• Education of Primary School Mathematics
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• v.21 no.3
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• pp.289-307
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• 2018

Although mixed calculation of natural numbers is important in that it completes arithmetic calculation of natural numbers in elementary school, few studies have been conducted regarding its instruction methods. Given this, this study analyzed Korean mathematics textbooks (from the fifth textbooks to the 2009 revised textbooks) along with Japanese and Singaporean textbooks in terms of the parentheses and the order of operations regarding mixed calculation of natural numbers. The results of this study showed that there were differences in introducing the parentheses and representing them in an explicit way per textbooks. In the Korean textbooks, the order of operations was presented mostly with the real-life contexts but it was not always in a diagrammatic representation. In contrast, in the Singaporean textbooks, the order of operations was presented without the real-life contexts and the use of calculators was emphasized. In the Japanese textbooks, the order of operations was presented with the real-life contexts and a hierarchy of operations was emphasized. Based on these results, this study suggested several implications of textbook development and instructional methods regarding mixed calculations of natural numbers.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.471-485
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• 2007

In this study, a 27 class hour prescribed program for the fourth grade students is to be developed and applied by extracting the contents associated with basic operations studied prior to the fourth grade level of mixed calculations. After analyzing the results of the research, the following conclusions are obtained. First, the prescribed program for mixed calculations brought about the improvement in the mixed calculation problem solving ability of the students. Second, applying the prescribed program for mixed calculation resulted in an increase in students' interest and concentration on problem solving. In synthesis of the above conclusions, the development and application of the prescribed program for mixed calculation improved the students' concentration on the problem and the students' problem solving ability.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.215-238
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• 2016

The 2015 national revised curriculum was notified officially the last year. The intent and direction of the revision caused more or less change for mathematical contents to be taught and is expected to cause a considerable change in math class. In the level of elementary school mathematics, it turned that several contents were deleted or moved to the upper grades because the revision focused especially both on reducing students' burden of learning and on fostering the mathematical key competences. This study aims to examine the relevance of the change through investigation of the national curriculums for elementary school mathematics since 1946. The mathematical contents to be analyzed in this study were mixed calculation of natural numbers, mixed calculation of fractions and decimal fractions, position and direction of objects, are/hectare and ton, the range of numbers and estimating, surface and volume of cylinders, pattern and correspondence, and direct/inverse proportionality, which were changed in any aspect relative to 2009 national revised curriculum. Based on the results of these analyses, the discussion will provide some suggestions for setting the direction of elementary mathematics curriculum.

• Transactions of the Korean Society of Mechanical Engineers
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• v.13 no.4
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• pp.771-779
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• 1989

Numerical analysis by SIMPLE algorithm has been performed to predict the characteristics of flow and heat transfer in channels between the printed circuit boards of an electronic cabinet. It is assumed that the electronic parts release uniform heat flux per unit axial length to the cooling air. The air flow between channels is assumed fully developed laminar, incompressible, and mixed convective. In this study, the electronic parts are mounted on both sides of the prinked circuit boards by two kinds of configuration such as the zig-zag and the symmetric one. The Rayleigh numbers ranging from 0 to 10$^{6}$ are considered to predict the characteristics of the main flow and the secondary flow occurred by natural convection, the temperature distribution in channel, the heat transfer rate from heated electronic parts and the increase of friction factor by natural convection. As the results of numerical calculation, several conclusions are drawn as follows. The influence of natural convection on the flow characteristics appears strong when the Rayleigh number is above 10$^{4}$. The main axial flow rate decreases by a half or more at the Rayleigh number of 10$^{6}$ . Although the friction factor increases as Rayleigh number increases, the increasing rate of heat transfer is higher than that of the friction factor. The cooling efficiency of the zig-zig-configuration is superior to that of the symmetric configuration at same Rayleigh number.

• The Mathematical Education
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• v.40 no.2
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• pp.195-215
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• 2001

The purpose of this paper is to present a specific set of home teaching methods in hopes to prevent slow learner of the elementary mathematics. This paper deals with the number and operations, one of five topics in the elementary mathematics A survey of two hundred elementary school teachers was made to see the teacher's opinions of the role of home studying and to concretize the contents of the research topics. There were asked which is the most essential contents for the concrete loaming and which is the most difficult monad that might cause slow leaner. And those were found to be; counting, and arithmetic operations(addition and subtraction) of one or two-digit numbers and multiplication and their concepts representations and operations(addition and subtraction) of fractions. The home teaching methods are based on the situated learning about problem solving in real life situations and on the active teaming which induces children's participation in the process of teaching and learning. Those activities in teaching each contents are designed to deal with real objects and situations. Most teaching methods are presented in the order of school curriculum. To teach the concepts of numbers and the place value, useful activities using manipulative materials (Base ten blocks, Unifix, etc.) or real objects are also proposed. Natural number's operations such as addition, subtraction and multiplication are subdivided into small steps depending upon current curriculum, then for understanding of operational meaning and generalization, games and activities related to the calculation of changes are suggested. For fractions, this paper suggest 10 learning steps, say equivalent partition, fractional pattern, fractional size, relationship between the mixed fractions and the improper fraction, identifying fractions on the number line, 1 as a unit, discrete view point of fractions, comparison of fractional sizes, addition and subtraction, quantitative concepts. This research basically centers on the informal activities of kids under the real-life situation because such experiences are believed to be useful to prevent slow learner. All activities and learnings in this paper assume children's active participation and we believe that such active and informal learning would be more effective for learning transfer and generalization.

• Bulletin of the Korean Chemical Society
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• v.24 no.6
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• pp.739-743
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• 2003

New quaternary compounds $ANb_2PS_{10}$ (A = Na, Ag) and $AuNb_4P_2S_{20}$ were synthesized and characterized. The structures of three compounds consist of one-dimensional infinite chains built by [$Nb_2S_{12}$] and [$PS_4$] units. Cation atoms are occupied within the van der Waals gap of sulfur atoms between infinite chains to make -S…$M^+$…S- contacts. There is only one Au atom site and so crystallographically a unit cell contains four equivalent Au atoms in $AuNb_4P_2S_{20}$. This is only the half of the numbers of Na or Ag atoms in $NaNb_2PS_{10}$ or $AgNb_2PS_{10}$. The ratio between $Nb_2PS_{10}$ matrix vs the cation is, therefore, 1 : 1 for Ag and Na, but it is 2 : 1 for Au. Mixed valency in Au or Nb was expected to balance the charge in the latter compound. The electronic structures calculated based on the extended Huckel tight-binding method show that $ANb_2PS_{10}$ (A = Ag, Na) are semiconducting, while $AuNb_4P_2S_{20}$ is metallic, which is not consistent with the experimental results of these three compounds that all exhibit semiconducting property. The result of calculation suggests that $AuNb_4P_2S_{20}$ might be a magnetic insulator. Magnetic measurement experiment exactly proved that the compound is a Slater antiferromagnetic material with the Neels' temperature of 45 K. It is recognized, therefore, that electronic structure analysis is very useful to understand the properties of compounds.