• Research in Mathematical Education
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• v.22 no.2
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• pp.135-152
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• 2019

This conceptual paper proposes a conceptualization regarding teacher candidates' experiences as learners during instructional activities implemented by teacher educators in practice-based teacher education programs. We argue that the current learning cycle framework for teacher candidates to engage in core teaching practices does not fully address teacher candidates' own learning experiences as learners. To provide a rationale for our proposal, we examine the current conceptualization of learning to enact core practices and suggest the need for integrating teacher candidates' experiences into the current conceptualization. We also draw on research on figured worlds as an effort to conceptualize teacher candidates' experiences coming from multiple figured world. We present some examples from our own mathematics methods courses to illustrate how this newly proposed framework can be used in practice and share remaining questions for future research.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.499-518
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• 2013

The purpose of this study is to examine the preservice secondary mathematics teachers understanding and dimensions of knowledge about definition of irrational numbers and irrational numbers and operations. I adopted a framework consisting of formal dimensions, intuitive numbers, algorithmic dimentions suggested by Tirosh et al.(1998) by adding instrumental dimension for his study. I surveyed 65 preservice secondary mathematics teachers who are in bachelor program and post-bachelor program for teacher certificate by using a questionnaire suggested by Sirotic and Zazkis(2007). The results of this study suggest that 83.1% of the participants gave correct answers in definitions of irrational numbers. 43% of the preservice secondary teachers gave correct answers in adding with irrational numbers. Also 91% of the preservice teachers gave correct answers in multiplying irrational numbers. The preservice teachers appeared to understand irrational numbers and operations at formal dimension. More than half of the preservice teachers gave incorrect answers in adding irrational numbers and a few participants gave incorrect in multiplying irrational numbers. The preservice teachers seemed to understand irrational numbers and operations at intuitive or instrumental dimension. The results also suggest that the preservice secondary mathematics teachers have incorrect understanding about irrational numbers.

• Journal of the Korean School Mathematics Society
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• v.20 no.1
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• pp.19-42
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• 2017

This study analyzed characteristics of which a teacher asked questions in an instruction on the probability that event A and event B occur. The aim of this study based on the analysis was to deduce implications in terms of the various means which would enhance middle school students' understanding about the probability and assist teachers in designing instructions on the mathematics contents. To achieve this goal, this research firstly reviewed Morgan & Saxon(2006) which offers one classification of questioning that identifies a general intention for each category. Secondly, this study examined previous literature on teaching and learning the probability that event A and event B occur in order to identify didactical issues to teach the mathematics contents. Therefore, this study probed the questions of the instruction in the light of the framework descriptors from Morgan & Saxon(2006) and the issues to teach the probability that event A and event B occur. This research inspires the elaboration of what features have with regard to effective questioning in teaching mathematics through the analyzing process and additionally the elucidation of essential matters related to mathematics education on the basis of the analyzed results.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.615-637
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• 2017

The purpose of this study is to analyze the actual realization of the opportunity to learn given to students by examining students' cognition for enrichment mathematics textbook tasks' levels of cognitive demand. First, we analyze characteristics and limitations based on the theoretical framework. Second, we examine students' cognition about the distribution of the mathematics textbook tasks' levels of cognitive demand. And we analyze how the opportunity to learn actually work. Third, in the sense that enrichment textbooks are textbooks for science school students, we analyze whether the opportunity to learn for gifted is offered. The conclusion is as follows: First, with respect to levels of cognitive demand, PNC tasks account most. Second, students also cognize that PNC tasks account most. Third, tasks for gifted are not offered and students also cognize that opportunity to learn for gifted is lacked.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.101-122
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• 2010

Chinese Taipei won the first place at the mathematics achievement of TIMSS 2007. Especially, there was a significant difference in the percentage of correct answers between Chinese Taipei and Korea, and Chinese Taipei' percentage of correct answers was higher than Korea. This study compared the education system, mathematics instruction environment, and instructional activities of two countries. And for algebra, curriculum and textbooks were compared between two countries based on TIMSS 2007 framework. It was found that Chinese Taipei emphasized homework and test, and MCFL of that was low. Their textbook was formal, and induced the hasty abstraction, Also, some themes were introduced earlier than Korea and repeated across different grades.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.445-467
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• 2018

In this study, we analyzed the contents of pi and the area of a circle presented in Korean, Japanese, Singapore, and American mathematics textbooks, and drew implications for the teaching of pi and the area of a circle in school mathematics. We developed a textbook analysis framework by theoretical discussions on the concept of the pi based on the various properties of pi and the area of a circle based on the central ideas of measurement and the previous researches on pi and the area of a circle in elementary mathematics. We drew five suggestions for improving the teaching of pi and three suggestions for improving the teaching of the area of a circle in Korean elementary schools.

• The Mathematical Education
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• v.60 no.3
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• pp.281-295
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• 2021

This study examines the breadth and depth of knowledge of the teacher employment test for secondary mathematics. For the breadth of knowledge, we attempted to figure out the range of knowledge in terms of the content areas using the standards from the Korea Society Educational Studies in Mathematics[KSESM](2008). For the depth of knowledge, we chose Anderson & Krathwohl(2001) framework to analyze levels of each item in the test. The results from the analysis of 180 items in the teacher employment test between 2014 and 2021 show that while items in mathematics education have considerable variation in terms of range and levels of knowledge, those in some subjects of mathematics can be found only certain level of knowledge. i.e., merely certain topics or levels of knowledge have been heavily evaluated. Thus, considering the breadth and depth of knowledge teachers should have, the current exam needs to be improved in terms of teacher knowledge. It does not mean that every topic and every level of knowledge should be evaluated. However, it is a meaningful opportunity to think about what kinds of knowledge teachers should have in relation to K-12 mathematics curriculum and how we can evaluate the knowledge. More collaborative effort is inevitable for the improvement of teacher knowledge and teacher employment test.

• Advances in nano research
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• v.9 no.3
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• pp.183-191
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• 2020

The content of this study focuses on bending of flexoelectric Magneto-Electro-Elastic (MEE) nanobeams inserted within the foundation of Winkler-Pasternak according to nonlocal elasticity theory. Applying Hamilton's principle, the nonlocal nanobeams' governing equations in the framework higher order refined beam theory are attained and resolved through adapting an analytical solution. A parametric research is demonstrated for studying the effects that magneto-electro-mechanical loadings, the nonlocal parameter, flexoelectric, as well as the aspect ratio all have on the deflection properties of nanobeams. A discovery lead to beam geometrical parameters, the boundary conditions, flexoelectricity and nonlocal parameter partake substantial effects on nanoscale beams' dimensionless deflection.

• Journal of the Chungcheong Mathematical Society
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• v.25 no.4
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• pp.703-709
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• 2012

Recently, Kazmi and Khan [7] introduced a kind of equilibrium problem called generalized system (GS) with a single-valued bi-operator F. Next, in [10], the first author considered a generalization of (GS) into a multi-valued circumstance called the multi-valued quasi-generalized system (in short, MQGS). In the current work, we provide an extension of (MQGS) into a system of (MQGS) in general settings. This system is called the generalized multi-valued quasi-generalized system (in short, GMQGS). Using the existence theorem for abstract economy by Kim [8], we prove the existence of solutions for (GMQGS) in the framework of Hausdorff topological vector spaces. As an application, an existence result of a system of generalized vector quasi-variational inequalities is derived.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.22 no.1
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• pp.15-28
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• 2018

Recently Machine Learning algorithms are widely used to process Big Data in various applications and a lot of these applications are executed in run time. Therefore the speed of Machine Learning algorithms is a critical issue in these applications. However the most of modern iteration Machine Learning algorithms use a successive iteration technique well-known in Numerical Linear Algebra. But this technique has a very low convergence, needs a lot of iterations to get solution of considering problems and therefore a lot of time for processing even on modern multi-core computers and clusters. Tchebychev iteration technique is well-known in Numerical Linear Algebra as an attractive candidate to decrease the number of iterations in Machine Learning iteration algorithms and also to decrease the running time of these algorithms those is very important especially in run time applications. In this paper we consider the usage of Tchebychev iterations for acceleration of well-known K-Means and SVM (Support Vector Machine) clustering algorithms in Machine Leaning. Some examples of usage of our approach on modern multi-core computers under Apache Spark framework will be considered and discussed.