• Education of Primary School Mathematics
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• v.7 no.1
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• pp.15-29
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• 2003

The present study examined the 7th national elementary school mathematics curriculum from a perspective of mathematical creativity. The study investigated to what extent the activities in the Pattern and Function lessons in the national elementary school mathematics textbooks promoted the development of mathematical creativity. The results indicated that the current elementary school mathematics curriculum was limited in many ways to promote the development of mathematical creativity. Regarding the activities in Pattern lessons, for example, most activities presented closed tasks involving finding and extending patterns. The lesson provided little opportunities to explore the relationships among various patterns, apply patterns to different situations, or create ones own patterns. In regard to the Function lessons, the majority of activities were about computing the rate. This showed that the function was taught from an operational perspective, not a relational perspective. It was unlikely that students would develop the basic understanding of function through the activities involving the computing the rate. Further, the lessons had students use exclusively the numbers in representing the function. Students were provided little opportunities to use various representation methods involving pictures or graphs, explore the strengths and limitations of various representation methods, or to choose more effective representation methods in particular contexts. In conclusion, the lesson activities in the current elementary school mathematics textbooks were unlikely to promote the development of mathematical creativity.

• Research in Mathematical Education
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• v.18 no.4
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• pp.273-288
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• 2014

In recent years, coding education has been globally emphasized and the Free Semester System will be executed to the public schools in Korea from 2016. With the introduction of the Free Semester System and the rising demand of Computational Thinking (CT) capacity, this research aims to design 'learning environment' in which learners can design and construct mathematical objects through computers and print them out through 3D printers. Furthermore, it will design learning mathematics by constructing the figurate number patterns from 'soma cubes' in the playing context and connecting those to algebraic and combinatorial patterns, which will allow students to experience mathematical connectivity. It is expected that the activities of designing figurate number patterns suggested in this research will not only strengthen CT capacity in relation to mathematical thinking but also serve as a meaningful program for the Free Semester System in terms of career experience as 3D printers can be widely used.

• Research in Mathematical Education
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• v.9 no.3 s.23
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• pp.285-294
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• 2005

The author has been teaching with an instructional module consisting of many mathematical concepts, based on designs formed by personal names or words to arouse students' interesting in learning mathematics. This module has been growing since it was first used as a supplementary lesson for calculus students. Now it consists of concepts that connect with mathematical topics such as number sense, algebraic thinking, geometry, and statistical reasoning, as well as other subjects such as art and quilt design. With its content we can provide our students the basic mathematical knowledge needed for further study in their own fields. In this article, we will demonstrate the latest development of this instructional module, which makes connections between mathematical knowledge and the design of personal quilt patterns. We will exhibit a 'Quilt of Nations' which consists of the designed quilt blocks of different countries, such as USA, Japan, Taiwan, Korea and others, as well as a quilt design using the abbreviation of this seminar. Then we will talk about how the connections are built, and how to design these mathematically rich, uniquely created, beautifully designed, and personalized quilt block patterns.

• Bulletin of the Korean Mathematical Society
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• v.47 no.2
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• pp.251-261
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• 2010

This paper deals with a predator-prey model with Holling type III response function and cross-diffusion subject to the homogeneous Neumann boundary condition. We first give a priori estimates (positive upper and lower bounds) of positive steady states. Then the non-existence and existence results of non-constant positive steady states are given as the cross-diffusion coefficient is varied, which means that stationary patterns arise from cross-diffusion.

• Communications of the Korean Mathematical Society
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• v.25 no.1
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• pp.11-18
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• 2010

The work in this paper was motivated by [3], where Eschenbach and Li listed four 4 by 4 sign patterns, conjectured to be nilpotent sign patterns of nilpotence index at least 3. These sign patterns with no zero entries, called full sign patterns, are shown to be potentially nilpotent of nilpotence index 3. We also generalize these sign patterns of order 4 so that we provide classes of n by n sign patterns of nilpotence indices at least 3, if they are potentially nilpotent. Furthermore it is shown that if a full sign pattern A of order n has nilpotence index k with $2{\leq}k{\leq}n-1$, then sign pattern A has nilpotent realizations of nilpotence indices k, k + 1, $\ldots$, n. Hence, the four 4 by 4 sign patterns in [3, page 91] also allow nilpotent realizations of nilpotence index 4.

• Journal of Educational Research in Mathematics
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• v.21 no.1
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• pp.67-86
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• 2011

This study aimed to examine first graders' recognition and thinking about mathematical patterns. To attain the goal, this paper analyzed 116 students' response with regard to repeating, growing, and changing patterns represented in both picture and number, and also analyzed four students' thinking process of the patterns through interview. It was found that students showed high recognition in repeating, growing, and changing patterns in order. Whereas there was no significant difference between picture and number representation in both repeating and growing patterns, pictures gained a bit higher scores than numbers in changing patterns. Also, according to the result of examining the thinking process by the patterns, students tended to consider the patterns as a bundle and tried to solve problems with counting strategies. The result of this paper provides an empirical foundation on how first graders recognize and think of various patterns.

• Education of Primary School Mathematics
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• v.10 no.2
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• pp.111-123
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• 2007

The purpose of this study was to examine contents and activities of patterns and functions in the 7th national curriculum for elementary school mathematics and textbooks developed based on it. Through examination, several conclusions were drawn as follow. First, pattern need to be introduced as a way of doing mathematics not as a subject of mathematics. Finding patterns is one of the most important mean to do mathematics. Second, activities for patterns and functions must be organized coherently. Coherent means that mathematical ideas are linked to and build on one another so that students' understanding and knowledge deepens and their ability to apply mathematics expands. Third, independent lessons for patterns and functions are needed. In these lessons, various activities need finding patterns can be introduced to help students understand mathematics. Fourth, the linkage between patterns and functions should be strengthened.

• East Asian mathematical journal
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• v.24 no.5
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• pp.509-519
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• 2008

In the article, we study on researching activity of the patterns through paper folding. A set of rules and patterns are found in this study based on folding paper of triangle and rectangle.

• Honam Mathematical Journal
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• v.36 no.1
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• pp.187-198
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• 2014

The fuzzy idempotent matrices are important in various applications and have many interesting properties. Using the upper diagonal completion process, we have the zero patterns of fuzzy idempotent matrix, that is, Boolean idempotent matrices. And we give the construction of all fuzzy idempotent matrices for some dimention.

• Journal of the Korean Mathematical Society
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• v.36 no.3
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• pp.469-487
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• 1999

Sign patterns of idempotent matrices, especially symmetric idempotent matrices, are investigated. A number of fundamental results are given and various constructions are presented. The sign patterns of symmetric idempotent matrices through order 5 are determined. Some open questions are also given.