• Journal of Korea Game Society
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• v.13 no.6
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• pp.95-110
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• 2013

Current up-to-date courses of study put emphasis on raising creative students. However, the cramming methods of teaching mathematics in the school seems far from the creativity and the number of students who feels mathematics difficult is increasing. To overcome this situation, the government proposed 'the mathematics education using storytelling', which leads to lots of developments of mathematics using serious game in many areas. However most of the current serious games couldn't do away with the deductive framework of mathematics, which makes it impossible to achieve the purpose of raising creative students. This is because existing mathematics serious games have not deeply contemplated many aspects such as the purpose and theories of teaching and teaching mathematics. Therefore, in order to overcome the limitations of cramming methods in existing mathematics educations, this research proposes the new method of developing serious game contents for elementary geometry that is useful to improve mathematical intuition, based on RME, the theory of teaching/learning mathematics.

• Bulletin of the Korean Mathematical Society
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• v.40 no.3
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• pp.465-473
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• 2003

Introducing the concept of a sequentially condensing operator in a more general framework, we give a new fixed point theorem for sequentially condensing operators in Banach spaces, with the aid of attractors.

• Journal of the Korean Institute of Intelligent Systems
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• v.12 no.2
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• pp.177-181
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• 2002

The main aim of this paper is to study the concept of fuzzifying proximity and fuzzifying uniformity in the framework of fuzzifying topology. Some fundamental properties of them are esablished.

• Journal of the Korean Statistical Society
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• v.30 no.2
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• pp.247-263
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• 2001

This paper concerns a problem of classification based on training dta. A framework of information geometry is given to elucidate the characteristics of discriminant functions including logistic discrimination and AdaBoost. We discuss a class of loss functions from a unified viewpoint.

• Bulletin of the Korean Mathematical Society
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• v.53 no.5
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• pp.1471-1481
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• 2016

We characterize reducing subspaces of weighted shifts with operator weights as wandering invariant subspaces of the shifts with additional structures. We show how some earlier results on reducing subspaces of powers of weighted shifts with scalar weights on the unit disk and the polydisk can be fitted into our general framework.

• East Asian mathematical journal
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• v.16 no.2
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• pp.267-275
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• 2000

In this paper, we study the duality theory of nonlinear parabolic systems. The main objective is to prove the duality theorem under general conditions within an infinite-dimensional framework. As an application, an example is given.

• Communications of the Korean Mathematical Society
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• v.16 no.3
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• pp.371-383
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• 2001

In this survey article, we shall introduce the applications of the theory of reproducing kernels to inverse problems. At the same time, we shall present some operator versions of our fundamental general theory for linear transforms in the framework of Hilbert spaces.

• School Mathematics
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• v.13 no.1
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• pp.207-227
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• 2011

This study developed a statistical thinking level with constructs framework from based on Jones, Thornton, Langrall, & Mooney (2000) to analyze the 6th graders' thinking level shown on their survey activities. It was modified by 5 constructs framework such as collecting, describing, organizing, representing, and analyzing and interpreting data with four thinking levels, which represent a continuum from idiosyncratic to analytic reasoning. As a result, among four levels such as idiosyncratic level (level 1), transitional level (level 2), quantitative level (level 3), and analytical level (level 4), levels of two through four are shown on statistical thinking levels in this study.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.117-136
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• 2012

The goal of this study is to investigate a didactic transposition method of text books and high school students' understanding for the Normal Distribution. To accomplish this goal, framework descriptors were developed to analyse the didactic transposition method and interpret the students' understanding based on the Historico-Genetic process of the Normal Distribution, the meaning of the Normal Distribution as a scholarly knowledge and the results of previous studies on students' understanding for the Normal Distribution. This study presented several recommendations for instruction of the Normal Distribution according to the results of analysing the didactic transposition method and interpreting the students' understanding in terms of the developed framework.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.359-388
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• 2012

The study aims to extract the framework of sub-factors of spatial sense, to develop test instruments based on the framework to investigate the actual spatial sense ability of fourth to sixth graders in elementary school and to analyze the results. According to the framework of sub-factors of spatial sense of the study, spatial sense has two factors of spatial visualization and spatial orientation. Spatial visualization is divided into mental rotation, mental transformation and figure-ground perception while spatial orientation is categorized into direction sense, distance sense, and location sense. Based on the framework, the test instrument for spatial sense ability was developed and the test was conducted to 430 fourth to sixth students in five elementary schools in capital areas. The following conclusions were drawn from the results obtained in the study. Firstly, the higher school year gets, the more spatial sense grows. However, spatial visualization is developed much more than spatial orientation and their order is reversed with higher graders. Secondly, the most insufficient abilities among fourth to sixth elementary school students' spatial sense were mental transformation of spatial visualization and location sense of spatial orientation. Thirdly, the reasons of differences in sub-factors of spatial sense and graders seem to be from effects of students' learning experiences of spatial sense of mathematics curriculum and the complexities of test items.