• Journal of the Korean School Mathematics Society
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• v.7 no.2
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• pp.81-97
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• 2004

This paper is a study on the understanding process of「Matrix and Graph」on discrete mathematics using TI-92 calculator. For this purpose, we investigated the understanding process of two middle school students learning the concepts of matrix and graph using TI-92 calculator. In this process, we collected qualitative data using recorder and video camera. Then we categorized these data as follows: students' attitude related to using technology, understanding process of meaning, expression and operation of matrix and graph, mathematical communication, etc. From this, we have the following conclusions: First, students inquired out the meaning and role of matrix by themselves using calculator. We could see that calculator can do the role of good learning partner to them. Second, students realized their own mistakes when they used calculator on the process of learning matrix. So we found that calculator could form the self-leading learning circumstance on learning matrix. Third, calculators reinforce the mathematical communication in learning matrix and graph. That is, calculator could be a good mediator to reinforce mathematical communication between teacher and students, among students on learning matrix and graph.

• Korean Journal of Mathematics
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• v.21 no.4
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• pp.503-521
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• 2013

For over 20 years, the issue of using an adequate CAS tool in teaching and learning of linear algebra has been raised constantly. And a variety of CAS tools were introduced in many linear algebra textbooks. In Korea, however, because of some realistic problems, they have not been introduced in the class and the theoretical aspect of linear algebra has been focused on in teaching and learning of it. In this paper, we suggest Sage as an alternative for CAS tools overcoming the problems mentioned above. And, we introduce full contents for linear algebra and matrix calculator that Sage was used to develop. Taking advantage of them, almost all the concepts of linear algebra can be easily covered and the size of matrices can be expanded without difficulty.

• Structural Engineering and Mechanics
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• v.5 no.4
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• pp.415-431
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• 1997

Stability equations that evaluate the elastic critical axial load of stepped columns under extreme and intermediate concentrated axial loads in any type of construction with sidesway totally inhibited, partially inhibited and uninhibited are derived in a classical manner. These equations can be utilized in the stability analysis of framed structures (totally braced, partially braced, and unbraced) with stepped columns with rigid, semirigid, and simple connetions. The proposed column classification and the corresponding stability equations overcome the limitations of current methods which are based on a classification of braced and unbraced columns. The proposed stability equations include the effects of: 1) semirigid connections; 2) step variation in the column cross section at the point of application of the intermediate axial load; and 3) lateral and rotational restraints at the intermediate connection and at the column ends. The proposed method consists in determining the eigenvalue of a $2{\times}2$ matrix for a braced column at the two ends and of a $3{\times}3$ matrix for a partially braced or unbraced column. The stability analysis can be carried out directly with the help of a pocket calculator. The proposed method is general and can be extended to multi-stepped columns. Various examples are include to demonstrate the effectiveness of the proposed method and to verify that the calculated results are exact. Definite minimum bracing criteria for single stepped columns is also presented.