• Journal of the Korean Data and Information Science Society
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• v.16 no.3
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• pp.603-608
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• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studios middle school textbooks. Data were collected through national curriculum documents and social studies middle textbooks for 7-9 grades. We set up three questions for this studies; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) Photographs, illustrations, information maps, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, circle graphs, and stripe graphs nip often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not so good, especially in the curriculum steps of information mads scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics are needed for social studies teachers.

• Kyungpook Mathematical Journal
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• v.57 no.2
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• pp.301-307
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• 2017

In this paper, we solve the following four graph equations $L^k(G)=H{\oplus}J$; $M(G)=H{\oplus}J$; ${\bar{L^k(G)}}=H{\oplus}J$ and ${\bar{M(G)}}=H{\oplus}J$, where J is $nK_2$ for $n{\geq}1$. Here, the equality symbol = means the isomorphism between the corresponding graphs. In particular, we shall obtain all pairs of graphs (G, H), which satisfy the above mentioned equations, upto isomorphism.

• School Mathematics
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• v.19 no.2
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• pp.345-367
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• 2017

The purpose of this study is to investigate the proportional reasoning of middle school students during the process of expressing and interpreting the graphs. We collected data from a teaching experiment with four 7th grade students who participated in 23 teaching episodes. For this study, the differences between student A and student B-who joined theteaching experiment from the $1^{st}$ teaching episode through the $8^{th}$ -in understanding graphs are compared and the reason for their differences are discussed. The results showed different proportional solving strategies between the two students, which revealed in the course of adjusting values of two given variables to seek new values; student B, due to a limited ability for proportional reasoning, had difficulty in constructing graphs for given situations and interpreting given graphs.

• School Mathematics
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• v.18 no.3
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• pp.457-478
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• 2016

The purpose of this study is to investigate middle school students' understanding and development of function graphs. We collected the data from the teaching experiment with two middle school students who had not yet received instruction on linear function in school. The students participated in a 15-day teaching experiment(Steffe, & Thompson, 2000). Each teaching episode lasted one or two hours. The students initially focused on numerical values rather than the overall relationship between the variables in functional situations. This study described meaning, role of and students' responses for the given tasks, which revealed the students' understanding and development of function graphs. Especially we analyzed students' responses based on their methods to solve the tasks, reasoning that derived from those methods, and their solutions. The results indicate that their continuous reasoning played a significant role in their understanding of function graphs.

• Bulletin of the Korean Mathematical Society
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• v.50 no.4
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• pp.1235-1242
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• 2013

We give area and height estimates for cmc-graphs over a bounded planar $C^{2,{\alpha}}$ domain ${\Omega}{\subset}\mathbb{R}^3$. For a constant H satisfying $H^2{\mid}{\Omega}{\mid}{\leq}9{\pi}/16$, we show that the height $h$ of H-graphs over ${\Omega}$ with vanishing boundary satisfies ${\mid}h{\mid}$ < $(\tilde{r}/2{\pi})H{\mid}{\Omega}{\mid}$, where $\tilde{r}$ is the middle zero of $(x-1)(H^2{\mid}{\Omega}{\mid}(x+2)^2-9{\pi}(x-1))$. We use this height estimate to prove the following existence result for cmc H-graphs: for a constant H satisfying $H^2{\mid}{\Omega}{\mid}$ < $(\sqrt{297}-13){\pi}/8$, there exists an H-graph with vanishing boundary.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.725-739
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• 2002

The purpose of this study was to investigate the relationships of graphing abilities to logical thinking and science process skills of middle school students. The subjects for this study were selected 481 students from four middle schools for TOGS(the Test of Graphing in Science), GALT(Group Assessment of Logical Thinking) and TIPS II (Test of Integrated Process Skills). This study shows that the correlation coefficient between abilities of students to construct/interpret graphs and the logical thinking was 0.45, and the correlation coefficient between abilities to construct/interpret graphs and science process skills are 0.32. As a result, abilities of students to construct and interpret graphs arc more correlate the logical thinking than science process skills.

• Research in Mathematical Education
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• v.6 no.1
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• pp.53-63
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• 2002

This study investigates the impact of Calculator-Based Ranger (CBR) activities in the performance of middle school students' graphing abilities of physical phenomena. Two issues about CBR activities on graphing abilities were addressed in this study; (1) the effect of CBR activities on graphing abilities, and (2) the influence of instructional styles on students' graphing abilities. Following the use of CBR activities, students' graphing abilities were significantly more developed in three components-interpreting, modeling, and transforming. Significant differences were found in students' achievement depending on instructional styles related to differentiation, which is closely connected to transforming distance-time graphs to velocity-time graphs. The findings of this study indicate that CBR activities may enhance students in constructing appropriate webs of related concepts and ability to qualitatively interpret graphs. Using collaborative CBR activities to introduce and explore graphing of physical phenomena is, therefore, recommended for inclusion in the secondary mathematics curriculum.

• Journal of the Korean Data and Information Science Society
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• v.16 no.4
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• pp.843-848
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• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studies high school textbooks. Data were collected through national curriculum documents and social studies middle school textbooks for the 10th grade students. We set up three questions for this study; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) photographs, information tables, illustrations, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, and stripe graphs are often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not well developed, especially in the curriculum steps of information maps, scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics be needed for social studies teachers, and modification of the 7th probability and statistics curriculum.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.137-162
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• 2012

Learning graphical representations for statistical data requires understanding of the context related to measurement in statistical investigation since the choice of representation and the features of the selected graph to represent the data are determined by the purpose and context of data collection and the types of the data collected. This study investigated whether middle school students can think critically about measurement and scales integrating contextual knowledge and statistical knowledge. According to our results, the students lacked critical thinking related to measurement process of data and scales of graphical representations. In particular, the students had a tendency not to question upon information provided from data and graphs. They also lacked competence to critique data and graphs and to make a flexible judgement in light of context including statistical purpose.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.559-587
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• 2022

The purpose of this study is to derive implications for the development of the next curriculum and textbooks by comparing and analyzing the textbooks of the 2015 revised high school mathematics curriculum <Mathematics for Economics> and social studies curriculum <Economics>. In the <Mathematics for Economics> textbooks, economic terms and function notations should be introduced. Additionally, the use of graphs for economic-related functions is different from the use of graphs in mathematics in the <Mathematics for Economics> textbooks. For these reasons, the usage of economic terms, function notations, and function graphs covered in the <Mathematics for Economics> textbooks were compared and analyzed with the usage in the <Economics> textbooks. In the <Mathematics for Economics> textbooks, economic terms that are highly related to mathematics are defined and presented. Contrary to the conventions of mathematics and economics, the function notations in the <Mathematics for Economics> textbooks were used inconsistently because uppercase and lowercase letters were mixed in the function notations. Function graphs in the <Mathematics for Economics> textbooks had differences in the range of values represented by the variables regarding axes and scaling. The <Mathematics for Economics> textbooks did not provide a mathematical interpretation of the translation or slope. In the course of <Mathematics for Economics>, it is necessary to specify considerations for teaching and learning, and assessment in the curriculum to promote students' understanding of mathematics and economics. The descriptions in the curriculum document and textbooks of <Mathematics for Economics> should be supplemented to provide learning opportunities for mathematical interpretation of economics-related contents.