• 대한수학교육학회지:수학교육학연구
• /
• 제13권1호
• /
• pp.13-28
• /
• 2003

Practice of proof is considered in, the view of language and meta-mathematics, recognizing the role of proof that is the means of communication and development of mathematical understanding. Linguistic components in proof texts are symbol, verbal language and visual text, and contain the implicit knowledge in the meta-mathematics view. This study investigates the functions of linguistic elements according to Halliday's functional grammar and the rhetoric skills in proof texts in math textbook, teacher's note, and student's written text. We need to inquire into the aspects of language for mathematics learning process and the understanding and use of students' language.

• 대한수학회지
• /
• 제50권6호
• /
• pp.1223-1256
• /
• 2013

We give a geometric proof of the analyticity of the volume of a tetrahedron in extended hyperbolic space, when vertices of the tetrahedron move continuously from inside to outside of a hyperbolic space keeping every face of the tetrahedron intersecting the hyperbolic space. Then we find a geometric and analytic interpretation of a truncated orthoscheme and Lambert cube in the hyperbolic space from the viewpoint of a tetrahedron in the extended hyperbolic space.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제19권4호
• /
• pp.229-245
• /
• 2015

In this study, I investigated how pre-service teachers (PSTs) proved three geometric problems by using Geometer's SketchPad (GSP) software. Based on observations in class and results from a test of geometric reasoning, eight PSTs were sorted into four of the five van Hiele levels of geometric reasoning, which were then used to predict the PSTs' levels of reasoning on three tasks involving proofs using GSP. Findings suggested that the ways the PSTs justified their geometric reasoning across the three questions demonstrated their different uses of GSP depending on their van Hiele levels. These findings also led to the insight that the notion of "proof" had somewhat different meanings for students at different van Hiele levels of thought. Implications for the effective integration of technology into pre-service teacher education programs are discussed.

• 대한수학교육학회지:수학교육학연구
• /
• 제9권1호
• /
• pp.245-261
• /
• 1999

Proof is an essential characteristic of mathematics and as such should be a key component in mathematics education. But, teaching proof in school mathematics have been unsuccessful for many students. The traditional approach to proofs stresses formal logic and rigorous proof. Thus, most students have difficulties of the concept of proof and students' experiences with proof do not seem meaningful to them. However, different views of proof were asserted in the reassessment of the foundations of mathematics and the nature of mathematical truth. These different views of justification need to be reflected in demonstrative geometry classes. The purpose of this study is to characterize the types of students' justification in demonstrative geometry classes taught using dynamic software. The types of justification can be organized into three categories : empirical justification, deductive justification, and authoritarian justification. Empirical justification are based on evidence from examples, whereas deductive justification are based logical reasoning. If we assume that a strong understanding of demonstrative geometry is shown when empirical justification and deductive justification coexist and benefit from each other, then students' justification should not only some empirical basis but also use chains of deductive reasoning. Thus, interaction between empirical and deductive justification is important. Dynamic geometry software can be used to design the approach to justification that can be successful in moving students toward meaningful justification of ideas. Interactive geometry software can connect visual and empirical justification to higher levels of geometric justification with logical arguments in formal proof.

• 한국정보과학회:학술대회논문집
• /
• 한국정보과학회 2005년도 가을 학술발표논문집 Vol.32 No.2 (1)
• /
• pp.958-960
• /
• 2005

We consider a point robot in the plane whose turning radius is constrained to be at least 1 and that is not allowed to make reversals. Given a starting configuration(a location and an orientation) for the robot, we give a new geometric proof on the combinatorial structure of curvature-constrained shortest paths to a final point with free orientation.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제14권3호
• /
• pp.219-231
• /
• 2010

Mathematically, a proof is to create a convincing argument through logical reasoning towards a given proposition or a given statement. Mathematics educators have been working diligently to create environments that will assist students to perform proofs. One of such environments is the use of dynamic-geometry-software in the classroom. This paper reports on a case study and intends to probe into students' own thinking, patterns they used in completing certain tasks, and the extent to which they have utilized technology. Their tasks were to explore the shape-to-shape, shape-to-part, and part-to-part interrelationships of geometric objects when dealing with certain geometric problem-solving situations utilizing dissection-motion-operation (DMO).

• 대한수학교육학회지:학교수학
• /
• 제10권4호
• /
• pp.573-581
• /
• 2008

학교기하에서는 논증기하, 해석기하, 벡터기하 등의 다양한 접근을 다루고 있는데, 특히 이러한 유클리드 기하에 대한 다양한 접근 사이의 연결성은 기하학적 방법과 대수적 방법의 연 결성으로 볼 수 있다. 본 연구는 교과지식의 측면에서, 논증기하증명에서 벡터와 내적의 대수적 성질의 의미를 분석함으로서 학교 수학에서 기하학적 증명과 벡터와 내적을 이용한 대수적 증명의 연결성에 대하여 고찰하였다.

• 한국정보과학회논문지:시스템및이론
• /
• 제34권4호
• /
• pp.132-137
• /
• 2007

평면상에서 이동하는 자동차와 같은 로봇은 이동방향을 변경할 때 제한된 곡률(curvature)로 서서히 방향을 바꿀 수밖에 없다. 본 논문은 물체의 동선의 곡률이 제한되어 있을 경우, 한 구성에서 출발하여 목표점에 이르는 최단경로는 CC 혹은 CS 타입(C는 원호(circular arc), S는 선분(line segment)을 의미한다), 혹은 이들의 부분문자열 타입이 된다는 사실을 기하학적 성질만을 이용하여 증명하였다. 본 연구결과를 이용하여, 시작점 구성에서 출발하여 목표점, 혹은 목표다각형에 도달하는 최단경로는 다각형의 공간복잡도의 선형시간에 계산 가능하다.

• 대한수학교육학회지:수학교육학연구
• /
• 제20권4호
• /
• pp.511-528
• /
• 2010

기하적 성질을 이해하고 받아들이는 데 있어서 중요한 직관은 학습을 통해서도 형성될 수 있다. 본 연구는 2명의 학생을 대상으로 기호화, 문장화, 증명 과제를 수행하게 하여 기하 증명에서 기호의 중재에 의한 직관의 형성 과정을 살펴본다. 학생들에게 자명하고 당연하게 여겨지는 단정적 직관의 유무에 따라 기호가 어떤 역할을 하는지 살펴보고, 예상적 직관이 형성되지 않은 증명 문제에서 학생들이 기존 지식을 활용하여 증명을 완성하는 과정을 기호의 의미작용에 의해 설명한다. 마지막으로 피타고라스의 정리에 대해 기호의 중재에 의해서 결론적 직관이 형성되는 과정을 살펴본다.

• 대한수학회보
• /
• 제55권4호
• /
• pp.1221-1230
• /
• 2018

We derive a sharp decomposition formula for the state polytope of the Hilbert point and the Hilbert-Mumford index of reducible varieties by using the decomposition of characters and basic convex geometry. This proof captures the essence of the decomposition of the state polytopes in general, and considerably simplifies an earlier proof by the authors which uses a careful analysis of initial ideals of reducible varieties.