• Journal for History of Mathematics
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• v.15 no.3
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• pp.35-48
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• 2002

In this paper, we explore development of mathematical knowledge, especially calculus, non-Euclidean geometry, Euler's theorem, and the comparison of the number of elements in two infinite sets. And we analyze kinds of errors and the roles for errors with respect to increasing knowledge in mathematics.

• Communications of the Korean Mathematical Society
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• v.23 no.4
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• pp.555-565
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• 2008

We will derive the asymptotic expansions of solutions of the heat equation with hyperfunctions initial data.

• Honam Mathematical Journal
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• v.40 no.4
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• pp.765-770
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• 2018

In this paper, we investigate the majorization properties for certain subclasses of analytic functions of complex order. Moreover, some interesting consequences of our main theorem are pointed out.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.161-178
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• 2011

For the students who live in the knowledge-information oriented society, thinking rationally and training mathematical communication ability are necessary. I represented three ways of teaching-learning related to mathematical communication in revised 2006 curriculum of elementary mathematics. In this study, based on three matters from devised curriculum, I have done survey-analysis of mathematical representation and characteristics of contents of major theses about mathematical communication published after 2007 curriculum revision, for further mathematical communication teaching.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.71-84
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• 2012

The purpose of this study is to analyze some Korean elementary pre-service teachers' Mathematical Knowledge for Teaching(MKT) and compare the results with those obtained by Kwon, Nam, & Kim(2009), so that we can provide some suggestions to improve education of elementary mathematics subject at Korean teachers colleges. For this purpose, we selected the MKT items on number and operations which were adapted for Korean in-service teachers by Kwon et al. The survey consisting of those items was administered to 88 Korean elementary pre-service teachers at teachers college, J University. The results are the following: First, the respondents, elementary pre-service teachers, showed that they already had a sufficient amount of Content Knowledge(CK) on number and operations, but that their level of Knowledge of Content and Students(KCS) was insufficient. This means we need to strengthen our students' KCS in education of elementary mathematics subject at our teachers colleges. Second, there was a strong correlation, in both CK and KCS, of item difficulty felt by the respondents with that by the Kwon et al's in-service teachers. Third, although the respondents valued the MKT items more than the above-mentioned elementary in-service teachers, about 70% of them said the items were never learned at their college. Furthermore, they had different opinions on some of the items from their counterparts'. The suggestions we get here are we need to first consider the results in improving education of elementary mathematics subject at our teachers colleges and second develop MKT items suitable for the situation of Korean schools and curriculums in order to obtain exact estimations of Korean elementary pre-service teachers' MKT.

• Journal of the Korean Institute of Intelligent Systems
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• v.11 no.7
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• pp.603-610
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• 2001

Industrial processes are normally operated by skilled humans who have the cumulative and logical information about the system. Fuzzy control has been investigated for many application. Intelligent control approaches based on fuzzy logic have a chance to include human thinking. This paper represents modeling approach based upon operators knowledge without mathematical model of the system and optimize the controller. The experimented system is constructed for sending a ball to the goal position using wind of two DC motors in the predefined path. A vision camera to mimic human eyes detects the ball position. The system used in this experiment could be hardly modeled by mathematical methods and ould not be easily controlled by conventional manners. The controller is designed based on the input-output data and experimental knowledge obtained by trials, and optimized under the predefined performance criterion. And this paper shows the data adaptation for changeable operating condition. When the system is driven in the abnormal condition with unconsidered noise, the new optimal operating parameters could be defined by adjusting membership functions. Thus, this technique could be applied in industrial fields.

• Journal for History of Mathematics
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• v.25 no.2
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• pp.97-111
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• 2012

This paper aims to identify the area of knowledge required for constructing test items by comparing the consulting contents with the area of MKT(Mathematical Knowledge for Teaching). This paper collects the consulting results by the consulting group of A provincial office of education from 2007 to 2009, and analyzes and categorizes the results. The knowledge for constructing test items are known by the analysis on the consulting contents. Training and consulting for teachers are necessary to enable them to recognize the importance of these categories and improve the quality of test items.

• Human Ecology Research
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• v.53 no.3
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• pp.229-239
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• 2015

This study investigated the effect of home environment quality and fathers' parenting participation on school readiness of preschool children. The subjects were 101 5-years old children, mothers and teachers at child care centers located in the Gyeonggi area. Home environment quality was measured using a 'Korean Home Environment' questionnaire. Parenting participation by fathers was measured by 'Scale for Productive Roles of Fathers of Children in Their Early Childhood.' Lastly, the children's school readiness measured the 'School Readiness Inventory.' Collected data were analyzed using t-test, correlation analysis, and hierarchical multiple regression. The results of the study showed that the school readiness of preschool children differed by gender. The score of girls' school readiness was higher than boys' school readiness. Such difference was apparent in the school readiness areas of general knowledge, mathematical knowledge, and adjustment. There was a positive correlation between age and the school readiness of preschool children. An increase in children's age also increased school readiness in the areas of linguistic knowledge, mathematical knowledge, and adjustment. Home environment quality and fathers' parenting participation directly influenced the school readiness of preschool children. The pattern of the results suggests that a desirable home environment and fathers' contribution in the family for children are critical components to prepare preschool children for elementary school.

• The Mathematical Education
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• v.41 no.3
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• pp.233-256
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• 2002

This study investigated school mathematics curriculum of England, newly revised in 1998, focused on the 'number and algebra' domain among three major domains of the English curriculum. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The structure of the National Curriculum in England is composed of programmes of study and attainment targets. The former sets out what should be taught in mathematics at key stages 1, 2, 3, and 4 and provides the basis for planning schemes of work, and the latter sets out the knowledge, skills, and understanding that pupils of different abilities and matures are expected to have by the end of each key stage. Attainment targets are composed of eight levels and an additional level of increasing difficulty. According to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, England tends to deal with numbers more flexibly and naturally through the aquisition of mental methods, calculator use methods, etc, and emphasizes that mathematics be realistic and useful in solving a diverse number of problems confronted in everyday life.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.663-677
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• 1998

The development of Science and Technology and the social change require new paradigm in Education. In a traditional paradigm, learners have been regarded as a passive being and knowledge could be transmitted to learner. But within this paradigm, it is difficult to confront the social change and to develop problem solving skills in various context. This results in a new, alternative perspective, Constructive paradigm. As an alternative to the traditional settings, Constructive paradigm emphasizes the learner centered instruction. The reform movement in mathematics education including NCTM's standards revolves around this paradigm and the open education movement in our educational system is based on it. Open education values learner's interest, autonomy and internal motivation in learning. However, open education has been misunderstood by most of the teachers. It should be understood as the change of paradigm. In this study, as a way of helping students connect mathematics to their everyday lives and construct meaningful mathematical knowledge and concept, mathematical modelling is suggested. It consists of posing and specifying the real problem, formulation and constructing a mathematical model, analyzing and solving a mathematical problem. interpreting the solution and comparing with reality and communicating results. In this process, technology like computer can be a powerful tool. It can help students explore various problems more easily and concretely.