• Communications of Mathematical Education
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• v.24 no.1
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• pp.107-122
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• 2010

Mathematically gifted students' emotional changes during Mathematical Olympiad training camp were studied. The emotions of the gifted during the camp were fluctuated significantly by comparing their test scores with other camp attendants, while the morale was high at the beginning. The camp attendants were likely to overcome disappointment resulting from bad scores with putting more efforts on studying, which means their self-assessments for their mathematical talents are not affected by test results. From what characterizes the emotional changes of the gifted, we conclude as follows: First, they tend to be positive on grouping classes depending on the mathematical ability. Second, careful emotional supports and care were needed in ability grouping education. Third, it is important to let the gifted have more chances to communicate with other camp attendants. It is recommended to induce the gifted to put their focus on the learning goal. Fifth, the proper environment helps the gifted be indulged in studying mathematics.

• Korean Journal of Environmental Agriculture
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• v.38 no.3
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• pp.133-138
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• 2019

BACKGROUND: Production function gives the equation that shows the relationship between the quantities of productive factors used and the amount of product obtained, and can answer a variety of questions. This study was carried out to evaluate the relationship between irrigation water used for rice production and rice productivity by the production function which shows the mathematical relation between input and output. METHODS AND RESULTS: The statistical data on rice production and on the amount of irrigation water were used for the production function analysis. The analysis period was separated for 1966-1981 and 1982-2011, based on goal's change on agriculture from 'increasing food' to 'complex farming'. The relation between irrigation and yield considering production function is a short-term production function both before and after 1982. These results can be expressed by the sigmoid relation. When comparing the graphs of the two analyzed periods, there are differences in quantity between the maximum point and the minimum point during the same analysis period, which can be called an 'Irrigation Effect' by the difference of irrigation, and 'Technical Effect' by the difference by inputs like as fertilizers etc. CONCLUSION: The results could be useful as information for assessing the relationship between agricultural water and the productivity of rice and predicting rice productivity by irrigation water in Korea.

• Journal of the Korean Mathematical Society
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• v.52 no.4
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• pp.765-780
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• 2015

We consider the problem of characterizing the palindromic sequences ${\langle}c_{d-1},\;c_{d-2}\;,{\cdots},\;c_0\rangle$, $c_{d-1}{\neq}0$, having the property that for any $K{\in}\mathbb{N}$ there exists a number that is a palindrome simultaneously in K different bases, with ${\langle}c_{d-1},\;c_{d-2}\;,{\cdots},\;c_0\rangle$ being its digit sequence in one of those bases. Since each number is trivially a palindrome in all bases greater than itself, we impose the restriction that only palindromes with at least two digits are taken into account. We further consider a related problem, where we count only palindromes with a fixed number of digits (that is, d). The first problem turns out not to be very hard; we show that all the palindromic sequences have the required property, even with the additional point that we can actually restrict the counted palindromes to have at least d digits. The second one is quite tougher; we show that all the palindromic sequences of length d = 3 have the required property (and the same holds for d = 2, based on some earlier results), while for larger values of d we present some arguments showing that this tendency is quite likely to change.

• The Mathematical Education
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• v.51 no.2
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• pp.131-144
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• 2012

The purpose of this study is to investigate the change of mathematics pre-service teachers' teaching behaviors in microteaching. This study is organized along the following lines: 1) mathematics pre-service teachers conduct twice microteachings, 2) the microteaching recordings and lesson observation reports written by pre-service teachers are analyzed. Through reviewing the first microteaching, pre-service teacher have reviewed and found out improvements of their teaching. In the second microteaching, pre-service teachers' teaching behaviors have been positively and effectively changed with respect to teaching methods, proposal of learning objectives, prior knowledge usage, presenting lesson's content, concise descriptions, brief language usages, multimedia, and appropriate questions. However, they frequently used inappropriate expressions from their unconscious habits. Therefore, the educational institutions should provide opportunities involved in well-structured microteaching training program with pre-service teachers, which in turn, help pre-service teachers to have more positive teaching competence.

• Journal of the Korean Mathematical Society
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• v.42 no.6
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• pp.1251-1264
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• 2005

Let D be an acyclic digraph. The competition graph of D has the same set of vertices as D and an edge between vertices u and v if and only if there is a vertex x in D such that (u, x) and (v, x) are arcs of D. The competition number of a graph G, denoted by k(G), is the smallest number k such that G together with k isolated vertices is the competition graph of an acyclic digraph. It is known to be difficult to compute the competition number of a graph in general. Even characterizing the graphs with competition number one looks hard. In this paper, we continue the work done by Cho and Kim[3] to characterize the graphs with one hole and competition number one. We give a sufficient condition for a graph with one hole to have competition number one. This generates a huge class of graphs with one hole and competition number one. Then we completely characterize the graphs with one hole and competition number one that do not have a vertex adjacent to all the vertices of the hole. Also we show that deleting pendant vertices from a connected graph does not change the competition number of the original graph as long as the resulting graph is not trivial, and this allows us to construct infinitely many graph having the same competition number. Finally we pose an interesting open problem.

• Environmental Analysis Health and Toxicology
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• v.24 no.3
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• pp.231-240
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• 2009

We explored collective behaviors of indicator species to elucidate the effect of the chemical stress. After the treatments of an insecticide, diazinon, at low concentrations (1.0 and 10.0 ${\mu}g/L$), spatial dispersion patterns of Daphnia magna were checked in a test chamber. The I-index was used to characterize the movement data before (0~1 h) and after (1~2 h) the treatments in laboratory conditions. The slopes of the frequency distribution of I-index in semi-log scale decreased significantly, and the test populations appeared to be more dispersed with a lower degree of aggregation after the treatments. The index was feasible in indicating decrease in the ability of the specimens to keep desirable distances with neighbor individuals under chemical stress and showed a possibility of monitoring presence of toxic chemicals in environment through group behavior measurement.

• Journal of Educational Research in Mathematics
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• v.10 no.2
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• pp.229-246
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• 2000

The purpose of this paper is to compare and analyze the two different teaching methods of elementary mathematics in the traditional method and in the constructive view. To do so, the actual class in the constructive view has been made for about four months using a class of 45 students in the second grade of an elementary school. After the class was finished, we collected diverse data from the class, such as the responses from the children(self-evaluation, mathematics diary, observation by the investigator, daily report), class evaluation report by other teacher and so on. The results of this research are as follows: First, the traditional class reaches at the goal of learning in a unit time because the class is guided by the teacher but the class in the constructive view is a little flexible because it is contextual. Second, in the constructive process of mathematical knowledge we knew that small group activities or discussion without intervention of teacher was often ended in exhaustive argument without arriving at valid social consensus. Third, the attitude in mathematics was changed from the passive one to the self-regulated ones. Fourth, the class in the constructive view could extend not only the ability of mathematical communication but also the ability of self-directed learning of children. Fifth, it was a considerable change the role of teacher, that is, guide of instruction instead of unique specialist in the classroom. Sixth, finally, the evaluation was made after finishing a unit class in the traditional instruction but it was integrated in a class in a constructive view.

• East Asian mathematical journal
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• v.28 no.2
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• pp.109-133
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• 2012

In this research, I selected a Singapore elementary mathematics textbook which substantially reflects Singapore curriculum, and compared it with Korean one to understand how they differ in the contents system of the curriculum focused on the contents of the geometry and measurement strand, and analyzed their common points and different points intensively with textbooks for sixth-grade students. Also, I translated a chapter of the textbook, 'Mathematics in Action'. That chapter was about circumference and the area of the circle which is related to the shapes part. Then, I taught it to the experimental group to compare their achievement and the change of reaction to studying the shape-related parts with those of the control group. The results are the followings. First, when we analyze the contents of shape-related part of the textbooks for sixth-grade students of both countries, Singaporean textbook contains more contents that are introduced for the first time, which implies that it is more desirable to teach new concepts of shapes when students are in their higher grades. Second, as for the way they develop the activity of each chapter, Korean textbook sticks to a uniform way, while the Singapore textbook uses various ways for different subjects and grades. In addition, when they organize the contents of the textbook, they emphasize the importance of student's activity and lead students with various methods by suggesting several questions and situations.

• International Journal of Precision Engineering and Manufacturing
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• v.9 no.3
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• pp.59-63
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• 2008

A static load analysis of twin-screw kneaders is required not only for the dynamic analysis, but also because it is the basis of the stiffness and strength calculations that are essential for the design of bearings. In this paper, the static loads of twin-screw kneaders are analyzed, and a mathematical model of the force and torque moments is presented using a numerical integration method based on differential geometry theory. The calculations of the force and torque moments of the twin-screw kneader are given. The results show that the $M_x$ and $M_y$ components of the fluid resistance torque of the rotors change periodically in each rotation cycle, but the $M_z$ component remains constant. The axis forces $F_z$ in the female and male rotors are also constant. The static load calculated by the proposed method tends to be conservative compared to traditional methods. The proposed method not only meets the static load analysis requirements for twin-screw kneaders, but can also be used as a static load analysis method for screw pumps and screw compressors.

• Journal of Biosystems Engineering
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• v.37 no.5
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• pp.327-334
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• 2012

Purpose: The color changes in red pepper during far infrared drying were studied in order to establish a color change model. Methods: The far infrared drying experiments of red pepper were conducted at two temperature levels of 60, $70^{\circ}C$ and two air velocity levels of 0.6 and 0.8 m/s. The results were compared with the hot-air drying method. The surface color changes parameters of red pepper were measured qualitatively based on L (lightness), a (redness), b (yellowness) and total color changes (${\Delta}E$). The goodness of fit of model was estimated using the coefficient of determination ($R^2$), the root mean square error (RMSE), the mean relative percent error (P) and the reduced chi-square (${\chi}^2$). Results: The results show that an increase in drying temperature and air velocity resulted in a decrease in drying time, the values of L (lightness) and a (redness) decreased with drying time during far infrared drying. The developed model showed higher $R^2$ values and lower RMSE, P and ${\chi}^2$ values. Conclusions: The model in this study could be beneficial to describe the color changes of red pepper by far infrared drying.