• Communications of the Korean Mathematical Society
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• v.7 no.2
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• pp.279-291
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• 1992

• School Mathematics
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• v.7 no.1
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• pp.77-101
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• 2005

This study is a discussion of the teaching and learning of discrete mathematics in school mathematics. In this study, we summarized the importance of discrete mathematics m school mathematics. And we examined instruction methods of discrete mathematics expressed in the 7th mathematics curriculum. On the basis of analysis for teaching cases in previous studies, we proposed four suggestions to organize discrete mathematics classroom. That is as follows. First, discrete mathematics needs to be introduced as a mathematical modeling of real-world problem. Second, algorithm learning in discrete mathematics have to be accomplished with computer experiments. Third, when we solve a problem with discrete data, we need to consider discrete property of given data. Forth, discrete mathematics class must be full of investigation and discussion among students. In each suggestion, we dealt with detailed examples including educational ideas in order to helping mathematics teacher orgainzing discrete mathematics classroom.

• School Mathematics
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• v.1 no.1
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• pp.7-17
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• 1999

The purpose of this note is to give insights into the role of parallelism to the middle school mathematics. According to NCTM(1998), the middle grades mathematics classroom should be a place in which students regularly engage in thoughtful activity that relates to their emerging capabilities of finding and imposing structure, conjecturing and verifying, and engaging in abstraction and generalization. In this aspect it is desirable to reinvestigate Euclidean Parallel Postulate in the axiomatic point of view in the level of the middle school mathematics. Reconstructing the contents Greenberg(1993), and we explain the statements which are logically equivalent to the Parallel Postulate for mathematics teachers in the middle school.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.221-239
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• 2010

Attention to Korean perspective mathematics education has been increasingly paid m international academic meetings or international comparative studies. Personal or intuitive, vague explanation has been given based on limited literature or observations. This increasing attention and Jack of studies warrant the necessity of systematic researches on it. This article aims at clarifying the research issues in searching for Korean perspective on mathematics education and finding the starting point through discussion on mathematical modeling by teacher on researchers and researchers. Firstly, hypothetical perspective will be described. Secondly, Fourteen teacher educators' and seven researchers' opinion on it will be discussed. Findings imply that strong responsibility for Korean mathematics teachers to reveal theoretical aspects of mathematical knowledge, i.e., structure or essence, as well as to pursue efficiency and effectiveness in mathematics teaching and learning is the main aspect of Korean perspective on mathematics education.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.37-50
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• 2001

This is the study on the characteristics of advanced students and teaching material in elementary mathematics education. There is a survey on the needs of considering mathematically advanced students in teacher's, students', and social point of view, respectively. We present an exemplary teaching plan and material.

• Communications of the Korean Mathematical Society
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• v.12 no.4
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• pp.1007-1013
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• 1997

The purposer of this paper is to prove a rigidity theorem for real hypersurfaces in a complex projective spece.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.691-708
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• 1998

The purpose of this study is to review mathematical communication theories. This study has the content of general communication, communicative learning goals in mathematics. modes of communication, methods of teaching communication and values of communication.

• Kyungpook Mathematical Journal
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• v.57 no.2
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• pp.199-210
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• 2017

In this paper, we analyze some new properties of nowhere dense and strongly nowhere dense sets. Also, we discuss the images of nowhere dense and strongly nowhere dense sets. Further, we study the properties of weak Baire space in generalized topological spaces.

• Kyungpook Mathematical Journal
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• v.52 no.3
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• pp.307-317
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• 2012

In this paper we establish several Hadamard-type integral inequalities for (${\alpha}$, m)-convex functions.

• Kyungpook Mathematical Journal
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• v.58 no.2
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• pp.221-229
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• 2018

The first Zagreb eccentricity index $E_1(G)$ of a graph G is defined as the sum of squares of the eccentricities of the vertices. In this paper some bounds for the first Zagreb eccentricity index and first Zagreb degree eccentricity index are computed.