were applied to college mathematics courses in several researches. We introduce, compare and analyze the concrete teaching methods that the researchers conducted in various modified Moore methods, and propose the appropriate form of modified Moore method most suitable for the present situations of the mathematics and related departments in Korea.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.273-275
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• 2022

Deep Learning is used nowadays in Nuclei segmentation. While recent developments in theory and open-source software have made these tools easier to implement, expert knowledge is still required to choose the exemplary model architecture and training setup. We compare two popular segmentation frameworks, U-Net and Mask-RCNN, in the nuclei segmentation task and find that they have different strengths and failures. we compared both models aiming for the best nuclei segmentation performance. Experimental Results of Nuclei Medical Images Segmentation using U-NET algorithm Outperform Mask R-CNN Algorithm.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.523-532
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• 2005

Moving figures and piling up some boxes are newly the introduced studying contents in the 7th curriculum of mathematics and it will be able to form the sense of space of the students. Against the studying contents for the sense of space formation, the teachers of site speak instruction is very difficult and the student's scores are low. Elementary school mathematics studying which inclusive of figure studying is the most effective when they operate the actual object. But in the school site, the instruction with actual object is very difficult because many reasons. And web based studying data system which is for forming the sense of space the students is not abundant because it started initially. From this dissertation, studying contents will be taken out and web base figure studying system will be designed and embodied. The interaction will be active in the system. Student will be able to understand the principle by the medium of the animation from the system and they can improve their sense of space by the interesting game.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.499-514
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• 2016

As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

• Communications of Mathematical Education
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• v.35 no.2
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• pp.193-212
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• 2021

This study is to support the school's mathematics exploration activities. Mathematics exploration is a very important mathematical activity not only for mathematics teachers, but also for students. Looking at the development of mathematics, it has been extended from one mathematical fact to a new mathematical fact. Mathematics exploration activities are not unique to mathematicians, and opportunities are equally given to all ordinary people who are learning mathematics and teaching mathematics. Therefore, the purpose of this study is to develop a method of mathematics exploration activities that teachers and students can perform in schools, based on mathematics exploration activities based on one mathematical fact. Specifically, the cosine law was selected as one mathematical fact, and mathematical exploration activities were performed based on the cosine law. By analyzing the results of these mathematics exploration activities, we developed a method to explore school mathematics. Through the results of this study, it is expected that mathematics exploration activities will be conducted equally by students and teachers in the mathematics classroom.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.341-356
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• 2013

This research is about storytelling in middle school geometry. This study is basic research about actualizing mathematical teaching and learning based on storytelling that is raised for reforming school mathematics education. In order to develop the mathematics textbook model, development of procedures and methods were extracted from the literature. And mathematics textbook model were developed in accordance with the process and methods. Examples are presented in terms of the development of material with 'story as a communication tool', 'familiar story as a script' 'universality of the world or simulation of life as a story', 'story as a means to foster creativity: story making'. Through the results of this study, we are also able to check the possibility of storytelling in mathematics class. And this study will be the foundation for teaching and learning using storytelling.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.231-253
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• 2009

This paper investigated the views of effective mathematics instruction on the part of teachers. The study was carried out a survey with 223 elementary school teachers in Korea. The questionnaire consisted of the following 4 main categories with a total of 48 factors: (a) the curriculum and content, (b) teaching and learning, (c) classroom environment and atmosphere, and (d) assessment. Some ideas teachers revealed about what would enable good mathematics teaching coincided with previous research. Specifically, teachers agreed with the idea of consideration of students' individual differences or focus on concepts. However, there were differences with regard to the use of technology and the importance of learning environment, which have been emphasized in mathematics education literature. Considering that the teacher plays a key role in implementing good instruction, this paper emphasizes us to attend to teachers' perspectives in order to initiate good teaching at the actual classroom.