• Communications of Mathematical Education
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• v.21 no.3
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• pp.407-430
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• 2007

The extreme didactic phenomena that occur by ignoring or overemphasizing the process of personalization/contextualization, depersonalization/decontextualization of mathematical knowledge is always in our teaching practice and in fact, seems to be a kind of phenomena that suppress teachers psychologically or didactically. The study of the problems on error, misconception or obstacles revealed by students has been done continuously, but that of the extreme didactic phenomena revealed by teachers has not. In this study, I will explain four extreme didactic phenomena and help you understand them by giving various examples from several case studies and analyzing them. And also, I will discuss the way to overcome the extreme didactic phenomena in the mathematical class, based on this analysis. This thesis will become a standard of didactic phenomena that are proceeded extremely by having teachers reconsider their own classes and furthemore, will offer the research data for considering better didactic situation.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.173-188
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• 2016

Research on didactic transposition in mathematics education has about 25-year and about 35-year long history in and out of Korea, respectively. This study attempts to investigate in trends of those research and to suggest tasks needed to be tackled. Major findings are followed. First, studies done in Korea tended to focus on the application of the didactic transposition theory for proving its effectiveness in understanding mathematics textbooks and mathematics lessons in-depth. It is suggested to conduct meta-analysis of the accumulated results or analysis of further applications of the didactic transposition theory to improve theoretical aspects of didactic transposition. Second, new categories for extreme teaching phenomenon were found and new typology in knowledge to be considered in the didactic transposition was developed in a few studies done in other subject matter education. Application of these to mathematics education may enhance research in didactic transposition of mathematical knowledge. Third, praxeology or a complex of praxeology for Korean school mathematics should be explored as did in other countries. Fourth, there have been rich attempts to link perspectives in didactic transposition to other perspectives or fields such as anthropology, human and education in technology era, praxeology theory in economics, epistemology in other countries but not in Korea. It is suggested to extend the scope of discussion on didactic transposition and to relate various concepts given in other disciplines. Fifth, clarification or negotiation of meaning for the main terms used in the discussion on didactic transposition such as personalization, contextualization, depersonalization, decontextualization, Topaze Effect, Meta-Cognitive Shift is suggested by comparing researchers' various descriptions or uses of the terms.

• The Mathematical Education
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• v.61 no.3
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• pp.419-439
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• 2022

This study is based on Freudenthal's mathmatising process and the didactical phenomenology of linear function concept, I have described and examined the process in which students represent the constant rate of change into tables, graphs and equations and, in this way, how they construct mental objects and essence of the linear function concept. The students used the proportionality as composite units, when they represented the phenomenon with constant rate of change into tables. When representing in graphs, all but one student represented it into a line. There were differences among the students in the level they were using the given conditions, co-variation perspective, and corresponding rules when formulating equations. The students compared the relationship between two variables in a multiplicative way, and under the guidance of teachers they reached to the understanding that its relationship becomes a constant. Moreover, they could construct mental objects of a constant rate of change, understanding the situation where the relationship between time difference and distance difference becomes one value, namely speed. The students had difficulties in connecting the rate of change with the inclination of a line. The students constructed the essence (concept) of linear functions, after building and organizing the image that the rate of change is constant, the graph is linear, and the equation is formulated as y=ax+b (a: inclination, b: intercept).

• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.25-55
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• 2003

In the school mathematics, the negative numbers have been instructed by means of intuitive models(concrete situation models, number line model, colour counter model), inductive-extrapolation approach, and the formal approach using the inverse operation relations. These instructions on the negative numbers have caused students to have the difficulty in understanding especially why the rules of signs hold. It is due to the fact that those models are complicated, inconsistent, and incomplete. So, students usually should memorize the sign rules. In this study we studied on the didactical phenomenology of the negative numbers as a foundational study for the improvement of teaching negative numbers. First, we analysed the formal nature of the negative numbers and the cognitive obstructions which have showed up in the historic-genetic process of them. Second, we investigated what the middle school students know about the negative numbers and their operations, which they have learned according to the current national curriculum. The results showed that the degree they understand the reasons why the sign rules hold was low Third, we instructed the middle school students about the negative number and its operations using the formal approach as Freudenthal suggest ed. And we investigated whether students understand the formal approach or not. And we analysed the validity of the new teaching method of the negative numbers. The results showed that students didn't understand the formal approach well. And finally we discussed the directions for improving the instruction of the negative numbers on the ground of these didactical phenomenological analysis.

• Proceedings of the Korean Society of Tribologists and Lubrication Engineers Conference
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• 1989.11a
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• pp.1-15
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• 1989

바이오트라이보로지(biotribology)란 생물학(biology)와 마찰학(tribology)의 합성어로서 그리이스어의 $\tau\rhoc\betao\sigma$(마찰하다)가 어원이며, 마찰 마모 윤활의 학술 용어 "tribology"가 영어로 된것은 1966년이다. 이때 마찰학이란 이학 또는 공학현상으로서 문제를 해석하는데 한정하였고 생물에 대한 문제까지 광범위하게 고려하지 못하였다. 1972년 영국 석유학회, 기계학회 그리고 Rheology 학회의 공동개최로 "윤활제의 레올로지" 회의가 열렸다. 거기서 Dowson 교수(기계공학)와 Right 교수(루마치스 의학)의 공동논문 "Bio-Tribology"를 발표해서 처음으로 그 용어를 제안하였다. Dowson 교수가 열거했던 바이오트라이보로지의 대상은 다음과 같다. (1) 기계에 사용되는 윤활제에 대한 미생물의 영향 (2) 인간의치의 마모 (3) 면도칼에 대한 저마찰 보호막의 작용 (4) 인체내의 유체수송(뇨관내의 유동기구, 타액의 운동, 혈액흐름) (5) 모세혈관내에서 적혈구의 운동과 혈장에서 그의 윤활작용 (6) 화상치료시 "정압기체 축수"적 부양 (7) 음식물을 씹을 때 타액의 윤활작용 (8) 관절기능의 윤활학적 연구 (9) 인공골두와 인공관절의 윤활학적 연구8) 관절기능의 윤활학적 연구 (9) 인공골두와 인공관절의 윤활학적 연구

• Journal of the Korean Magnetics Society
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• v.6 no.4
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• pp.272-276
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• 1996

1948년 Harvard 대학의 Purcell교수와 Stanford 대학의 Bloch교수가 핵자기 공명(Nuclear Magnetic Resonance : NMR) 현상을 발견한 이래로 NMR은 물질의 분자단위에서 화학적, 물리학적 성질을 밝혀내는 탁월한 방법으로 널리 이용되어 왔다. NMR 현상을 이용한 영상촬영법(Magnetic Resonance Imaging, MRI)은 1970년대초 Lauterber와 Damadian 교수가 처음 영상을 얻을 수 있다는 가능성을 제시한 이후 급속한 발전을 하여 1980년대 초에는 Moore와 Holland에 의해 의학분야에 응용 가능할 정도의 영상이 얻어졌다. 1980년대 중반부터 상용화 되었으며 최근 그 기법도 NMR현상과 연관된 파라미터인 $T_{1}$, $T_{2}$는 물론 혈류의 속도, 자화율, 확산(Diffusion), Perfusion의 영상기법을 비롯해 혈관조영술(MR Angiography), 뇌기능영상(Functional Imaging)등 과거에는 상상도 할 수 없었던 다양한 영상기법 개발되었다. 여기서는 먼저 MRI의 원리를 설명한 후 MRI의 여러 촬영기법들과 그 응용에 관해 설명하겠다.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.231-251
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• 2014

The number and units are not apart from each other, especifically units clarifies number. Students often encounters many problems involving units, researcher found that students have difficulty in recognize the meaning of calculation results. These students recognizes units, just presented thing in the problem. And they could not connect units with the meaning of calculation results. With this results, this study researched limitation of pre serviced didactic transposition and found the effectness of using units to recognize the meaning of calculation results. Especially we discussed didactic transposition with permitting probability of unit calculation and suggested implications. So we accented the inevitability of change, and tried to offer substantial help.

• 프린팅코리아
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• s.2
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• pp.84-89
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• 2002

한국출판문화학회(회장 전영표) 제12회 학술포럼과 임시총회가 6월 20일 오후 2시부터 6시까지 서울 마포구 마포동에 있는 한국학전문서점에서 개최됐다. '출판 잡지 인쇄문화의 현상학적 연구'라는 대주제로 열린 이날 포럼에서는 3부로 나누어 진행되었으며 그라데이션 커브 변화에 따른 CTP화상 재현연구(오세웅, 신구대교수), 디지털인쇄의 현황과 미래(이종찬, 신구대교수), 일본의 출판잡지 통계분석(전영표, 신구대학교수), e북과 한국출판계의 전망(이기성, 계원조형예술대학교수)등의 연구 논문이 발표됐다. 다음은 이날 발표된 '디지털인쇄의 현황과 미래인쇄'와 'eBOOK과 한국출판계의 전망'을 소개한다.

• Journal of Industrial Convergence
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• v.21 no.10
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• pp.91-101
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• 2023

This study was attempted to identify the essence by confirming the experiences of students who participated in Habuta classes in their major subjects. From November 22, 2022 to December 6, 2022, eight nursing students were individually interviewed to collect data, and the data were analyzed by applying Colaizzi's phenomenological analysis methodology. The study's finding derived 6 categories. The specific categories were 'Coexistence of anxiety and expectation', 'Process of understanding and acquisition', 'Constant burden and discomfort', 'Progress and regression under pressure', 'Sense of security that is being recognized', 'Shift of thought to positivity'. In order for nursing students to participate in Havruta classes positively in the future, appropriate class design, active communication channels between professors and students, and strengthening of instructors' competence are required.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.439-457
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• 2006

This research was to understand the features of mathematization and didactical phenomenology, in a way that was not a routine calculation of equation, rather a complete comprehension by the reinventing historical principles of the equation. To achieve the purpose of this study, one-mate middle school student participated in the study. Interview and observation were used for collecting data during the student's performance. The results of research were: First, the student understood the mathematical concepts from a real life and developed the abstract concepts from it, which were very intimately related with his life. Second, the skill and formula definition were accomplished with the accompanying predicted and consequently derived mathematical concepts. Third, through the approach of using the history of mathematics, he became more interested in what he was doing and took lessons with confidence. Forth, the student performed his learning based on the historical reinventing principle under the proper guidance of a teacher.