• Communications of Mathematical Education
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• v.16
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• pp.1-65
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• 2003

The focus of this article is on the process of cultivating students' interests so that they come to view mathematics as an activity worthy of their engagement. We first define and operationalize the notion of interests, in the process developing a perspective in which they are seen to be generative, to evolve, and to be deeply cultural. We concretize this perspective by presenting an analysis of a classroom design experiment that documents both the process by which the students' interests evolved and the means by which these developments were supported. We then frame the analysis as a case in which to tease out the implications for a nascent design theory of mathematical interests and in doing so give particular attention to the issue of equity in students' access to significant mathematical ideas

• The Mathematical Education
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• v.42 no.4
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• pp.453-463
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• 2003

The main purpose of this paper is to develope elementary mathematics teaching-learning programs for pre-service elementary teachers. The elementary mathematics education program developed in this work is divided into two parts: One is the theory, the other is the practice. The theory deals with the foundations of mathematics, the objectives of mathematics education, the history of mathematics education in Korea, the psychology of mathematics learning, the theories of mathematics teaching and learning, and the methods of assessment. With respect to the practice, this study examines the background knowledge and activities of numbers and their operation, geometry, measurement, statistics and probability, pattern and function.

• Research in Mathematical Education
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• v.4 no.1
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• pp.23-31
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• 2000

This research elaborated five components for pre-service mathematics teacher training: 1) Mathematical content knowledge, 2) Pedagogical content knowledge, 3) Pedagogical reasoning, 4) System of training, and 5) Mathematics teachers' beliefs. For the effect teaching, mathematics teacher program should be reformed. The key to improvement should be concerntrated on developing knowledge about effective teaching and translating it into algorithms those teachses can learn and incorporate in their planning prior to teaching. A theory of instruction should specify the most effective sequences in which to present the materials to be learned.

• The Mathematical Education
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• v.53 no.1
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• pp.75-92
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• 2014

In this paper, we summarize briefly some of the most salient features of Repkina & Zaika's theory of learning action formation levels. We concretize Repkina & Zaika's theory by comparing various points of view of Uoo, Polya, Krutetskii, and Davydov et al. In this study we are able to diagnose students' learning action formation levels in the process of mathematics problem solving. In addition we use interview method to collect various information about students' levels. As a result we suggest data related with each level of learning action formation, and characteristics of students who belong to each level of learning action formation.

• East Asian mathematical journal
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• v.16 no.2
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• pp.239-250
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• 2000

We study some properties of N-dichotomy for evolutionary process and generalize the theory of the uniform N-equistability using these properties.

• East Asian mathematical journal
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• v.16 no.1
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• pp.57-60
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• 2000

We study some properties of og-spaces and show some sufficient conditions that a space X satisfy the conclusion of the Grothendieck theorem.

• The Mathematical Education
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• v.29 no.1
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• pp.63-68
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• 1990

Let M be a differentiable manifold, TM its tangent bundle and FM its frame bundle. The theory of complete lifts and Horizontal lifts to FM of vector fields on M ahs been studied by many authors. Tn this paper, vertical lifts of functions vector fields md 1-forms on M to FM are studied.

• East Asian mathematical journal
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• v.38 no.1
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• pp.33-41
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• 2022

In this paper, we study singular Dirichlet boundary value problems involving ϕ-Laplacian. Using fixed point index theory, the existence of positive solutions is established under the assumption that the nonlinearity f = f(u) has a positive falling zero and is either superlinear or sublinear at u = 0.

• Honam Mathematical Journal
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• v.30 no.2
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• pp.311-321
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• 2008

Mathematical paradoxes may arise when computations give unexpected results. We use three paradoxes to illustrate how they work in the basic probability theory. In the process of resolving the paradoxes, we expect that student-teachers can pedagogically gain valuable experience in regards to sharpening their mathematical knowledge and critical reasoning.

• The Mathematical Education
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• v.13 no.3
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• pp.22-32
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• 1975

Matroid와 transversal theory에 관한 연구가 활발하게 진행되고 있다. 이 논문은 circuit matroid가 transversal이 되기 위한 필요 충분 조건을 지적하고 이를 증명한 것이다. 곧 어떤 graph의 circuit matroid가 transversal이 되기 위한 필요 충분 조건은 그 graph가 graph $K_4$거나 $C_{k}$ $^{2}$에 homeomorphic인 subgraph를 포함하지 않은 것이다. 증명의 방법으로는 주로 matroid의 cocircuit의 성질을 사용하여 transversal Matroid의 presentation을 적절하게 적용하고 graph의 reduction과 contraction을 이용한다.