• Honam Mathematical Journal
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• v.28 no.2
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• pp.197-204
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• 2006

For the evaluation algebra $F[e^{{\pm}{\chi}}]_M$, if M={$\partial$}, the automorphism group $Aut_{non}$($F[e^{{\pm}{\chi}}]_M$) and $Der_{non}$($F[e^{{\pm}{\chi}}]_M$) of the evaluation algebra $F[e^{{\pm}{\chi}}]_M$ are found in the paper [12]. For M={${\partial}^n$}, we find $Aut_{non}$($F[e^{{\pm}{\chi}}]_M$) and $Der_{non}$($F[e^{{\pm}{\chi}}]_M$) of the evaluation algebra $F[e^{{\pm}{\chi}}]_M$ in this paper. We show that a derivation of some non-associative algebra is not inner.

• Research in Mathematical Education
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• v.8 no.2
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• pp.81-93
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• 2004

This study investigated three preservice teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of preservice teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

• Communications of the Korean Mathematical Society
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• v.23 no.2
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• pp.153-159
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• 2008

For $\mathbb{F}[e^{{\pm}x}]_{\{{\partial}\}}$, all the derivations of the evaluation algebra $\mathbb{F}[e^{{\pm}x}]_{\{{\partial}\}}$ is found in the paper (see [16]). For $M=\{{\partial}_1,\;{\partial}_1^2\},\;Der_{non}(\mathbb{F}[e^{{\pm}x}]_M))$ of the evaluation algebra $\mathbb{F}[e^{{\pm}x},\;e^{{\pm}y}]_M$ is found in the paper (see [2]). For $M=({\partial}_1^2,\;{\partial}_2^2)$, we find $Der_{non}(\mathbb{F}[e^{{\pm}x},\;e^{{\pm}y}]_M))$ of the evaluation algebra $\mathbb{F}[e^{{\pm}x},\;e^{{\pm}y}]_M$ in this paper.

• Korean Journal of Plant Taxonomy
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• v.51 no.4
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• pp.391-394
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• 2021

Arctium tomentosum Mill. (Asteraceae), from Ulaanbaatar in the Khentei phytogeographical region of Mongolia, is recognized here as a new genus and species of the flora of Mongolia. Arctium differs from other genera of Asteraceae by the hooked apex of the involucral bracts. While A. tomentosum is most similar to A. lappa, it is easily distinguished by the glandular hairs of the corolla limb and the widened inner involucral bracts. Taxonomic notes, a description of the morphology, detailed photos, habitat information, the phenology and a distribution map of A. tomentosum are provided.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.441-463
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• 2010

This study purposes to examine the learning achievements, attitude and reactions of elementary school students in fifth grade in mathematics after inducing to use of learning-notebook on mathematics. To achieve the purpose, this study focuses on the following matters. First, we develop the ways to write thoughts and activities in solving problems on learning-notebook for elementary school student in fifth grade. Second, we analyze the effects of the students' learning achievements after applying the ways to them in every mathematics learning activities at home and in school, etc. Third, this study examine the attitudes and reactions of the students toward mathematics after observing the learning activities and interviewing them. The results are summarized as follows. First, using learning-notebook helps to improve the performance of students. The average point of the final examination went up to 90.67 while the average of the first level test was 70.75. And almost each student's result have improved. Second, the interviews with the students show that they feel sense of accomplishment, their mathematical attitude has changed to be positive, and they've actively participated in class by using the learning-notebook. The students felt confidence and achievement and they were more interested in studying mathematics when they use the learning-notebook. Further, the students used the notes in doing their homework and at home studying. Finally, the learning-notebook had a good influence on the relationships between students and teachers. Moreover, learning-notebook serves as a medium that connects teacher and student's work.

• Communications of Mathematical Education
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• v.33 no.1
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• pp.1-19
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• 2019

This study deals with the case of student-centered discrete mathematics class with cyber lab. First, we provided lecture notes and cyber labs we developed. In particular, discrete mathematics is a course that covers the principles of algorithms. The purpose of this study is to provide students with basic mathematics, aiming to actively participate in the learning process, to improve their abilities and to reach the ultimate goal of student success with confidence. Second, based on interactions, students were able to prepare for the lectures, review, question, answer, and discussion through an usual learning management system of the school. Third, all the students generated materials through one semester, which were reported, submitted, presented and evaluated. It was possible to improve the learning effectiveness through the discussions and implementation of using some easy open source programming language and codes. Our discrete math laboratory could be practiced without any special knowledge of coding. These lecture models allow students to develop critical thinking skills while describing and presenting their learning and problem-solving processes. We share our experience and our materials including lecture note and cyber lab as well as a possible model of student-centered mathematics class that does not give too much of work load for instructors. This study shares a model that demonstrates that any professor will be able to have an individualized, customized, and creative discrete education without spending much of extra time and assistant, unlike previous research.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.139-155
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• 2015

This study aimed to investigate teacher learning in the context of a community. For the purpose of this study, two research questions about the kinds of teacher noticing in a community and the role of partnership were addressed. To build a learning community, a professional development project, PRIME, established partnerships with 11 high schools and one of the cluster meetings were investigated in this study. Three mentor teachers, three preservice teachers, and one university supervisor participated in the cluster meeting. For this study, the multiple data such as audio tapes of cluster meetings, observation notes, and interviews were analyzed using the analysis of narratives. The results showed that the participants engaged in different kinds of noticing of their own beliefs about teaching and learning, teacher practices, and teacher identities including noticing of students' understanding in classroom situations. The partnership played the crucial role of reinforcing relationships among teachers, assigning tasks, and creating various communities.

• Journal of Ecology and Environment
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• v.39 no.1
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• pp.91-97
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• 2016

This paper reports the species of macromycetes collected in Mongolia: all the species are new to the area. Brief notes on taxonomy, ecology and distribution of the species are added. A total of 30 species of macromycetes were registered, 1 belonging to the division Ascomycota and 29 to the division Basidiomycota. It has been registered that 30 species belong to 25 genera, 17 families and occur in the flora fungus of Mongolia, until now. Specimen for 150 of samples macromycetes collected from June to August, 2015 in Tuv, Arkhangai and Huvsgul were enveloped. Macromycetes have been occured in 9 of 16 geographic regions. According to our studies 2 species in Khubsgul region, 2 species in Khangai region, 3 species in Khingan, 3 species in Dornod Mongol, 1 species in Khentei regions newly registered respectively. As a result of this work, determined 7 species (23%) of macromycetes in forest steppe and steppe regions and 23 species (77%) of them in forest region. The trophic structure for the fungal species is as follows: 2 species lignophite (7%), 4 species moss saprophyte (13%), 5 species soil saprophyte (17%), 15 species mycorrhiz (50%) of all species were respectively.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.569-593
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• 2008

Since 2005 KICE-TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

• School Mathematics
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• v.10 no.4
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• pp.489-514
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• 2008

Since 2005 KICE - TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.