• Proceeding of KASS Symposium
• /
• 2008.05a
• /
• pp.89-94
• /
• 2008

This paper deals with the method of self-equilibrium stress mode analysis of cable dome structures. From the point of view of analysis, cable dome structure is a kind of unstable truss structure which is stabilized by means of introduction of prestressing. The prestress must be introduced according to a specific proportion among different structural member and it is determined by an analysis called self-equilibrium stress mode analysis. The mathematical equation involved in the self-equilibrium stress mode analysis is a system of linear equations which can be solved numerically by adopting the concept of Moore-Penrose generalized inverse. The calculation of the generalized inverse is carried out by rank factorization method. This method involves a parameter called epsilon which plays a critical role in self-equilibrium stress mode analysis. It is thus of interest to investigate the range of epsilon which produces consistent solution during the analysis of self-equilibrium stress mode.

• Bulletin of the Korean Mathematical Society
• /
• v.52 no.2
• /
• pp.409-419
• /
• 2015

The concept of Cayley-symmetric semigroups is introduced, and several equivalent conditions of a Cayley-symmetric semigroup are given so that an open problem proposed by Zhu [19] is resolved generally. Furthermore, it is proved that a strong semilattice of self-decomposable semigroups $S_{\alpha}$ is Cayley-symmetric if and only if each $S_{\alpha}$ is Cayley-symmetric. This enables us to present more Cayley-symmetric semi-groups, which would be non-regular. This result extends the main result of Wang [14], which stated that a regular semigroup is Cayley-symmetric if and only if it is a Clifford semigroup. In addition, we discuss Cayley-symmetry of Rees matrix semigroups over a semigroup or over a 0-semigroup.

• Communications of Mathematical Education
• /
• v.29 no.4
• /
• pp.589-623
• /
• 2015

This study is to find out a way to foster self-directed learning math skills for the low-income youth at child care centers. Taking advantage of EBS materials, we found the youth, low-income youth in particular, were positively influenced to learn mathematics in the way of self-directed and action learning. This program gives a model of the self-directed math learning using the EBS mathematics materials. From the survey of this study, we found see that students started to have a positive attitude for learning and they started to gain new mathematical concept, and improved their problem solving, reasoning, communication and representation skills with these new leaning environments. This study tells us that this type of cooperative learning could help them to have an objective assessment, and gave a positive impact on self-directed learning.

• Communications of Mathematical Education
• /
• v.34 no.3
• /
• pp.325-354
• /
• 2020

This study utilized longitudinal data from the 2013 year (Secondary Middle School) to 2017 year (Secondary High School) of the Seoul Education Termination Study. Using the latent growth model and the piecewise growth model, we investigated the changes in mathematics academic achievement, internal factors(self-concept, self-control, self-assessment of life satisfaction), and external factors(school climate, guardians) as students' grades increased, and examined whether internal factors and external factors influence the changes in mathematics academic achievement. We examined whether internal and external factors influence the change in academic achievement. As a result of analysis, it was found that mathematics academic achievement remained unchanged from the first grade of middle school to the second grade of middle school, and steadily increased from the second grade of middle school to the first grade of high school, and then decreased slightly in the second grade of high school. The internal and external factors had little change. It has been found that self-concept, self-control as internal factors, and school climate as external factors influence changes in mathematics academic achievement.

• Education of Primary School Mathematics
• /
• v.2 no.1
• /
• pp.65-73
• /
• 1998

The purpose of this study is to investigate significant differences of structural knowledges among the groups(high, middle, low) when the 6th grade subjects structured the concepts of the plane figures, triangle and quadrangle, by concept maps, and to analyse the features of concept maps according to hierarchy. For this purpose, the following two research contents were investigated： 1. Investigating significant differences of structural knowledge in the concepts of the plane figures using concept maps among the groups(high, middle, low). 2. Analysing the features of concept maps according to hierarchy. The structural knowledges represented on the concept maps of triangle and quadrangle which were drawn by the subjects were analysed by propositions, hierarchies, and cross-links. Subject-self Reports about how to make the concept maps were used to analyse the features of concept maps according to hierarchy. The conclusions drawn from the results were as fellows： First, there were significant differences among the groups in proposition links. Second, there wasn't my significant difference among the groups in hierarchy. Third, there were significant differences among the groups in cross-links, and Fourth, the results of analysing the concept maps by hierarchy showed that there were differences among the individuals in constructing the knowledges.

• Bulletin of the Korean Mathematical Society
• /
• v.53 no.4
• /
• pp.1051-1069
• /
• 2016

Combining the concept of self-certified public key and message recovery, Li-Zhang-Zhu (LZZ) gives the proxy signature scheme with message recovery using self-certified public key. The security of the proposed scheme is based on the discrete logarithm problem (DLP) and one-way hash function (OWHF). Their scheme accomplishes the tasks of public key verification, proxy signature verification, and message recovery in a logically single step. In addition, their scheme satisfies all properties of strong proxy signature and does not use secure channel in the communication between the original signer and the proxy signer. In this paper, it is shown that in their signature scheme a malicious signer can cheat the system authority (SA), by obtaining a proxy signature key without the permission of the original signer. At the same time malicious original signer can also cheat the SA, he can also obtain a proxy signature key without the permission of the proxy signer. An improved signature scheme is being proposed, which involves the remedial measures to get rid of security flaws of the LZZ et al.'s. The security and performance analysis shows that the proposed signature scheme is maintaining higher level of security, with little bit of computational complexity.

• Communications of Mathematical Education
• /
• v.34 no.1
• /
• pp.17-39
• /
• 2020

The purpose of this study is to analyze the mathematical beliefs of students and teachers by Latent Class Analysis(LCA). This study surveyed 60 teachers about beliefs of 'nature of mathematics', 'mathematic teaching', 'mathematical ability' and also asked 1850 students about beliefs of 'school mathematics', 'mathematic problem solving', 'mathematic learning' and 'mathematical self-concept'. Also, this study classified each student and teacher into a class that are in a similar response, analyzed the belief systems and built a profile of the classes. As a result, teachers were classified into three types of belief classes about 'nature of mathematics' and two types of belief classes about 'teaching mathematics' and 'mathematical ability' respectively. Also, students were classfied into three types of belief classes about 'self concept' and two types of classes about 'School Mathematics', 'Mathematics Problem Solving' and 'Mathematics Learning' respectively. This study classified the mathematics belief systems in which students were categorized into 9 categories and teachers into 7 categories by LCA. The belief categories analyzed through these inductive observations were found to have statistical validity. The latent class analysis(LCA) used in this study is a new way of inductively categorizing the mathematical beliefs of teachers and students. The belief analysis method(LCA) used in this study may be the basis for statistically analyzing the relationship between teachers' and students' beliefs.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2006.04a
• /
• pp.133-148
• /
• 2006

Although gifted students are well ready in the perspective of intelligence, in order to make their Beaming highly effective, it is necessary to revitalize their intellectual abilities and progress it into proactive learning behaviour. It is requisite to stress on the affective variables for achieving this. This study examined and analyzed affective variables for the subject mathematics on self-concept toward mathematics, attitude, interest, mathematical anxiety, and learning habits.

• The Mathematical Education
• /
• v.51 no.3
• /
• pp.197-210
• /
• 2012

In this study, we will develop and implement the teaching program of 'Function', on the subject of "Poster-Making utilizing the Graph Art" in the Math Camp for middle-school students. And we will examine the didactical significance through student's activities and products. The teaching program of 'Function' utilizing the Graph Art can be promoted self-directly the understanding of 'Function' concept and the ability for handling 'Function'. In the process of drawing up the graph art, in particular, this program help students to promote the ability for problem-solving and mathematical thinking, and to communicate mathematically and attain the his own level. Ultimately, this program have a positive influence upon cognitive and affective and areas with regard to mathematics.

• Journal of the Korean School Mathematics Society
• /
• v.1 no.1
• /
• pp.97-109
• /
• 1998

The activities of teaching and learning are to try to reach the lesson object most closely in many ways. Considering that the lesson objects are to get the principle or law of a concept, to acquire the mathematical function, to master it through repeated exercises and to solve mathematical problems, we need many ways to reach such objects. Among the many ways, we can first think of one: the students will learn with curiosity and according to their own ability or advancing level in learning when teachers study and prepare necessary contents enough in advance by using computers, showing the right program to learners' needs. For example, defining definite integral by measuration by parts will help understand measuration by parts well and know the meaning of definite integral correctly, In teaching and learning by the use of this program, the educational effects are expected as follows. 1. It is thought that this program will stimulate the desire for and interest in learning because it used animation and acoustic effect. And voluntary and positive thinking activity will be shown. 2. It is expected that the conviction of formulas will be got and the concept of definite integral will be remembered firmly by showing how to measure the width of circle with the use of measuration by parts in various other ways instead of the ways used at present. 3. It is expected that students will feel the pleasure of mathematics in life when they recognize mathematical facts scattered really in our life rather than mathematical difficulties. 4. It is expected that the repeated review of programs already designed will remove the fear of incomplete parts and help review again. 5. It is certain that positive attitude in life will be formed as teacher-centered class is changed into learner-centered class and unwilling study is changed into self-oriented study. However, I think this program is insufficient for humanbeing-centered education given directly in contact with students on the ground of the variety in mathematical education and applications in many ways. And mechanically inhuman computers leave some solutions to be desired