• The Mathematical Education
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• v.56 no.2
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• pp.193-212
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• 2017

This study focuses on cuisenaire rods that can be used when teaching fractions to elementary school students. First of all, this study critically examines the use of cuisenaire rods in learning of fraction proposed by various researches. Then, based on this review, this study explores in detail the use of cuisenaire rods in teachers' manuals developed from the revised curriculum by 2009 and in lessons related to fraction. The results of this study show that there are subtle differences in how to use cuisenaire rods in learning fractions and these subtle differences have a significant impact on students' understanding of the fractions. Therefore, the teachers should be able to accurately grasp the differences and utilize appropriate methods for teaching purpose. The followings are some of the implications for teachers or textbook developers when using cuisenaire rods in fraction learning: First, we should use cuisenaire rods in ways that can fully exploit the interpretations of the fraction as a part-whole and the fraction as a ratio. Second, we should focus on quantitative reasoning with unit to determine what each cuisenaire rod refers to. Third, it is necessary to take a more careful and sensitive approach to the use of cuisenaire rods. Teachers and textbook developers should constantly explore ways to make good use of mathematical manipulatives to help students understand conceptually in fractional learning. Furthermore, when teaching various mathematical topics using different manipulatives, I expect that there will be sufficient discussions and specific studies on how to use each of these manipulatives.

• The Mathematical Education
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• v.12 no.2
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• pp.5-12
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• 1974

단위원을 가지는 하환환에 있어서의 Prime Spectrum에 관하여 다음 세가지 사실을 증명하였다. 1. X를 환 R의 prime spectrum, C(X)를 X에서 정의되는 실연적함수의 환, X를 C(X)의 maximal spectrum이라 하면 X는 C(X)의 prime spectrum의 부분공간으로서의 한 T-space로 된다. N을 환 R의 nilradical이라 하면, R/N이 regula 이면 X와 X는 위상동형이다. 2. f: R$\longrightarrow$R'을 ring homomorphism, P를 R의 한 Prime ideal, $R_{p}$, R'$_{p}$를 각각 S=R-P 및 f(S)에 관한 분수환(ring of fraction)이라 하고, k(P)를 local ring $R_{p}$의 residue' field라 할 때, R'의 prime spectrum의 부분공간인 $f^{*-1}$(P)는 k(P)(equation omitted)$_{R}$R'의 prime spectrum과 위상동형이다. 단 f*는 f*(Q)=$f^{-1}$(Q)로서 정의되는 함수 s*:Spec(R')$\longrightarrow$Spec(R)이다. 3. X를 환 S의 prime spectrum, N을 R의 nilradical이라 할 때, 다음 네가지 사실은 동치이다. (1) R/N 은 regular 이다. (2) X는 Zarski topology에 관하여 Hausdorff 공간이다. (3) X에서의 Zarski topology와 constructible topology와는 일치한다. (4) R의 임의의 원소 f에 대하여 f를 포함하지 않는 R의 prime ideal 전체의 집합 $X_{f}$는 Zarski topology에 관하여 개집합인 동시에 폐집합이다.폐집합이다....

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.199-219
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• 2011

In this thesis, we designed a experimental learning-teaching plan of 'decimal fraction concept' at the 4-th grade level. We rest our plan on two basic premises. One is the fact that a essential concept of decimal fraction is 'polynomial of which indeterminate is 10', and another is the fact that the origin of decimal fraction is successive measurement activities which improving accuracy through decimal partition of measuring unit. The main features of our experimental learning-teaching plan is as follows. Firstly, students can experience a operation which generate decimal unit system through decimal partitioning of measuring unit. Secondly, the decimal fraction expansion will be initially introduced and the complete representation of decimal fraction according to positional notation will follow. Thirdly, such various interpretations of decimal fraction as 3.751m, 3m+7dm+5cm+1mm, $(3+\frac{7}{10}+\frac{5}{100}+\frac{1}{1000})m$ and $\frac{3751}{1000}m$ will be handled. Fourthly, decimal fraction will not be introduced with 'unit decimal fraction' such as 0.1, 0.01, 0.001, ${\cdots}$ but with 'natural number+decimal fraction' such as 2.345. Fifthly, we arranged a numeration activity ruled by random unit system previous to formal representation ruled by decimal positional notation. A experimental learning-teaching plan which presented in this thesis must be examined through teaching experiment. It is necessary to successive research for this task.