• School Mathematics
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• v.2 no.2
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• pp.357-388
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• 2000

This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.

• School Mathematics
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• v.19 no.4
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• pp.775-793
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• 2017

In this study, instruments were developed to measure of mathematics attitudes by conceptualization of epistemological beliefs as a cognitive dimension, mindfulness as a conative dimension, affect as an affective dimension. Perry's epistemological development scheme and Langer's mindfulness theory was noticed as a theoretical approach. Exploratory factor and confirmatory factor analyses, and a reliability test were assessed. This article suggest a new framework for analysing attitudes toward mathematics and changes in attitudes toward mathematics.

• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.63-80
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• 2019

This study aims to investigate noticing of pre-service secondary mathematics teachers. For the purpose of this study, we analyzed journals of four pre-service mathematics teachers. Our analysis was based on a framework including three categories such as Aware, Interpret, and Response. As results, we found a tendency that pre-service secondary mathematics teachers have more general awareness of students and relatively fewer interpretations of students' mathematical thinking than other categories. In addition, in the category of Response, the pre-service secondary mathematics teachers were more likely to explain to students than to promote students' thinking through questions. Based on these results, we would like to discuss implications for pre-service secondary mathematics teacher education.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.475-489
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• 2011

The purposes of this study were to inform the exemplary models of integrated science and mathematics and to analyze and discuss their similarities and differences of the models. There were two steps to select the exemplary models of integrated science and mathematics. First, the second volume (Berlin & Lee, 2003) of the bibliography of integrated science and mathematics was analyzed to identify the models. As a second step, we selected the models that are dealt with in the School Science Mathematics journal and were cited more than three times. The findings showed that the following four exemplary theoretical models were identified and published in the SSM journal: the Berlin-White Integrated Science and Mathematics (BWISM) Model, the Mathematics/Science Continuum Model, the Continuum Model of Integration, and the Five Types of Science and Mathematics Integration. The Berlin-White Integrated Science and Mathematics (BWISM) Model focused an interpretive or framework theory for integrated science and mathematics teaching and learning. BWISM focused on a conceptual base and a common language for integrated science and mathematics teaching and learning. The Mathematics/Science Continuum Model provided five categories and ways to clarify the extent of overlap or coordination between science and mathematics during instructional practice. The Continuum Model of Integration included five categories and clarified the nature of the relationship between the mathematics and science being taught and the curricular goals for the disciplines. These five types of science and mathematics integrations described the method, type, and instructional implications of five different approaches to integration. The five categories focused on clarifying various forms of integrated science and mathematics education. Several differences and similarities among the models were identified on the basis of the analysis of the content and characteristics of the models. Theoretically, there is strong support for the integration of science and mathematics education as a way to enhance science and mathematics learning experiences. It is expected that these instructional models for integration of science and mathematics could be used to develop and evaluate integration programs and to disseminate integration approaches to curriculum and instruction.

• Journal of the Korean Mathematical Society
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• v.33 no.4
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• pp.993-1008
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• 1996

The white noise analysis, initiated by Hida [3] in 1975, has been developed to an infinite dimensional distribution theory on Gaussian space $(E^*, \mu)$ as an infinite dimensional analogue of Schwartz distribution theory on Euclidean space with Legesgue measure. The mathematical framework of white noise analysis is the Gel'fand triple $(E) \subset (L^2) \subset (E)^*$ over $(E^*, \mu)$ where $\mu$ is the standard Gaussian measure associated with a Gel'fand triple $E \subset H \subset E^*$.

• Journal for History of Mathematics
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• v.15 no.1
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• pp.1-14
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• 2002

This paper treats the history of the fundament of projective geometry Especially we introduce the essence of the framework of Karl Chirstian von Staudt's ‘Geometrie der Lage’. Von Staudt used axiomatical method to bum the system of the projective geometry, and proved the fundamental theorem of projective geometry. And he handled imaginary elements (or the first time in synthetic projective geometry.

• Communications of the Korean Mathematical Society
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• v.10 no.1
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• pp.175-186
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• 1995

The concept of a fuzzy set, which was introduced in [9], provides a natural framework for generalizing many of the concepts of general topology to what might be called fuzzy topological spaces. The idea of fuzzy topological spaces was introduced by Chang [2]. The idea is more or less a generalization of oridinary topological spaces.

• Bulletin of the Korean Mathematical Society
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• v.54 no.4
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• pp.1361-1371
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• 2017

In this paper, we introduce a framework of (${\alpha},{\beta}$)-flows on triangulated manifolds with two and three dimensions, which unifies several discrete curvature flows previously defined in the literature.

• Communications of the Korean Mathematical Society
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• v.31 no.3
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• pp.507-518
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• 2016

The aim of this paper is to prove some strong convergence theorems for the modified Ishikawa iteration process involving a pair of a generalized asymptotically nonexpansive single-valued mapping and a quasi-nonexpansive multi-valued mapping in the framework of $\mathbb{R}$-trees under the gate condition.

• Bulletin of the Korean Mathematical Society
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• v.54 no.3
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• pp.737-746
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• 2017

In this paper, we discuss the existence theorem for multiple vortex solutions in the non-Abelian Chern-Simons-Higgs field theory developed by Aharony, Bergman, Jafferis, and Maldacena, on a doubly periodic domain. The governing equations are of the BPS type and derived by Auzzi and Kumar in the mass-deformed framework labeled by a continuous parameter. Our method is based on fixed point method.