• Korean Journal of Computational Design and Engineering
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• v.10 no.5
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• pp.314-327
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• 2005

This paper describes the volumetric data modeling and analysis methods that employ volumetric NURBS or VNURBS that represents heterogeneous objects or fields in multidimensional space. For volumetric data modeling, we formulate the construction algorithms involving the scattered data approximation and the curvilinear grid data interpolation. And then the computational algorithms are presented for the geometric and mathematical analysis of the volume data set with the VNURBS model. Finally, we apply the modeling and analysis methods to various field applications including grid generation, flow visualization, implicit surface modeling, and image morphing. Those application examples verify the usefulness and extensibility of our VNUBRS representation in the context of volume modeling and analysis.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.361-380
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• 2016

This study aims to reflect on mathematical imaginations in learning mathematics and elementary students' mathematical imaginations. This was approaching a study of imagination not as psychological problems but as objects and methods of mathematics learning. First, children's mathematical narratives were analysed in terms of Egan(2008)'s basic cognitive tools using imagination, that is, metaphor, binary opposites, rhyme rhythm pattern, jokes humor, mental imagery, gossip, play, mystery. Second, how children's imaginations change under different grades was addressed.

• Research in Mathematical Education
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• v.18 no.4
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• pp.289-305
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• 2014

The current mathematical education calls for a learning environment from the constructionism perspective that actively creates mathematical objects. This research first analyzes JavaMAL's expression 'move' that enables students to express the agent's behavior constructively before they learn vector as a formal concept. Since expression 'move' is based on a coordinate, it naturally corresponds with the expression of vectors used in school mathematics and lets students take an embodied approach to the concept of vector. Furthermore, as a design tool, expression 'move' can be used in various activities that include vector structure. This research studies the educational significance entailed in JavaMAL's expression 'move'.

• Korean Journal of Mathematics
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• v.21 no.2
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• pp.189-195
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• 2013

PosM is a category whose objects are ample spaces and morphisms are possibility mappings. We study some properties of the Category PosM. So we show that Category PosM is a cartesian closed category, and it forms a topos with some condition.

• Kyungpook Mathematical Journal
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• v.51 no.2
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• pp.125-138
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• 2011

We give some characterizations of non-existence of lightlike hypersurfaces of an indefinite space form. Some geometric objects for the induced Ricci tensor to be symmetric are studied.

• The Mathematical Education
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• v.30 no.1
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• pp.1-19
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• 1991

This study intends to provide some desirable suggestions for the development of application oriented mathematics curriculum. More specific objects of this study is: 1. To identify the meaning of application and modelling in mathematics curriculm. 2. To illuminate the historical background of and trends in application and modelling in the mathematics curricula. 3. To consider the reasons for including application and modelling in the mathematics curriculum. 4. To find out some implication for developing application oriented mathematics curriculum. The meaning of application and modelling is clarified as follows: If an arbitrary area of extra-mathematical reality is submitted to any kind of treatment which invovles mathematical concepts, methods, results, topics, we shall speak of the process of applying mathemtaics to that area. For the result of the process we shall use the term an application of mathematics. Certain objects, relations between them, and structures belonging to the area under consideration are selected and translated into mathemtaical objects, relation and structures, which are said to represent the original ones. Now, the concept of mathematical model is defined as the collection of mathematical objcets, . relations, structures, and so on, irrespective of what area is being represented by the model and how. And the full process of constructing a mathematical model of a given area is called as modelling, or model-building. During the last few decades an enormous extension of the use of mathemtaics in other disciplines has occurred. Nowadays the concept of a mathematical model is often used and interest has turned to the dynamic interaction between the real world and mathematics, to the process translating a real situation into a mathematical model and vice versa. The continued growing importance of mathematics in everyday practice has not been reflected to the same extent in the teaching and learning of mathematics in school. In particular the world-wide 'New Maths Movement' of the 19608 actually caused a reduction of the importance of application and modelling in mathematics teaching. Eventually, in the 1970s, there was a reaction to the excessive formallism of 'New Maths', and a return in many countries to the importance of application and connections to the reality in mathematics teaching. However, the main emphasis was put on mathematical models. Applicaton and modelling should be part of the mathematics curriculum in order to: 1. Convince students, who lacks visible relevance to their present and future lives, that mathematical activities are worthwhile, and motivate their studies. 2. Assist the acqusition and understanding of mathematical ideas, concepts, methods, theories and provide illustrations and interpretations of them. 3. Prepare students for being able to practice application and modelling as private individuals or as citizens, at present or in the future. 4. Foster in students the ability to utilise mathematics in complex situations. Of these four reasons the first is rather defensive, serving to protect or strengthen the position of mathematics, whereas the last three imply a positive interest in application and modelling for their own sake or for their capacity to improve mathematics teaching. Suggestions, recomendations and implications for developing application oriented mathematics curriculum were made as follows: 1. Many applications and modelling case studies suitable for various levels should be investigated and published for the teacher. 2. Mathematics education both for general and vocational students should encompass application and modelling activities, of a constructive as well as analytical and critical nature. 3. Application and modelling activities should. be introduced in mathematics curriculum through the interdisciplinary integrated approach. 4. What are the central ideas of, and what are less-important topics of application-oriented curriculum should be studied and selected. 5. For any mathematics teacher, application and modelling should form part of pre- and in-service education.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.12 no.4
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• pp.157-165
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• 1992

IMS, a precision coordinate measuring system using theodolites, is being used to survey and align precision mechanical structures. Compared to conventional mechanical devices for precision measurement, such as CMM (Coordinate Measuring Machine), the target objects of IMS have little limitations in their sizes and shapes, and can be measured in place. Also since IMS displays the coordinate values in real-time, it is possible to perform measurement and alignment of the objects simultaneously. In this paper, the elements and functions of IMS are introduced and a mathematical model of the new software, which utilizes an altered version of the 'Bundle' adjustment algorithm of analytical photogrammetry for the specific use of IMS, is demonstrated. Differences of the mathematical model of IMS from that of analytical photogrammetry are discussed by following the steps of the 'Measurement' option in the 'Main Menu' of the software. A new IMS calibration method is proposed to calculate better first approximations for the 4 unknown theodolite parameters and the coordinates of target objects. The software provides the 'Bundle' procedure for the first approximations of the unknowns before the real-time measurement. It also provides an opportunity of 'bundling' to re-adjust the collected positional data at the end of the measurement.

• Korean Journal of Computational Design and Engineering
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• v.20 no.2
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• pp.93-103
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• 2015

In this study, we organize and explain various ways to construct 3D models in the 2D plane using Geogebra, mathematical education software that enables us to visualize dynamically the interaction between algebra and geometry. In these ways, we construct three unit vectors for 3 dimensions at a point on the Cartesian coordinates, on the basis of which we can build up the 3D models by putting together basic mathematical objects like points, lines or planes. We can apply the ways of constructing the 3 dimensions on the Cartesian coordinates to modeling of various structures in the real world, and have chances to translate, rotate, zoom, and even animate the structures by means of slider, one of the very important functions in Geogebra features. This study suggests that the visualizing and dynamic features of Geogebra help for sure to make understood and maximize learning effectiveness on mechanical modeling or the 3D CAD.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2003.09a
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• pp.372-375
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• 2003

The incidence of blindness resulting from diabetic retinopathy has significantly increased despite the intervention of insulin to control diabetes mellitus. Early signs are microaneurysms, exudates, intraretinal hemorrhages, cotton wool patches, microvascular abnormalities, and venous beading. Advanced stages include neovascularization, fibrous formations, preretinal and vitreous microhemorrhages, and retinal detachment. Microaneurysm count is important because it is an indicator of retinopathy progression. The purpose of this paper is to apply data mining to detect diabetic retinopathy patterns in routine fundus fluorescein angiography. Early symptoms are of principal interest and therefore the emphasis is on detecting microaneurysms rather than vessel tortuosity. The analysis does not involve image-recognition algorithms. Instead, mathematical filtering isolates microaneurysms, microhemorrhages, and exudates as objects of disconnected sets. A neural network is trained on their distribution to return fractal dimension. Hausdorff and box counting dimensions grade progression of the disease. The field is acquired on fluorescein angiography with resolution superior to color ophthalmoscopy, or on patterns produced by physical or mathematical simulations that model viscous fingering of water with additives percolated through porous media. A mathematical filter and neural network perform the screening process thereby eliminating the time consuming operation of determining fractal set dimension in every case.

• Journal for History of Mathematics
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• v.20 no.3
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• pp.17-26
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• 2007

Following $G\ddot{o}del's$ own arguments, this paper explores his views on mathematics, its object, and mathematical intuition. The major claim is that we simply cannot classify the $G\ddot{o}del's$ view as robust Platonism or realism, since it is conceivable that both Platonistic ontology and intuitionistic epistemology occupy a central place in his philosophy and mathematics.