• School Mathematics
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• v.15 no.1
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• pp.1-14
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• 2013

The purpose of this study is to examine the way of teaching the concept of pyramid in the elementary mathematics textbook and try to improve the problem. Although textbook present the general definition of pyramid as including regular pyramid, right pyramid, oblique pyramid, the textbook intentionally deal with right pyramid or regular pyramid. This intention reflect the intuition or familiarity of students. But, according to the analysis, this intention do not realized. The example of pyramid presented in the textbook do not coincide with mathematical definition and intuition of students. If we intend to deal with right pyramid in the textbook, we should treat of regular pyramid and right pyramid whose base is a rectangular in the textbook.

• Journal of the Korean School Mathematics Society
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• v.20 no.1
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• pp.43-56
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• 2017

In this thesis, the extension of the pyramid is contemplated through the pyramids presented in textbook $\ll$Math 6-1${\gg}$ published according to the 2009 revised curriculum. In textbook $\ll$Math 6-1${\gg}$, the pyramid is defined by presenting rough sketches of typical pyramids in an extensional definition method. This contrasts with the method of defining the pyramid by using such an extensional definition and a connotative definition method that reveals common properties of all pyramids. In textbook $\ll$Math 6-1${\gg}$, right pyramids whose base can not be regarded as regular polygons, and oblique pyramids are hardly presented. Nonetheless, $\ll$Math 6-1 Teacher's Guide Book${\gg}$ says that we have no choice but to handle oblique pyramids. In this thesis, based on these results, the following implications are presented as conclusions. First, there should be enough discussion on the extension of the pyramid in elementary school mathematics, and agreement to the results. In particular, such discussions are highly necessary in revising the curriculum. Second, in the process of realizing the intention of the curriculum in the textbook through the teacher's guidebook, the extension of the pyramid must be consistent. Third, there should be some consensus about the knowledge that elementary teachers should know about the pyramid.

• Journal of the Korean Society of Radiology
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• v.18 no.3
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• pp.301-307
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• 2024

The Study Evaluated Radiography Images using the Mastoid Process Axial Oblique Projection (Arcelin) imaging method for the Diagnosis of Pyramid Ridge, Mastoid Process, Mastoid Process air cells, Tympanum, Internal auditory and petrous in Supine Position. The subjective ROC (receiver operation characteristic) evaluation method was conducted on five Radiological technologists who have worked in the Image medical Department of University Hospitals for more than 8 years, and the Objective Evaluation, signal-to-noise Ratio (SNR), was evaluated and Analyzed. The Cronbach Alpha value was significantly higher at 0.816. In the Image ROC Evaluation Taken by Tilting the X-ray Tube 5°, 10°, 15° toward the leg by 10°, it Scored 34 points, and in the overall evaluation, the SNR scored high at 6,549. In Addition, In the Image Evaluation taken by Tilting the X-ray Tube 5°, 10°, and 15° toward the head, it Scored 32 points In the Image ROC Evaluation taken by tilting 5°, and in the Objective Evaluation, SNR received the highest score of 6,732.