• Journal for History of Mathematics
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• v.28 no.1
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• pp.45-62
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• 2015

This study assumes alternative character of the operation of mathematical club in middle school. The case that operated the voluntary mathematics club for one year was analyzed and the educational effect was considered. First, the examination instrument for choosing the members of mathematics club was developed and used. And, diverse teaching and learning materials for improving creativity and mathematical ability of the members were used. Second, the difference of learning result between the experiment group and control one who joined the activities of mathematics club was analyzed. Finally, mathematical club activity based on mathematics history appeared to be effective in improving academic achievement and mathematics exploration activity.

• Journal for History of Mathematics
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• v.26 no.4
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• pp.301-320
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• 2013

Although many people have recognized the importance of history of mathematics in mathematics education, there are few studies that history and mathematics educations are connected. In this paper, we present and discuss the ways of introducing the instruction with mathematics machines. This instruction use the history of mathematics as part of a class not as a tool to stimulate students' interest but as a goal that it can be targeted mathematical itself. To do this, we first analyze the characteristics of applying history of mathematics in mathematical education, second, describe the meaning and the educational value of mathematical machines, and finally explained the way of applying history of mathematics with mathematics machines. The Instruction of history of mathematics with mathematics machines has advantages that practice (manipulation and experiment) and theory (elaboration of definition, production of conjectures and constructions of proofs) are interlaced within a historic-cultural perspective.

• Communications of Mathematical Education
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• v.16
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• pp.1-65
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• 2003

The focus of this article is on the process of cultivating students' interests so that they come to view mathematics as an activity worthy of their engagement. We first define and operationalize the notion of interests, in the process developing a perspective in which they are seen to be generative, to evolve, and to be deeply cultural. We concretize this perspective by presenting an analysis of a classroom design experiment that documents both the process by which the students' interests evolved and the means by which these developments were supported. We then frame the analysis as a case in which to tease out the implications for a nascent design theory of mathematical interests and in doing so give particular attention to the issue of equity in students' access to significant mathematical ideas

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.401-420
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• 2010

The purpose of this research is to find out effectiveness of geometry learning through spatial reasoning activities on mathematical problem solving ability and mathematical attitude. In order to proof this research problem, the controlled experiment was done on two groups of 6th graders in N elementary school; one group went through the geometry learning style through spatial reasoning activities, and the other group went through the general geometry learning style. As a result, the experimental group and the comparing group on mathematical problem solving ability have statistically meaningful difference. However, the experimental group and the comparing group have not statistically meaningful difference on mathematical attitude. But the mathematical attitude in the experimental group has improved clearly after all the process of experiment. With these results we came up with this conclusion. First, the geometry learning through spatial reasoning activities enhances the ability of analyzing, spatial sensibility and logical ability, which is effective in increasing the mathematical problem solving ability. Second, the geometry learning through spatial reasoning activities enhances confidence in problem solving and an interest in mathematics, which has a positive influence on the mathematical attitude.

• School Mathematics
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• v.10 no.1
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• pp.79-103
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• 2008

The purpose of this study is for developing and using project tasks which can be used to connect schooling and home education for the other days of 5days-schooling; to promote students' mathematical ability and to let students have positive cognitions toward mathematics and self-controled learning attitudes. For this study, two classes of 4th graders(56 students) were sampled from a school in D city. Half of them were assigned to the experiment group(EG) and the other to comparison group(CG). In the experiment group, students completed 16 project tasks and we investigated whether there is an effect on students' academic achievement and mathematical disposition. Two kinds of test instruments, pre-test and post-test were used. The pre-test scores guaranteed that both groups were homogeneous. Post-test scores were used to identify three effects and the post-test scores were analyzed by t-test. The result of this study is as follows: (1) There was significant difference between EG and CG in academic achievement (p=0.010). (2) There was significant difference between EG and CG in mathematical disposition(p=0.007). (3) There was no significant difference between EG's pre-test and post-test in mathematical disposition at the 5% significant level. But the average score of mathematical disposition improved from 3.3333 to 3.5375. Mathematical disposition was composed of 6 factors. One of them was mathematical value and there was significant difference between EG's pre-test and post-test at the 5% significance level(p=0.030). But other factors were not. The average scores of mathematical reflection improved a little. So we can say that the activities with project tasks brought an positive influence on students' mathematical disposition.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.275-293
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• 2006

The purpose of this study was to analyze the connection between students' errors and prior knowledge as an attempt to design an efficient teaching method in decimal computation. A survey on decimal computations was conducted in two 6th grade elementary school classrooms. Error patterns on decimal computations were analyzed and clinical interviews were conducted with 8 students according to their error patterns. Main errors resulted from the insufficient understanding of prior knowledge such as place value, connection between decimals and fractions, meaning of operations, and computation principles of fractions. In order to help students overcome such obstacles, a teaching experiment was designed in a manner that strengthens a profound understanding of prior knowledge related to decimal computations, and connects such knowledge to actual decimal calculations. This study showed that well-designed lesson plans with base-ten blocks might decrease students' errors by helping them understand decimals and connect their prior knowledge to decimal operations.

• Journal of the Speleological Society of Korea
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• no.71
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• pp.1-4
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• 2006

Chloromethylnaphthalene is a valuable compound for obtaining of the plant growing stimulator - -napthylacetic acid. Chloromethylation of naphthalene by paraformaldehyde in the presence of glacial acetic acid, phosphoric and hydrochloric acids at temperature 80 - 85C and duration - 6 hours the -chloromethylnaphthalene yield was 55-57%. Using Box-Wilson method for mathematical planning of experiment carried out optimization of its synthesis for purpose increasing -chloromethylnaphthalene yield. Preliminary, one - factor experiments were carried out for selecting independence main parameters influencing on the synthesis. A full factor experiment of 23 with extended matrix of planning was used for optimization. Aiming to increase the -chloromethylnaphthalene yield, the obtained mathematical model was used for program of sharp raising on the reply surface. The received optimal conditions for the -chloromethylnaphthalene synthesis were selected as following: molar ratio of naphthalene parapfsormaldehyde of 1 : 2 temperature - 105C duration of the reaction - 3 hours. The yield of -chloromethylnaphthalene under these optimal conditions was 75%.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.24 no.1
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• pp.23-37
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• 2020

The quadratic error metric (QEM) algorithm has been frequently used for simplification of triangular surface models that utilize the vertex-pair algorithm. Simplified models obtained using such algorithms present the advantage of smaller storage capacity requirement compared to the original models. However, a number of cases exist where significant features are lost geometrically, and these features can generally be preserved by utilizing the advantages of the curvature-weighted algorithm. Based on the vertex-based geometric features, a method capable of preserving the geometric features better than the previous algorithms is proposed in this work. To validate the effectiveness of the proposed method, a simplification experiment is conducted using several models. The results of the experiment indicate that the geometrically important features are preserved well when a local feature is present and that the error is similar to those of the previous algorithms when no local features are present.

• The Mathematical Education
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• v.49 no.4
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• pp.423-436
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• 2010

In this paper we discuss the Socratic method from the aspects of subject education and examine the meaning of the method in mathematics education that is the most suitable subject for the realization of the Socratic method. In addition, as a realization of the Socratic method, we conducted a teaching-learning experiment of complex natural exponential function with a 2nd year college student. The results of the experiment are analyzed with the intention of improving instruction of the complex analysis that is one of the college mathematics courses.

• Journal of Welding and Joining
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• v.15 no.3
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• pp.118-127
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• 1997

With the trend towards welding automation and robotization, mathematical models for studying the influence of various variables on the weld bead geometry in gas metal arc (GMA) welding process are required. Partial penetration, single-pass bead-on-plate welds using the GMA welding process were fabricated in 12mm mild steel plates employed four different process variables. Experimental results has been designed to investigate the analytical and empirical formulae, and develop mathematical equations for understanding the relationship between process variables and weld bead geometry. The relationships can be usefully employed not only for open loop process control, but also for adaptive control provided that dynamic sensing of process output is performed.