• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.177-197
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• 2007

This study analyzes the theoretical background concerning problem solving, mathematization and real-life problems. Further it examines how middle school mathematics teachers and high school students of first grade recognize the real-life problems provides in textbooks concerning the area of geometry. Following those results found from this analysis, this paper reveals the issues and problems that we noticed through the analysis of real-life problems from textbooks, level 8 and level 9, Also we suggest the application of them along with the development of real-life problems for students' uplifting problem solving skills.

• East Asian mathematical journal
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• v.28 no.2
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• pp.109-133
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• 2012

In this research, I selected a Singapore elementary mathematics textbook which substantially reflects Singapore curriculum, and compared it with Korean one to understand how they differ in the contents system of the curriculum focused on the contents of the geometry and measurement strand, and analyzed their common points and different points intensively with textbooks for sixth-grade students. Also, I translated a chapter of the textbook, 'Mathematics in Action'. That chapter was about circumference and the area of the circle which is related to the shapes part. Then, I taught it to the experimental group to compare their achievement and the change of reaction to studying the shape-related parts with those of the control group. The results are the followings. First, when we analyze the contents of shape-related part of the textbooks for sixth-grade students of both countries, Singaporean textbook contains more contents that are introduced for the first time, which implies that it is more desirable to teach new concepts of shapes when students are in their higher grades. Second, as for the way they develop the activity of each chapter, Korean textbook sticks to a uniform way, while the Singapore textbook uses various ways for different subjects and grades. In addition, when they organize the contents of the textbook, they emphasize the importance of student's activity and lead students with various methods by suggesting several questions and situations.

• Journal of the Korean Geographical Society
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• v.43 no.4
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• pp.638-654
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• 2008

A questionnaire survey is conducted to identify the middle school students' abilities to recognize the proportional symbolic maps. After analyzing the data from the respondents, three facts could be concluded. First, the trends of under-estimation are represented as the power function and the degree of under-estimation is increased as the sequence of line, square, circle, sphere symbols. Second, the estimations of symbol size are effected by the number of symbols in the legend(3, 5, 7), the presentation methods of legends(linear, nested), and the system to scale the symbol size(mathematical, perceptual). Lastly, the size of symbols on the map tends to be over-estimated comparing to the symbols in the legend, and the differences between the first year and third year students to recognize the proportional symbol maps are not identified.

• Journal of Advanced Navigation Technology
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• v.13 no.6
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• pp.831-837
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• 2009

This paper suggests the method for saving the digital map which was made through aerial photography to ORDBMS (Object Relational Database Management System) and analyze its efficiency through experiments. The digital map has been used by file units because of managing or providing it to others. But this way can not get sequential graphic entities and just use it which was included in only one map. In this paper, we saved the digital map to ORDBMS at a time after converted the digital map entities based on the tile to the things can be inserted to ORDBMS. And, we also proved the possible methods to extract the graphic entities what we need from entire blueprint through experiments.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.687-698
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• 2015

This research is based on Jungian psychology. The founder psychoanalysist Jung introduced the notion of unconsciousness. This researcher made Mandala figures as an intermediary between consciousness and unconsciousness, and then took Mandala figures a research starting point. Until now, Mandala has been used therapy tool for emotional stability. But, this researcher tried Mandala coloring to develope cognitive and emotional abilities for early childhood. This paper is a result of experiment to recognize geometric and spacial conceptions for early childhood.

• School Mathematics
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• v.15 no.3
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• pp.569-583
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• 2013

In Korea, the school mathematics curricula have been revised in every average 6 years by the government. From the year 2013, the new revised curricula called 2009 version are implied. The subject of elementary mathematics in this new curricula contains four issues to be improved. First, it should be allowed to call the basic figures such as box, cylinder, ball, quadrilateral, triangle and circle in verbal languages. Second, the name of the activities to define mathematical concepts should be changed from 'Yaksok', which means 'promise' in English, to a better and more honest one. Third, the concave polygons should be treated together with the convex ones. Fourth, the calculations of fractions should be weakened as much as possible for the elementary school children.

• Applied Microscopy
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• v.37 no.3
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• pp.199-208
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• 2007

We have made an optical device to study the wave optics phenomena, such as image and diffraction pattern, constructive and destructive interference, by direct operation of laser beam and optical lenses. It consists of laser beam, goniometer, objective lens, intermediate lens, projection lens, CCD system, and computing system. As a result of the performance test, we were able to magnify samples up to 44 times with the resolution of about $5{\mu}m$. It is expected to help EM users understanding more easily principles of transmission electron microscopy (TEM).

• Science of Emotion and Sensibility
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• v.22 no.2
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• pp.83-100
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• 2019

The purposes of this study are to identify the meaning of the geometrical patterns preferred by ancient Korean peoples and to classify them into some groups by their similarity. We investigated various patterns found on clothing and relics from GoJoseon to Goguryeo period, and utilized secondary sources such as history articles, Internet materials and photo and analyzed the associations of the varied patterns found in pottery, handicrafts, and clothing with the ancient cultures. We found the letters (ㅇ, ㅁ, and ㅅ of Korean alphabet, Hangul) preferred by ancestors who worshipped nature to identify the significations attached by them to particular patterns. The results confirm the following: first, the circle pattern indicated the sun, moon, stars in the sky, a bronze mirror, and a man's face. Circles and ovals were also observed to represent the individual souls of the clan or community. Second, square patterns symbolized the land and the patterns that signified the wellbeing of family and the country. Oblique rectangles were more frequently used as they represented a double use of the triangle, a shape that implied mystic power. Third, triangle symbolized regeneration, power, and humanity. While the Neolithic Age jade remnants of hair combs appear not to be irrelevant to the process of comb-shaped pottery production of the time, many fine comb-like lines may be found on bronze mirrors. Through its review of the glorious designs inherited from and established by ancient ancestors, the present research endeavor may help in identifying the spirits and traditions of Korean history.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.139-153
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• 2024

This analysis was intended to present pedagogical implications related to the guidance of solid figures in elementary mathematics textbooks. The definitions of mathematical concepts and visually represented examples presented in the prism and pyramid units were analyzed. As a result of the analysis, differences were observed in both the method and content of defining mathematical concepts, even though the same curriculum was reflected. Additionally, various forms of visual examples were provided during the learning process of prisms and pyramids. Based on the results of this analysis, it is necessary to understand the definition of mathematical concepts and to teach students in an appropriate manner, considering the goals of each session and the objectives of the activities involved in presenting visual examples.

• Journal of Educational Research in Mathematics
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• v.16 no.1
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• pp.25-41
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• 2006

The purpose of this study was to analyze teachers' pedagogical content knowledge (PCK) about area of plane figure and how it was actualized in instruction. As an exploratory, qualitative, and comparative case study, 2 fifth-grade teachers were selected. Semi-structured interviews with the leachers were conducted in order to explore their PCK with regard to the area of plane figure. A total of 14 mathematics instructions were videotaped and transcribed. Teachers' PCK and classroom teaching practices were analyzed in detail into 3 categories: (a) knowledge of mathematics contents, (b) knowledge of students' understanding, and (c) knowledge of instructional methods. As such, this paper provided a detailed description on each teacher's PCK and her teaching practice. The results showed that teachers' PCK had a significant impact on instruction. The teacher who had rich knowledge about the area of plane figure was able to encourage students to understand the concept of area and to or explore the principles behind formula calculating various areas of plane geometry. The results demonstrated the importance of individual components of PCK as well as that of overall level of PCK. Different aspects of teaching practices were observed as to how the teachers had internalized PCK. On the basis of a close relationship between teachers' PCK and their teaching practice, this paper finally raised several implications for teachers' professional development for effective mathematics instruction.