• East Asian mathematical journal
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• v.26 no.4
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• pp.509-533
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• 2010

This study will contribute to improve intimacy and interests of students in mathematics and to cultivate their abilities and attitudes to continuously learn through problem posing activities using fairy tales. An experimental study was carried out two classes of the fifth grade (total 60 of students, each group 30 os students) in G elementary school located in Daegu Metropolitan City. This experiment was performed for thirteen weeks. For this study, using two examination devices for measuring mathematical attitude and learning achievement, pre- and post-tests were carried out. As a result, it was found that two groups are identical groups. Problem posing activities with fairy tales had significant effect on mathematical attitudes of children and learning achievement of children.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.123-139
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• 2015

The purpose of this study was to investigate the effects of the experiences of productive failures on students' mathematical problem solving abilities and mathematical dispositions. The experiment was conducted with two groups. The treatment group was applied with the productive mathematics failure program, and the comparative group was taught with traditional mathematics lessons. In this study, for quantitative analysis, the students were tested their understanding of mathematical concepts, mathematical reasoning abilities, students' various strategies and mathematical dispositions before and after using the program. For qualitative analysis, the researchers analyzed the discussion processes of the students, students's activity worksheets, and conducted interviews with selected students. The results showed the followings. First, use of productive failures showed students' enhancement in problem solving abilities. Second, the students who experienced productive failures positively affected the changes in students' mathematical dispositions. Along with the more detailed research on productive mathematical failures, the research results should be included in the development of mathematics textbooks and teaching and learning mathematics.

• Proceedings of the Korean Institute of Electrical and Electronic Material Engineers Conference
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• 2000.07a
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• pp.707-710
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• 2000

Optimization of the biphenyl chloromethylation process with para-formaldehyde has been investigated in the presence of ZnCl$_2$with HCI gas by the Box-Wilson method of mathematical planning of experiment. The 4,4'- (dichloromethyl)-biphenyl yield dependence on the biphenyl para-formaldehyde ratio, temperature and reaction duration has been studied. A mathematical model of the process has been developed and optimal conditions for the biphenyl chloromethylation procedure has been determined.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2004.05a
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• pp.77-79
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• 2004

Optimization of the biphenile chloromethylation process with paraphormaldegide has been done in the presence of ZnCl$_2$ with HCI gas by the Box-Wilson method of mathematical planning of experiment. The 4, 4'-( dichloromethyl)-biphenile yield dependence on the biphenile - paraphormaldegide ratio, temperature and reaction duration has been studied. A mathematical model of the process has been developed and optimal conditions for the biphenile chloromethylation procedure has been determined

• Journal of the Speleological Society of Korea
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• no.73
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• pp.1-8
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• 2006

Optimization of the biphenile chloromethylation process with paraphormaldegide has been done in the presence of $ZnCl_2$ with HCl gas by the Box-Wilson method of mathematical planning of experiment. The 4,4'-(dichloromethyl)-biphenile yield dependence on the piphenile -paraphormaldegide ratio, temperature and reaction duration has been studied. A mathematical model of the process has been developed and optimal conditions for the biphenile chloromethylation procedure has been determined.

• Journal of Korea Technical Association of The Pulp and Paper Industry
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• v.34 no.3
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• pp.17-24
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• 2002

An unsteady-state moisture diffusion through cellulosic fibers in paper was characterized from the moisture sorption experiment and the mathematical modeling. The sorption experiment was conducted by exposing thin dry paper specimens to a constant temperature-humidity environment. Oven dried blotting papers and filter papers were used as test samples and the gains of their weights were constantly monitored and recorded as a function of sorption time. For a mathematical approach, the moisture transport was assumed to be an one-dimensional diffusion in thickness direction through the geometrically symmetric structure of paper. The model was asymptotically simplified with a short-term approximation. It gave us a new insight into the moisture uptake phenomena as a function of square root of sorption time. The fiber-phase moisture diffusivities(FPMD) of paper samples were then determined by correlating the experimental data with the unsteady-state diffusion model obtained. Their values were found to be on the order of magnitude of $10^{-6}-10^{-7}cm^2$/min., which were equivalent to the hypothetical effective diffusion coefficients at the limit of zero porosity. The moisture sorption curve predicted from the model fairly agreed with that obtained from the experiment at some limited initial stages of the moisture uptake process. The FPMD value of paper significantly varied depending upon the current moisture content of paper. The mean FPMD was about 0.7-0.8 times as large as the short-term approximated FPMD.

• The Mathematical Education
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• v.43 no.2
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• pp.115-137
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• 2004

In this paper, we verified the effect and appropriateness of the scheme to cure the math. disliking disposition which is the cause of underachievement in learning. We choose 3 middle schools as the subject of experiment for this research. Each experiment class consists of 27∼30 students(underachievers) whose final test results of 1st school year in the middle school are 30∼60 points. In this case, we also select some middle level students whose test results are more than 60 points for the normal experimental condition. For this research, we developed the suitable test materials to cure the mathematics disliking disposition of underachievers. We applied those test materials to the experiment schools during 2.5 months and we analysed the variation of disliking disposition, the variation of math. dislike students' number and the cure rate of the math. disliking disposition. From the results of this experimental study, we find that the factors of teacher and math recognition environment have only the significant difference of math. disliking disposition between experiment class and comparison class under the 5% significance level in one middle school. We understand that this results caused by teachers' careful advice and guidance in that middle school. We also find that the number of student who dislike mathematics decreased in two middle schools. Furthermore 50% of math. disliking dispositions are cured for 9 disliking factors in the lower grade group(the group of underachievers) and as a whole, we can see that 50% of cure rate for the 7 factors of math. disliking in two middle schools. So we can understand that the experiment of our research was performed successfully in two middle schools. In this research, we find out that the scheme to cure the disliking dispositions for the factors of math. disliking depends on the factors of teacher who take charge of cure. So teachers must take interest in and must have careful concern to students and their math. disliking.

• Korean Journal of Air-Conditioning and Refrigeration Engineering
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• v.2 no.2
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• pp.105-111
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• 1990

The drying rate in freeze drying was obtained by experiment of garlic moisture contents depending on the drying time. Freeze drying experiment of garlic juice was carried out in vaccum freeze drier of laboratory scale by backface heating, and a mathematical model is also used to simulate the process of simultaneous heat and mass transfer in freeze drying to compare with experimental data.

• School Mathematics
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• v.6 no.4
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• pp.325-344
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• 2004

This study was carried out to investigate effects of the mindmap note-taking for the formation of the mathematical concepts structure and the matjematical creativity. Two classes were randomly chosen for this study from the third grade students of a middle school located in a medium size city. Thirty one lecture hours of the mindmap note-taking on the quadratic equation and functions were administered to the experimental class of 41 students, while same lecture hours of the ordinary instruction on the same contents were administered to the control class of 40 students. It was shown from this experiment that there ware significant evidences of improvement both in the formation of students' mathematical concepts structure and mathematical creativity through the mindmap note-taking lecture. Hence, the mindmap note-taking lecture is suggested for the improvement in the formation of student's mathematical concepts structure and mathematical creativity.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.147-174
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• 2018

The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?