• Journal for History of Mathematics
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• v.28 no.2
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• pp.103-115
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• 2015

Contemporary differential geometry owes much to the theory of connections on the bundles over manifolds. In this paper, following the work of Gauss on surfaces in 3 dimensional space and the work of Riemann on the curvature tensors on general n dimensional Riemannian manifolds, we will investigate how differential geometry had been developed from mid 19th century to early 20th century through lives and mathematical works of Christoffel, Ricci-Curbastro and Levi-Civita. Christoffel coined the Christoffel symbol and Ricci used the Christoffel symbol to define the notion of covariant derivative. Levi-Civita completed the theory of absolute differential calculus with Ricci and discovered geometric meaning of covariant derivative as parallel transport.

• Journal of Korea Multimedia Society
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• v.16 no.2
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• pp.160-168
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• 2013

In this paper an algorithm that represents shape sequences with moving frames parallel along the sequences are developed. According to Levi-Civita connection, it is not easy to measure the variation of the vector fields on non-Euclidean spaces without tools to parallel transport them. Thus, parallel transport of the vector fields along the shape sequences is implemented using the theories of principal frame bundle and analyzed via extensive simulation.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.1-22
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• 2017

This study investigated three $10^{th}$ grade students' concept of rate of change while they perceived changing values of given functions. We have conducted a teaching experiment consisting of 6 teaching episodes on how the students understood and expressed changing values of functions on certain intervals in accordance with the concept of rate of change. The result showed that the students did use the same word of 'rate of change' in their analysis of functions, but their understanding and expression of the word varied, which turned out to have diverse perceptions with regard to average rate of change. To consider these differences as qualitatively different levels might need further research, but we expect that this research will serve as a foundational study for further research in students' learning 'differential calculus' from the perspective of rate of change.