• School Mathematics
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• v.10 no.4
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• pp.557-571
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• 2008

The objective of this paper is to study De Morgan's thoughts on teaching and learning negative numbers. We studied De Morgan's point of view on negative numbers, and analyzed his didactical approaches for negative numbers. De Morgan make students explore impossible subtractions, investigate the rule of the impossible subtractions, and construct the signification of the impossible subtractions in succession. In De Morgan' approach, teaching and learning negative numbers are connected with that of linear equations, the signs of impossible subtractions are used, and the concept of negative numbers is developed gradually following the historic genesis of negative numbers. Also, we analyzed the strengths and weaknesses of the De Morgan's approaches compared with the mathematics curriculum.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 1991.04a
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• pp.147-152
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• 1991

양단이 고정된 보가 변형할 때에는 중간 평면의 신장을 수반하게 된다. 운동 의 진폭이 증가함에 따라 이 신장이 보의 동적 응답에 미치는 영향은 심각 하게 된다. 이러한 현상은 응력과 변형도와의 관계가 선형적이라 하더라도 변형도와 변위와의 관계식은 비선형이 되며 결국은 보의 비선형 운동방정식 을 낳게된다. 보는 연속계이긴하지만 근사를 위하여 다자유도계로 간주할 수 있다. 비선형 다자유도계에 있어서는 선형화된 계의 고유진동수끼리 적절한 관계를 가질 때 내부공진이 발생할 수 있다. 양단이 고정된 곧은 보의 비선 형 동적응답이 그동안 많이 연구되어 오고 있으며, 집중질량을 가지고 직각 으로 굽은 보의 해석을 위하여 내부공진을 고려한 해석적 혹은 실험적 연구 가 이루어져 왔다. 그중에서도 Nayfeh등은 조화가진 하의 핀과 꺾쇠로 고정 된(hinged-clamped) 보의 정상상태응답을 해석하기 위해 두 모우드 사이의 내부공진을 고려하였다. 이 연구에서는 세 모우드 사이의 내부공진을 고려하 여 강제진행 중인 보의 비선형 해석을 다루고자 한다. 이 문제에 관심을 갖 게 된 동기는 "연속계의 비선형 해석에서 더 많은 모우드를 포함시키면 어 떤 결과를 낳게 될 것인가\ulcorner"라는 질문에서 생겨난 것이다. 갤러킨 법을 이용 하여 비선형 편미분 방정식과 경계 조건으로 표현되는 이 문제를 연립 비선 형 상미분 방정식으로 변환한다. 다중시간법(the method of multiple scales) 을 이용하여 이 상미분 방정식을 정상상태에서의 세 모우드의 진폭과 위상 에 대한 연립비선형 대수방정식으로 변환한다. 이 대수방정식을 수치적으로 풀어서 정상상태 응답을 구하고 Nayfeh등의 결과와 비교한다. 결과와 비교한다. studies, the origin of ${\alpha}$$_1$peak was attributed to the detrapping process form trap with 2.88[eV] deep of injected space charge from the chathode in the crystaline regions. The origin of ${\alpha}$$_2$ peak was regarded as the detrapping process of ions trapped with 0.9[eV] deep originated from impurity-ion remained in the specimen during production process of the material, in the crystalline regions. The origin of ${\beta}$ peak was concluded to be due to the depolarization process of "C=0"dipole with the activation energy of 0.75[eV] in the amorphous regions. The origin of ${\gamma}$ peak was responsible to the process combined with the depolarization of "CH$_3$", chain segment, with the activation energy of carriers from the shallow trap with 0.4[eV], in he amorp

• Communications of Mathematical Education
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• v.28 no.1
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• pp.155-178
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• 2014

This study starts from the problem that although the solution premise the generality in algebra, a lot of students don't understand the generality of algebraic solution. We investigated this problem to understand cognitive characteristic of students. Moreover, we tried to find the elements which helping students understand the generality of algebraic solution. The purpose is to get the didactical implications. To do this, we had investigated the cognition of twenty middle school students for generality of solution. As result, 70 % of them didn't cognize the generality of solution. We had a personal interview with four students who showed a lack of sense of generality of algebraic solution. Putting into three action which we designed to help the change of their recognition, we observed and analyzed students cognizance change. Three action is the check of accordance for individual results, the check of solution accordance for different variables and the check of arbitrary variables. Based on the analysis, we discussed on the cognitive characteristic of students and the effect of three action. We finally discussed on the didactical implications to help students understand the generality of algebraic solution.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.367-382
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• 2005

In this paper, we deal with various contents relating to the group concept in school mathematics and teaching of algebraic structures indirectly by combining these contents. First, we consider structure of knowledge based on Bruner, and apply these discussions to the teaching of algebraic structure in school algebra. As a result of these analysis, we can verify that the essence of algebraic structure is group concept. So we investigate the previous researches about group concept: Piaget, Freudenthal, Dubinsky. In our school, the contents relating to the group concept have been taught from elementary level indirectly. Tn elementary school, the commutative law and associative law is implicitly taught in the number contexts. And in middle school, various linear equations are taught by the properties of equality which include group concept. But these algebraic contents is not related to the high school. Though we deal with identity and inverse in the binary operations in high school mathematics, we don't relate this algebraic topics with the previous learned contents. In this paper, we discussed algebraic structure focusing to the group concept to obtain a connectivity among school algebra. In conclusion, the group concept can take role in relating these algebraic contents and teaching the algebraic structures in school algebra.

• Journal for History of Mathematics
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• v.20 no.3
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• pp.167-180
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• 2007

In this study, we explored the role of analysis in the algebra development. For this, we classified ancient geometric analysis into an analysis by reduction and a Pappusian problematic analysis. this shows that both analyses have the function of reduction. Pappus' analysis consists of four steps; transformation, resolution, construction, demonstration. The transformation, by which conditions of given problem is transformed into other conditions which suggest a problem-solving, seems to be a kind of reduction. Mathematicians created new problems as a result of the reductional function of analysis, and became to see mathematics in the different view. An analytical thinking was a background at the birth of symbolic algebra, the reductional function of analysis played an important role in the development of symbolic algebra.

• The Journal of the Korea Contents Association
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• v.8 no.5
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• pp.276-286
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• 2008

In this paper, we introduce an adaptive e-Learning system for engineering mathematics which is based on computer algebra system (Mathematica) and on-line authoring environment. The system provides an assessment tool for individual diagnosis using Bayesian inference network. Using this system, an instructor can easily develop mathematical web contents via web interface. Examples of such content development are illustrated in the area of linear algebra, differential equation and discrete mathematics. The diagnostic module traces a student's knowledge level based on statistical inference using the conditional probability and Bayesian updating algorithm via Netica. As part of formative evaluation, we brought this system into real university settings and analyzed students' feedback using survey.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.211-230
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• 2016

The study aimed to investigate the characteristics of algebraic thinking of the mathematically gifted students and search for how to teach algebraic thinking. Research subjects in this study included 93 students who applied for a science gifted education center affiliated with a university in 2015 and previously experienced gifted education. Students' responses on an algebraic item of a creative thinking test in mathematics, which was given as screening process for admission were collected as data. A framework of algebraic thinking factors were extracted from literature review and utilized for data analysis. It was found that students showed difficulty in quantitative reasoning between two quantities and tendency to find solutions regarding equations as problem solving tools. In this process, students tended to concentrate variables on unknown place holders and to had difficulty understanding various meanings of variables. Some of students generated errors about algebraic concepts. In conclusions, it is recommended that functional thinking including such as generalizing and reasoning the relation among changing quantities is extended, procedural as well as structural aspects of algebraic expressions are emphasized, various situations to learn variables are given, and activities constructing variables on their own are strengthened for improving gifted students' learning and teaching algebra.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.569-590
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• 2023

The purpose of this case study is to compare and analyze the covariational reasoning levels of two middle school students revealed in the process of solving and generalizing algebra word problems. A class was conducted with two middle school students who had not learned quadratic equations in school mathematics. During the retrospective analysis after the class was over, a noticeable difference between the two students was revealed in solving algebra word problems, including situations where speed changes. Accordingly, this study compared and analyzed the level of covariational reasoning revealed in the process of solving or generalizing algebra word problems including situations where speed is constant or changing, based on the theoretical framework proposed by Thompson & Carlson(2017). As a result, this study confirmed that students' covariational reasoning levels may be different even if the problem-solving methods and results of algebra word problems are similar, and the similarity of problem-solving revealed in the process of solving and generalizing algebra word problems was analyzed from a covariation perspective. This study suggests that in the teaching and learning algebra word problems, rather than focusing on finding solutions by quickly converting problem situations into equations, activities of finding changing quantities and representing the relationships between them in various ways.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.91-109
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• 2007

This study deals with the problem of transition from arithmetic to algebra and the relationship between elementary and secondary school mathematics for systems of linear equations. In elementary school, activity for solving word problems related to systems of linear equations in two variables falls broadly into using two strategies: Guess and check and making a table. In secondary school, those problems are solved algebraically, for example, by solving systems of equations using the technique of elimination. The analysis of mathematics textbooks shows that there is no link between strategies of elementary school mathematics and secondary school mathematics. We devised an alternative way to reinforce link between elementary and secondary school mathematics for systems of linear equations. Drawing a diagram can be introduced as a strategy solving word problems related to systems of linear equations in two variables in elementary school. Moreover it is closely related to the idea of the technique of elimination of secondary school mathematics. It may be a critical juncture of elementary-secondary school mathematics in the case of systems of linear equations in two variables.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.761-783
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• 2009

Problem solving ability can be fostered by dealing with many different types of problems. We investigated how $5^{th}$ and $6^{th}$ graders who did not learn traditional algebraic methods might approach the word problems of simultaneous equations. This result reveals that the strategy of guess-and-check serves as a basis for elementary school students in solving simultaneous equations. A noticeable remark is that students used the guess-and-check strategy in various ways. Whereas some students changed a variable given in the problem step by step, others did in a sophisticated way focusing on the relation between two variables. Moreover, some students were able to write an equation which was not typical but meaningful and correct. This paper emphasizes the need of connections between pre-algebraic and algebraic solutions.