• Education of Primary School Mathematics
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• v.16 no.2
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• pp.93-106
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• 2013

A large part of students' difficulties with fractional division algorithms in the current algorithm textbooks, seem to be due to self-induction methods. Through concrete analysis of surveys and interviews, we confirmed the educational value of fractional algorithms used to elicit alternative ways of context of determination of a unit rate. In addition, we suggested alternative methods based on the results of the teaching methods and curriculum configuration.

• The KIPS Transactions:PartD
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• v.9D no.4
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• pp.659-666
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• 2002

Park, Seo and Kim (12) developed the input domain-based SRGM, which was able to quantitatively assess the reliability of a software system during the testing and operational phases. They assumed perfect debugging during testing and debugging phase. To make this input domain-based SRGM more realistic, this assumption should be relaxed. In this paper we generalize the input domain-based SRGM under imperfect debugging. Then its statistical characteristics are investigated.

• Proceedings of the KIEE Conference
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• 2001.07d
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• pp.2305-2307
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• 2001

Generally, The modeling method for the mathematical model is mdeled by using the physical laws and the system identification. In this paper, The arago's disk system of the operating principle of induction motors is selected as an example for identification. The system transfer function is derived from input/output data through experiment. Model is estimated by using ARX, ARMAX, BJ, OE model structure and compared each other.

• Journal of Power Electronics
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• v.17 no.4
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• pp.860-873
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• 2017

The present article reports an analysis and investigation of a direct AC-AC quasi-resonant converter. A bidirectional power device, whose switching frequency is lower than the frequency of the current passing through the load, is used for its realization. The zero voltage switching mode is described when zero voltage on the power device is available by measuring it with the control system. The continuous current in the resonant inductance by switching the power device at zero voltage is considered, and it is characterized by two sub-modes. A mathematical analysis of the processes has been made and comparative results from the computer simulation and experimental study have been brought. The converter can be used in a wide areas of power electronics: induction heating, wireless power transfer, AC-DC converters, etc.

• Journal of Power Electronics
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• v.16 no.5
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• pp.1884-1893
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• 2016

The ride-through control of a doubly-fed induction generator (DFIG) for the voltage sags on wind farms utilizing crowbar circuits by which the rotor side converter (RSC) is disabled has being reported in many literatures. An analysis and calculation of the transient current when the RSC is switched off are of significance for carrying out the low voltage ride through (LVRT) of a DFIG. The mathematical derivation is highlighted in this paper. The zero-state and zero-input responses of the transient current in the frequency domain through a Laplace transformation are investigated, and the transient components in the time domain are achieved. With the characteristics worked out from the linear resolving without modeling simplification, the selection of the resistance in the linear crowbar circuit and the value conversion from a linear circuit to a nonlinear one is proposed to setup the attenuation rate. In terms of grid code requirements, the theoretical analysis for the time constant of the transient components attenuation insures the controllability when the excitation of the RSC is resumed and it guarantees the reserved time for the response of the reactive power compensation. Simulations are executed in MATLAB/SIMPOWER and experiments are carried out to validate the theoretical analysis. They indicate that the calculation method is effective for selection of the resistance in a crowbar circuit for LVRT operations.

• 제어로봇시스템학회:학술대회논문집
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• 2000.10a
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• pp.480-480
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• 2000

In this paper, we proposed a fuzzy-neuro controller to control the speed of wound rotor induction motor with slip energy recovery. The speed is limited at some range of sub-synchronous speed of the rotating magnetic field. Control speed by adjusting resistance value in the rotor circuit that occurs the efficiency of power are reduced, because of the slip energy is lost when it passes through the rotor resistance. The control system is designed to maintain efficiency of motor. Recently, the emergence of artificial neural networks has made it conductive to integrate fuzzy controllers and neural models for the development of fuzzy control systems, Fuzzy-neuro controller has been designed by integrating two neural network models with a basic fuzzy logic controller. Using the back propagation algorithm, the first neural network is trained as a plant emulator and the second neural network is used as a compensator for the basic fuzzy controller to improve its performance on-line. The function of the neural network plant emulator is to provide the correct error signal at the output of the neural fuzzy compensator without the need for any mathematical modeling of the plant. The difficulty of fine-tuning the scale factors and formulating the correct control rules in a basic fuzzy controller may be reduced using the proposed scheme. The scheme is applied to the control speed of a wound rotor induction motor process. The control system is designed to maintain efficiency of motor and compensate power factor of system. That is: the proposed controller gives the controlled system by keeping the speed constant and the good transient response without overshoot can be obtained.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.49-70
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• 2002

There have recently been increasing exchanges between South and North Korea in many areas of society, involving politics, economics, culture, education. In response to these developments, research activities are more strongly demanded in each of these areas to help prepare for the final unification of the two parts of the nation. In the area of mathematics education, scholars have started to conduct comparative studies of mathematics education in South and North Korea. As a response to the growing demand of the time, in this thesis we compared the secondary mathematics education in South Korea with that in North Korea. To begin with, we examined the background of education, in North Korea, particularly predominant ideological, epistemological and teaching theoretical aspects of education in North Korea. Thereafter, we compared the mathematics curriculum of South Korea with that of North Korea. On the basis of these examinations, we compared the secondary school mathematics textbooks of South and North Korea, and we attempted to suggest a guideline for researches preparing for the unification of the mathematics curriculum of South and North Korea. As a communist society, North Korea awards the socialist ideology the supreme rank and treats all school subjects as instrumental tools that are subordinated to the dominant communist ideology. On the other hand, under the socialist ideology North Korea also emphasizes the achievement of the objective of socialist economic development by expanding the production of material wealth. As such, mathematics in North Korea is seen as a tool subject for training skilled technical hands and fostering science and technology, hence promoting the socialist material production and economic development. Hence, the mathematics education of North Korea adopts a so-called "awakening teaching method," and emphasizes the approaches that combine intuition with logical explanation using materials related with the ideology or actual life. These basic viewpoints of North Korea on mathematics education are different from those of South Korea, which emphasize the problem-solving ability and acquisition of academic mathematical knowledge, and which focus on organizing as well as discovering knowledge of learners' own accord. In comparison of the secondary school mathematics textbooks used in South and North Korea, we looked through external forms, contents, quantity of each area of school mathematics, viewpoints of teaching, and term. We have identified similarities in algebra area and differences in geometry area especially in teaching sequence and approaching method. Many differences are also found in mathematical terms. Especially, it is found that North Korea uses mathematical terms in Hangul more actively than South Korea. We examined the specific topics that are treated in both South and North Korea, "outer-center & inner-center of triangle" and "mathematical induction", and identified such differences more concretely. Through this comparison, it was found that the concrete heterogeneity in the textbooks largely derive from the differences in the basic ideological viewpoints between South and North Korea. On the basis of the above findings, we attempted to make some suggestions for the researches preparing for the unification in the area of secondary mathematics education.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.263-286
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• 2024

With the introduction of AI digital textbooks, interest in the use of technology tools in mathematics education is increasing. Technology tools have the advantage of visualizing mathematical concepts and discovering mathematical principles through experimentation and inquiry. The 2015 revised mathematics curriculum in Korea already mentions the use of technology tools, and accordingly, various teaching and learning activities using technology tools are presented in mathematics textbooks. However, there is still a lack of systematic analysis on the types and utilization methods of technology tools presented in textbooks. Therefore, this study analyzed the current status of the use of technology tools presented in high school mathematics textbooks based on the 2015 revised curriculum. To this end, the types of technology tools presented in mathematics textbooks were categorized, and the utilization ratio of each category was investigated. In addition, the utilization patterns of technology tools were analyzed by subject and content area, and the utilization ratio of technology tools according to the type of teaching and learning activities was examined. The results showed that technology tools were used in various types and ratios according to the subject and content area. In particular, technology tools in the symbol-manipulation graphing software category accounted for 58% of the total usage cases, showing the highest proportion. By subject, the use of symbol-manipulation graphing software was prominent in subjects dealing with the analysis area, while the use of dynamic geometry software was relatively high in the geometry area. In terms of teaching and learning activity types, the utilization ratio of auxiliary tool type (49%) and intended inquiry induction type (37%) was high. The results of this study show that technology tools play various roles in mathematics textbooks and provide useful implications for improving mathematics teaching and learning methods using technology tools in the future. Furthermore, it can contribute to the establishment of educational policies related to AI digital textbooks and the development of teacher training programs.

• School Mathematics
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• v.18 no.3
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• pp.589-609
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• 2016

In this study, researchers have modernly reinterpreted geometric solving of cubic equations presented by an arabic mathematician, Omar Khayyam in medieval age, and have considered the pedagogical significance of geometric solving of the cubic equations using two conic sections in terms of analytic geometry. These efforts allow to analyze educational application of mathematics instruction and provide useful pedagogical implications in school mathematics such as 'connecting algebra-geometry', 'induction-generalization' and 'connecting analogous problems via analogy' for the geometric approaches of cubic equations: $x^3+4x=32$, $x^3+ax=b$, $x^3=4x+32$ and $x^3=ax+b$. It could be possible to reciprocally convert between algebraic representations of cubic equations and geometric representations of conic sections, while geometrically approaching the cubic equations from a perspective of connecting algebra and geometry. Also, it could be treated how to generalize solution of cubic equation containing variables from geometric solution in which coefficients and constant terms are given under a perspective of induction-generalization. Finally, it could enable to provide students with some opportunities to adapt similar solving procedures or methods into the newly-given cubic equation with a perspective of connecting analogous problems via analogy.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.405-422
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• 2017

Nim games were divided into three stages : one file, two files and three files game, and inquiry activities were conducted for middle school mathematically gifted students. In the first stage, students easily found a winning strategy through deductive reasoning. In the second stage, students found a winning strategy with deductive reasoning or inductive reasoning, but found an error in inductive reasoning. In the third stage, no students found a winning strategy with deductive reasoning and errors were found in the induction reasoning process. It is found that the tendency to unconditionally generalize the pattern that is formed in the finite number of cases is the cause of the error. As a result of visually presenting the binary boxes to students, students were able to easily identify the pattern of victory and defeat, recognize the winning strategy through game activities, and some students could reach a stage of justifying the winning strategy.