• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.329-349
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• 2003

Mathematics education is accomplished by systems such as mathematical curriculum and tools such as a textbook which reflects such systems. Human beings make such systems and tools. Therefore, a viewpoint of mathematics of those who make them is an important factor. The view point of mathematics is formed during doing and learning mathematics, but the already formed viewpoint of mathematics affects doing and teaching mathematics. Hence, it will be a factor which affects basically that those who employ themselves on mathematics education have a certain viewpoint of mathematics. This article presents dialectical materialistic viewpoint as the viewpoint of mathematics which affects fundamentally on mathematical teaching-learning practice. The dialectical materialism is carried through the process and result of mathematics development. This shows that mathematical knowledge is objective. Mathematical knowledge has developed according to three basic rules of dialectical materialism i.e. the transformation of quantity into quality, the unification of antagonistic objects, and the negation of negation. This viewpoint of mathematics should offer the viewpoint of mathematics education which is different from the view point of absolutism, relativism or formal logic. In this article I considered mathematics separating standpoint of mathematics into materialistic viewpoint and dialectical viewpoint. 1 did so for the convenience of analysis, but you will be able to look at the unified viewpoint of dialectical materialism. 1 will make mention of teaching-learning method on another occasion.

• Journal of Digital Contents Society
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• v.9 no.1
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• pp.53-60
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• 2008

Based on similarities between fuzzy set theory and mathematical morphology, Grabish proposed a fuzzy morphology based on the Sugeno fuzzy integral. This paper proposes a fuzzy mathematical morphology based on the defuzzification of the fuzzy measure which corresponds to fuzzy integral. Its process makes a fuzzy set used as a measure of the inclusion of each fuzzy measure for subsets. To calculate such an integral a $\lambda$-fuzzy measure is defined which gives every subsets associated with the universe of discourse, a definite non-negative weight. Fast implementable definitions for erosion and dilation based on the fuzzy measure was given. An application for robust skeletonization of two-dimensional objects was presented. Simulation examples showed that the object reconstruction from their skeletal subsets that can be achieved by using the proposed was better than by using the binary mathematical morphology in most cases.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.189-209
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• 2009

One of the characteristics in math -abstract concept- makes the students find difficulties in understanding general ideas about math. This study is about how much do the modeling lessons using the technical instruments which is based on the realistic mathematical theory influence on understanding the mathematical concept. This study is based on one of the contents the first grade of middle school students study, the function, especially the meaning of it. Some brilliant students being the objects of this study, mathematically experimental modeling lesson was planned, conducted. Survey on the students' attitudes about math before and after the modeling classes and Questionnaire survey on the effectiveness about the modeling class were conducted and their attitudes were recorded also. This study tells that students show very meaningful changes before and after the modeling class and scientific knowledge seems to be very helpful for the students to understand the mathematical concept and solve the problems. When scientific research and development get together with mathematics, students will be more motivated and be able to form the right mathematical concept easily.

• The Mathematical Education
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• v.57 no.3
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• pp.311-328
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• 2018

In school mathematics, the concept of an average is not a concept that is limited to a unit of statistics. In particular, high school students will learn about arithmetic mean and geometric mean in the process of learning absolute inequality. In calculus learning, the concept of average is involved when learning the concept of average speed. The arithmetic mean is the same as the procedure used when students mean the test scores. However, the procedure for obtaining the geometric mean differs from the procedure for the arithmetic mean. In addition, if the arithmetic mean and the geometric mean are the discrete quantity, then the mean rate of change or the average speed is different in that it considers continuous quantities. The average concept that students learn in school mathematics differs in the quantitative nature of procedures and objects. Nevertheless, it is not uncommon to find out how students construct various mathematical concepts into mathematical knowledge. This study focuses on this point and conducted the interviews of the students(three) in the second grade of high school. And the expression of students in the process of average concept formation in arithmetic mean, geometric mean, average speed. This study can be meaningful because it suggests practical examples to students about the assertion that various scholars should experience various properties possessed by the average. It is also meaningful that students are able to think about how to construct the mean conceptual properties inherent in terms such as geometric mean and mean speed in arithmetic mean concept through interview data.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.21-42
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• 2006

The purpose of this study is to identify the influences of the reciprocal writing-reflection activities on the mathematical learning of the 2nd grade students by developing a class model using reciprocal writing-reflection activities method as one of the interactive application of manipulative activities, reflective thought and communication activities which are the learning principles of constructivism. We have experimented and investigated to after dividing experimental objects into two group, experimental groups and comparative group, The conclusions of this study are followings. First, reciprocal writing-reflection activities showed significant effects on mathematical achievements of the group with lower achievements in learning. Second, reciprocal writing-reflection activities positively influenced mathematical tendency of the students. Third, the students had positive attitudes in interest, desire and usefulness regarding reciprocal writing-reflection activities. And reciprocal writing- reflection activities are helpful for their reflective thinking and communication activities.

• Korean Management Science Review
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• v.20 no.2
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• pp.197-204
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• 2003

Comparison challenge approach is proposed as a form of challenger-activated. just-in-time Internet advertising. To develop a framework for a comparison challenge, we propose a theory of comparison value. A comparison is regarded valuable if a comparison opportunity is available and if the comparison is relevant and informative, has an appropriate level of detail, and is advantageous and trustworthy. Based on this theory, the CompareMe and CompareThem strategies are devised, and comparable objects are classified in terms of price and performance dominance as well as the scope of proximity. The idea is demonstrated with a comparison of PCs from five leading manufacturers. To assist in the planning of the comparison challenge, a mathematical programming model was formulated to maximize the value of comparison under the constraints of the comparison opportunity and budget. The model is applied to eight scenarios in terms of the range of comparing objects. The models under various scenarios are tested and contrasted with the real-world example of PCs. We found the ad effect of comparison challenge to be substantially better than banners (4.75 times) and similarity-based comparisons (2.77 times), providing customers with better performance and reduced prices.

• Steel and Composite Structures
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• v.50 no.4
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• pp.375-382
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• 2024

The network theory studies interconnection between discrete objects to find about the behavior of a collection of objects. Also, nanomaterials are a collection of discrete atoms interconnected together to perform a specific task of mechanical or/and electrical type. Therefore, it is reasonable to use the network theory in the study of behavior of super-molecule in nano-scale. In the current study, we aim to examine vibrational behavior of spherical nanostructured composite with different geometrical and materials properties. In this regard, a specific shear deformation displacement theory, classical elasticity theory and analytical solution to find the natural frequency of the spherical nano-composite structure. The analytical results are validated by comparison to finite element (FE). Further, a detail comprehensive results of frequency variations are presented in terms of different parameters. It is revealed that the current methodology provides accurate results in comparison to FE results. On the other hand, different geometrical and weight fraction have influential role in determining frequency of the structure.

• Nuclear Engineering and Technology
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• v.56 no.5
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• pp.1553-1561
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• 2024

Nondestructive radiography using cosmic ray muons has been used for decades to monitor nuclear reactor and spent nuclear fuel storage. Because nuclear fuel assemblies are highly dense and large, typical radiation probes such as x-rays cannot penetrate these target imaging objects. Although cosmic ray muons are highly penetrative for nuclear fuels as a result of their relatively high energy, the wide application of muon tomography is limited because of naturally low cosmic ray muon flux. This work presents a new image reconstruction algorithm to maximize the utility of cosmic ray muon in tomography applications. Muon momentum information is used to improve imaging resolution, as well as muon scattering angle. In this work, a new convolution was introduced known as M-value, which is a mathematical integration of two measured quantities: scattering angle and momentum. It captures the objects' quantity and density in a way that is easy to use with image reconstruction algorithms. The results demonstrate how to reconstruct images when muon momentum measurements are included in a typical muon scattering tomography algorithm. Using M-value improves muon tomography image resolution by replacing the scattering angle value without increasing computation costs. This new algorithm is projected to be a standard nondestructive radiography technique for spent nuclear fuel and nuclear material management.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.30 no.1
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• pp.1-10
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• 2012

Recent spatial information technology has brought innovative improvement in both efficiency and accuracy. Especially, airborne LiDAR system(ALS) is one of the practical sensors to obtain 3D spatial information. Constructing reliable 3D spatial data infrastructure is world wide issue and most of the significant tasks involved with modeling manmade objects. This study aims to create a test data set for developing automatic building modeling methods by simulating point cloud data. The data simulates various roof types including gable, pyramid, dome, and combined polyhedron shapes. In this study, a robust bottom-up method to segment surface patches was proposed for generating building models automatically by determining model key points of the objects. The results show that building roofs composed of the segmented patches could be modeled by appropriate mathematical functions and the model key points. Thus, 3D digitizing man made objects could be automated for digital mapping purpose.

• The Mathematical Education
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• v.61 no.3
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• pp.419-439
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• 2022

This study is based on Freudenthal's mathmatising process and the didactical phenomenology of linear function concept, I have described and examined the process in which students represent the constant rate of change into tables, graphs and equations and, in this way, how they construct mental objects and essence of the linear function concept. The students used the proportionality as composite units, when they represented the phenomenon with constant rate of change into tables. When representing in graphs, all but one student represented it into a line. There were differences among the students in the level they were using the given conditions, co-variation perspective, and corresponding rules when formulating equations. The students compared the relationship between two variables in a multiplicative way, and under the guidance of teachers they reached to the understanding that its relationship becomes a constant. Moreover, they could construct mental objects of a constant rate of change, understanding the situation where the relationship between time difference and distance difference becomes one value, namely speed. The students had difficulties in connecting the rate of change with the inclination of a line. The students constructed the essence (concept) of linear functions, after building and organizing the image that the rate of change is constant, the graph is linear, and the equation is formulated as y=ax+b (a: inclination, b: intercept).