• East Asian mathematical journal
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• 제39권2호
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• pp.167-181
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• 2023

The purpose of this study is to confirm the possibility of whether learning using a math learning platform can be used to expand students' conceptual structure and to consider how to use it. To this end, first-year middle school students studied using a math learning platform. Then, the concept map created was compared and analyzed with the concept map created before learning to examine the change in the concept structure. The results of analyzing the concept map are as follows. First, the change in the hierarchical structure of the concept appeared as the division of the upper concept was subdivided. However, it has also been changed to comprehensively integrate and simplify higher concepts. The term-centered concept structure has changed to content-centered superordinate and subordinate concepts. In the concept structure, subordinate concepts linked to one higher concept were expanded and differentiated. Second, changes in the integrated structure did not form a linkage structure. The expansion of the integrated structure of concepts through learning using the learning platform was influenced by the composition of the learning contents designed in the learning platform.

• 복식
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• 제31권
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• pp.223-236
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• 1997

The purpose of this study is to set up the concept and the structure of 'the image' theoretically. The study is carried out by the literature research. The image is constituted of several concepts which are as followed: The concept of definition: perception cognition/impression. The concept of target: objective/per-son The concept of content: internal/exter-nal The concept of level :lower/upper Especially levels of image are divided into 3 different levels which are 'simple level' 'complex level 1' 'com-plex level 2' The concept of image is classified into the horizontal and the vertical structure. The concepts of the definition the target the con-tent are included in horizontal strcture and the concept of the level is included in the ver-tical structure.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제32권1호
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• pp.37-57
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• 2018

수학교육에서 Concept Map(개념그림)을 활용하기 시작한 초기에는 Concept Map이라는 그림 안에 수학적 아이디어를 어떻게 표상할 수 있느냐에 초점이 맞추어져 있었다. 하지만, 최근 연구에 따르면 Concept Map이 문제해결력과 밀접한 관련이 있다. 구체적으로 Concept Map은 학생들 사이의 협력적 문제해결의 도구, 문제를 탐구하기 위한 도구, 문제의 구조를 소개하기 위한 도구, 지식의 체계를 개발하고 체계화하는 도구 등으로 사용될 수 있다. 이에 본 연구에서는 Concept Map에 대한 선행연구 분석을 기반으로 Concept Map을 활용한 수학 문제의 구조 분석에 집중하였다. 그 결과 수학 문제 구조 분석을 위한 Concept Map의 활용 방법을 개발하였고, 개발된 자료를 적용하여 실제 수학 문제 분석에 적용함으로써 그 실현 가능성을 확인하였다. 본 연구 결과를 통해 수학 문제 구조의 파악, 수학과 교육과정 및 교과서와 일관성 있는 문제의 개발, 수학 문제의 난이도 분석 등에 효과적으로 활용될 것으로 기대된다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권1호
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• pp.1-26
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• 2008

The concept field is defined as the schema of all equivalent definitions of a mathematics concept. Concept system is defined as the schema of a group concept network where there are mathematics relations. Proposition field is defined as the schema of all equivalent proposition sets. Proposition system is defined as a schema of proposition sets where one mathematics proposition at least is "derived" from the other proposition. CPFS structure that consists of concept field, concept system proposition field, proposition system describes more precisely mathematics cognitive structure, and reveals the unique psychological phenomena and laws in mathematics learning.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권4호
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• pp.317-334
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• 2015

In this article we study structure of the concept of creative products in mathematics using mathematical creative products. We develop MCPSS1 that improve reliability and validity of MCPSS(Creative Product Semantic Scale in Mathematics). And we search structure of the concept of creative products in mathematics using mathematical creative products focused on theoretical investigation. So we suggest structure model of the concept of creative products focused on theoretical investigation. We compare the result with preceding research using various mathematical creative products, find some difference between relations of sub-factors of structure of the concept of creative products. Our result will provide meaningful data to mathematics education researchers that want to know structure of the concept of creative products in mathematics.

• 한국초등과학교육학회지:초등과학교육
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• 제21권1호
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• pp.13-24
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• 2002

This study examined the knowledge structure constructed by children before formal instruction, and successive changes in the structural complexity of knowledge during the learning of the 'Structure and Function of Plants' unit. The researchers let the 5th graders draw the first draft of their concept maps in order to examine the pre-existing knowledge structure concerned with the unit and also four concept maps after completing every fourth lesson. Each concept map drawn by children on the basis of the previous one showed the degree of their current understanding on the structure and function of plants. The results revealed that only two levels of hierarchy and five relationships among the components of the first concept map(relationship, hierarchy, cross link and example) were proven to be valid in terms of conceptual relevance. According to the standard map, there was no change in hierarchy from the 2nd to the 3rd map, and in example from the 2nd to the 4th map. However, the gradual and successive increases of the scores in all components appeared in the children's maps throughout the unit. Knowledge restructuring occurred strongly in the early periods from the 1st to the 6th lesson, and the significant stable changes in tuning and accretion appeared throughout the whole lessons. The results also showed that there were no significant gender differences on the 5th grader's knowledge structuring.

• 복식
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• 제56권9호
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• pp.1-13
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• 2006

The purpose of this study is to apply a concept of open structure to clothing design and to verify the characteristics found in the various types of clothing which has open structure. The literatures from various academic fields including philosophy, literature, social science, architecture, and fine arts are investigated to define the concept of openness and to analyze it from the perspectives both of the visual and of the moaning of openness. This paper is to identify the types and the characteristics of clothing by future intention, complexity, discontinuity of open structure. By closely examining fashion design after 1980s found in fashion collection publications and designer's websites, the results of this study are as follows: first, the concept of openness can be classified into two different levels, that is, visual and meaning, secondly, in clothing the concept of open structure is applied to the meaning side by future intention, by complexity and by discontinuity. Open structure through future Intention has new content and interpretation and must have the possibility of intelligence awakening, future guidance and basic contents. Open structure through complexity has secondary function exists concurrent with the shape key example is the smart clothes with the digital functions. It has functions of amusement, supplement and protective, and is future clothes which satisfies with health, welfare, desire of beauty. Open structure with discontinuity is clothes with dramatic changes in system, structures and states. Structure can be changed by silhouette, detail, or fabric, material, or dramatic and practical function as tools in terms of productions and environment. This study can help to formulate and to integrate the concept of open structure in clothing with various phases and enhance the value of clothes by showing an application of the concept of openness to the clothing in meaning level.

• 디자인학연구
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• 제19권3호
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• pp.105-116
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• 2006

In product manufacturing industries, a recent issue is the green concept. The green concept is a complicated area. If the green concept is for products, its serious issues have to be criticized. Although the importance of the green concept has overflowed, its influences have not been disputed vigorously. So this study is to critic the serious issues of the green concept in aesthetics in product design, manufacturing, and products' prices. The green environment has four representative elements: systems, policies, minds, and technologies, but they are not in the field of design. An element of the green concept, green design is also a sub concept for design, so it should be based on aesthetics. It is green aesthetics. But since green design first appeared, it has never approached by aesthetics because it has mostly had social meanings and expectations. So for green aesthetics, to think about what makes a product, and what can be aesthetic issues among them are important. Products consist of form, structure, material, and technology. Form means different shapes in a structure, but there cannot be any specific directions for a green concept. Structure has two kinds: interior and exterior structure. While interior structure has a technological character, exterior structure is deeply related with aesthetics, but it has also no chance for green concept. Material can be divided as two also: aesthetic and technological. Aesthetics materials mean the colors, opacity, and tactile sense of materials, but they are not aesthetic issues. Technological materials are recycled materials or non-recycled materials. Even if recycled materials are used today, they are close to systems or policies rather than aesthetics. With this result, green aesthetics is a very difficult concept. Second, green products are usually 30% more expensive than general products. But every consumer has his or her own economical conditions, and nobody can coerce consumers into buying expensive green products for green environments. And green products without good quality cannot satisfy consumers. This means that green concept is not accomplished by just manufacturing green products. Third, although a lot of proposals have appeared as green design in exhibitions, most of them are close to craft because they are so hard to be manufactured. Manufacturing is the first consideration for products. These three issues are enough to explain why green concept is complicated in manufacturing products. If they are not solved, the green concept is just a fiction. So if this study proposes a turning point against blind green-oriented atmosphere, it will be meaningful enough.

• 대한수학교육학회지:수학교육학연구
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• 제10권1호
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• pp.73-84
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• 2000

This study, after careful consideration on Piaget's structuralism, showed the relationship between Bourbaki's matrix structure of mathematics and Piaget's structure of mathematical thinking. This, studying the basic characters that structure of knowledge should have, pointed out that 'transformation' and to it, too. Also it revealed that group structure is a 'development' are essential typical one which has very important characters not only of mathematical structure but also general structure, and discussed the problem that learners construct the group structure as a mathematical concept.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권1호
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• pp.25-40
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• 2014

Mathematical concept exists in the structural form, not in the independent form. The purpose of this study is to consider the network which students actually have for the mathematical concept structure related to the properties of derivatives. First, we analyzed the properties of derivatives in 'Mathematics II' and showed the mathematical concept structure of the relations among derivatives, functions, and primitive functions as a network. Also, we investigated the understanding of high school students for the mathematical concept structure between derivatives and functions, and the structure between functions and second order derivatives when the functional formula is not given, and only the graph is given. The results showed that students mainly focus on the relation of 'function-derivatives', the thinking process for direction of derivative and the thinking style for algebra. On this basis, we suggest the educational implication that is necessary for students to build the network properly.