• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.405-424
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• 2006

The purpose of this study was to develop the instruments which can measure behavior characteristics as a component of Mathematically Giftedness with in middle school period. This study prescribed the variable factors of measurement after classify the characteristics of Mathematically Giftedness through literature studies. And it produced instruments those are finally composed of 51 items through the preliminary test. The participants for the study were 424 Korean middle school students. Statistical analyses were carried out to verify the validities and reliability. Reliability(Cronbach $\alpha$) was in behavior characteristics, .95. Content validity was found to be satisfactory by internal validity evaluation on the test items. Internal validity were analyzed by BIGSTEPTS based on Rasch's 1-parameter item-response model. Construct validity was also found to be satisfactory through factor analysis which showed the four factors which the identification instruments were intended to measure such as, General mathematical mental ability, Mathematical Ability, Processing and Obtaining mathematical information Anility and Mathematical Disposition Ability. In conclusion, the instruments about behavior characteristics of Mathematically Giftedness during middle school period developed by this study are highly reliable on its reliability and validity.

• School Mathematics
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• v.10 no.1
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• pp.1-22
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• 2008

The purpose of this study is to search the effective teaching-learning program by considering how affect on formation of linear function using Excel. This study was based on qualitative case study. The teaching experiment using Excel executed with five 8th graders' students for second research content. Teaching experiment was performed for two classes. Collecting the data was conducted via observations and interviews with students. The data include audio and video recording of the students' work, students' worksheets and detailed field notes. The conclusions drawn from teaching experiment are as follows: First, when students explored relevancy content of function in Excel environment, formation of concept of function was facilitated by experiencing operation of algebraic formulas, tables and graphs. We could infer that formation of concept was effected by conjecture activity and iterative process of feedback through Excel environment. Second, the students explored the changes very interestingly making algebraic formulas and presenting tables and graphs. The students were familiarized with observation on algebraic formulas, graphs and tables concurrently. Also, they tried to look for general rules through inductive observation. According to this study, we noticed that exploration teaming environment using Excel could supplement paper-and-pencil environment.

• Journal of the Korean Mathematical Society
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• v.48 no.1
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• pp.105-115
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• 2011

Let f be a function which assigns a positive integer f(v) to each vertex v $\in$ V (G), let r, s and t be non-negative integers. An f-coloring of G is an edge-coloring of G such that each vertex v $\in$ V (G) has at most f(v) incident edges colored with the same color. The minimum number of colors needed to f-color G is called the f-chromatic index of G and denoted by ${\chi}'_f$(G). An [r, s, t; f]-coloring of a graph G is a mapping c from V(G) $\bigcup$ E(G) to the color set C = {0, 1, $\ldots$; k - 1} such that |c($v_i$) - c($v_j$ )| $\geq$ r for every two adjacent vertices $v_i$ and $v_j$, |c($e_i$ - c($e_j$)| $\geq$ s and ${\alpha}(v_i)$ $\leq$ f($v_i$) for all $v_i$ $\in$ V (G), ${\alpha}$ $\in$ C where ${\alpha}(v_i)$ denotes the number of ${\alpha}$-edges incident with the vertex $v_i$ and $e_i$, $e_j$ are edges which are incident with $v_i$ but colored with different colors, |c($e_i$)-c($v_j$)| $\geq$ t for all pairs of incident vertices and edges. The minimum k such that G has an [r, s, t; f]-coloring with k colors is defined as the [r, s, t; f]-chromatic number and denoted by ${\chi}_{r,s,t;f}$ (G). In this paper, we present some general bounds for [r, s, t; f]-coloring firstly. After that, we obtain some important properties under the restriction min{r, s, t} = 0 or min{r, s, t} = 1. Finally, we present some problems for further research.

• Korean Journal of Logic
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• v.8 no.2
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• pp.3-32
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• 2005

Hilbert's rational ambition to establish consistency in Number theory and mathematics in general was frustrated by the fact that the statement itself claiming consistency is undecidable within its formal system by $G\ddot{o}del's$ second theorem. Hilbert's optimism that a mathematician should not say "Ignorabimus" ("We don't know") in any mathematical problem also collapses, due to the presence of a undecidable statement that is neither provable nor refutable. The failure of his program receives more shock, because his system excludes any ambiguity and is based on only mechanical operations concerning signs and strings of signs. Above all, $G\ddot{o}del's$ theorem demonstrates the limits of formalization. Now, the notion of provability in the dimension of syntax comes to have priority over that of semantic truth in mathematics. In spite of his failure, the notion of algorithm(mechanical processe) made a direct contribution to the emergence of programming languages. Consequently, we believe that his program is failure, but a great one.

• The Mathematical Education
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• v.51 no.1
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• pp.1-19
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• 2012

In this study, contents of 'the 2007 revised curriculum handbook' and 16 kinds of mathematics textbooks were analyzed first. The purpose of this study is to examine the understanding state of students at general high schools by making questionnaires to survey the understanding state on contents of chapter of complex number based on above analysis. Results of research can be summarized as follows. First, the content of chapter of complex number in textbook was not logically organized. In the introduction of imaginary number unit, two kinds of marks were presented without any reason and it has led to two kinds of notation of negative square root. There was no explanation of difference between delimiter symbol and operator symbol at all. The concepts were presented as definition without logical explanations. Second, students who learned with textbook in which problems were pointed out above did not have concept of complex number for granted, and recognized it as expansion of operation of set of real numbers. It meant that they were confused of operation of complex numbers and did not form the image about number system itself of complex number. Implications from this study can be obtained as follows. First, as we came over to the 7th curriculum, the contents of chapter of complex number were too abbreviated to have the logical configuration of chapter in order to remove the burden for learning. Therefore, the quantitative expansion and logical configuration fit to the level for high school students corresponding to the formal operating stage are required for correct configuration of contents of chapter. Second, teachers realize the importance of chapter of complex number and reconstruct the contents of chapter to let students think conceptually and logically.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.47 no.1
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• pp.159-168
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• 2010

In the recent years, power analysis attacks were widely investigated, and so various countermeasures have been proposed. In the case of block ciphers, masking methods that blind the intermediate results in the algorithm computations(encryption, decryption, and key-schedule) are well-known. The type conversion of masking is unavoidable since Boolean operation and Arithmetic operation are performed together in block cipher. Messerges proposed a masking type conversion algorithm resistant general power analysis attack and then it's vulnerability was reported. We present that some of exiting attacks have some practical problems and propose a new power analysis attack on Messerges's algorithm. After we propose the strengthen DPA and CPA attack on the masking type conversion algorithm, we show that our proposed attack is a practical threat as the simulation results.

• International Journal of Reliability and Applications
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• v.12 no.1
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• pp.15-39
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• 2011

This paper deals with the reliability analysis of a complex system with three possibilities at the time of repair. The considered system consists of two subsystems A and Bin series configuration (1-out-of-2: F). Subsystem A has n units which are connected in series whereas subsystem B consists of n units in parallel configuration. The configuration of subsystem A is of 1-out-of-n: F whereas subsystem B is of k-out-of-n: D and k+1-out-of-n: F nature. System has three states: Good, degraded and failed. Supplementary variable technique has been used for mathematical formulation of the model. Laplace transform is being utilized to solve the mathematical equation. Reliability, Availability, M.T.T.F., Busy Period and Cost effectiveness of the system have been computed. The repairs from state $S_7$ to $S_0$, $S_8$ to $S_0$, $S_9$ to $S_0$ and $S_{11}$ to $S_0$ have two types namely exponential and general. Joint probability distribution of repair rate from $S_7$ to $S_0$, $S_8$ to $S_0$, $S_9$ to $S_0$ and $S_{11}$ to $S_0$ is computed by Gumbel-Hougaard family of copula. Some particular cases of the system have also been derived to see the practical importance of the model.

• School Mathematics
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• v.11 no.3
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• pp.497-511
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• 2009

This study compared two problem solving instructional approaches, schema based sequence instruction and schema based parallel instruction on word problem solving performance of elementary school students who were in general students group. The subjects totaled 48 third grade students who were exposed to a test that consisted of 9 word problem items of three types for 4 sessions. First of all, the baseline of word problem performance level was measured without any training. During session 1, 2 and 3 participants were put into strategic training groups. The experiment was designed by two between factor(two intervention group and two within factors(two problem types, three sessions). The results of experiment were as follows. Schema based sequence instruction group performed significantly better than students in another group on word problem solving performance. The effect of strategic schema based Instruction revealed that solving word problems relied upon problem types, sessions and input orders which were of great value.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.181-200
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• 2005

The purpose of this thesis was to analyze communicational means of mathematical communication in perspective of languages and behaviors. Research questions were as follows; First, how are the characteristics of mathematical languages in communicating process of mathematical small group learning? Second, how are the characteristics of behaviors in communicating process of mathematical small group learning? The analyses of students' mathematical language were as follows; First, the ordinary language that students used was the demonstrative pronoun in general, mainly substituted for mathematical language. Second, students depended on verbal language rather than mathematical representation in case of mathematical communication. Third, quasi-mathematical language was mainly transformed in upper grade level than lower grade, and it was shown prominently in shape and measurement domain. Fourth, In mathematical communication, high level students used mathematical language more widely and initiatively than mid/low level students. Fifth, mathematical language use was very helpful and interactive regardless of the student's level. In addition, the analyses of students' behavior facts were as follows; First, students' behaviors for problem-solving were shown in the order of reading, understanding, planning, implementing, analyzing and verifying. While trials and errors, verifying is almost omitted. Second, in mathematical communication, while the flow of high/middle level students' behaviors was systematic and process-directed, that of low level students' behaviors was unconnected and product-directed.

• School Mathematics
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• v.11 no.2
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• pp.243-260
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• 2009

In this paper, we have designed a teaching unit for the learning mathematising of secondary pre-service teachers by exploring generalized fibonacci sequences. First, we have found useful formulas for general terms of generalized fibonacci sequences which are expressed as combinatoric notations. Second, by using these formulas and CAS graphing calculator, we can help secondary pre-service teachers to conjecture and discuss the limit of the sequence given by the rations of two adjacent terms of an m-step fibonacci sequence. These processes can remind secondary pre-service teachers of a series of some mathematical principles.