• The Mathematical Education
• /
• v.59 no.1
• /
• pp.1-15
• /
• 2020

In this paper, we analyzed curriculum materials on inequalities as regions. Constructs such as mathematical connections and curriculum articulation were used as a framework. As for articulation, our findings indicate the topic of inequalities as regions addresses meaningful subordinate mathematical thinking and skills that serve prerequisite to calculus. Regarding connections, mathematical concepts involving inequalities extend to multivariate calculus. One implication is, as an unintended consequence of curricular decision of 2015 Revised National Curriculum to teach the topic only in mathematical economics, students who plan to study STEM subjects in college but opt out of mathematics economics in high school may miss the key concept and naturally struggle to understand calculus especially the theory of multivariate function of calculus.

• The Journal of the Korea Contents Association
• /
• v.14 no.2
• /
• pp.517-526
• /
• 2014

This study tried to analyze the effects of culture and arts activities as educational method in the classroom. Compared with other activities, the culture and arts activity enables learners to have unique aesthetic experience differentiated from scientific and logical experience. This study analyzed the effects largely into three aspects (intellectual, emotional, and practical aspects) in case learners have such aesthetic experience in the field of education. Through this, the study will become an opportunity to propose practical data concerning the educational effects of the culture and arts activity, and further to confirm the possibility and necessity of utilizing such activity as an education method.

• The Mathematical Education
• /
• v.42 no.4
• /
• pp.523-540
• /
• 2003

The main purpose of this work is to propose programs of calculus for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal and contents of calculus course for pre-service teacher, followed by principles for teaching the subject. We suggest the constituents and something being kept in mind for each part in calculus.

• The Mathematical Education
• /
• v.35 no.1
• /
• pp.15-23
• /
• 1996

• The Mathematical Education
• /
• v.32 no.3
• /
• pp.158-194
• /
• 1993

• The Mathematical Education
• /
• v.48 no.3
• /
• pp.213-234
• /
• 2009

College students have a diverse educational background with the recent multiplicity in university admissions standards and procedures. As a result, their mathematical preparation and performance varies widely. Teaching calculus to such a diverse student group is a demanding task. Differentiated curriculum has been conducted for the university calculus course in Yonsei university for the past five years. A case study on the differentiated curriculum in Yonsei university is presented for the curriculum improvement. With its ideal purpose, the differentiated curriculum has created issues and problems in practice. As an alternative to the ideal differentiated curriculum, this study shows that a computer-based approach using a numerical software could give aids to overcoming the difficulty of inadequately prepared students in the learning process while mathematically sophisticated students could keep interested in the course. This study also presents the useful topics in calculus that can be implemented for computer-based calculus education and provides guidelines for the effective usage.

• The Journal of the Korea Contents Association
• /
• v.2 no.1
• /
• pp.59-67
• /
• 2002

This study pre-processed the characters, performed the feature extraction for the beauty evaluation, and then defined the similarity function. It suggested the definition of the similarity function, and the extraction of the features of character elements. it experimented how much the various input character patterns were similar with the standard character patterns, found their results were almost similar with the expected ones and the results of beauty evaluation on general people through the questionaire with the results of the methods suggested here.

• Journal of Educational Research in Mathematics
• /
• v.16 no.1
• /
• pp.59-78
• /
• 2006

As a theoretical background for this research, the literatures which focus on the rationale of teaching and learning of connecting with mathematics and science in calculus were investigated. And teaching and learning material of connecting with mathematics and science in calculus was developed. And then, based on the case study using this material, the research questions were analyzed in depth. Students could understand mean-velocity, instant-velocity, and acceleration in the experimenting process of constant acceleration movement. Also Students could understand fundamental ideas that instant-velocity means slope of the tangent line at one point on the time-displacement graph and rate of distance change means rate of area change under a time-velocity graph.

• Communications of Mathematical Education
• /
• v.25 no.1
• /
• pp.63-78
• /
• 2011

The purpose of this study is to explore a teaching method of limits of functions with more intuitive and visual of CAS graphing calculators rather than with the rigorous ${\epsilon}-{\delta}$ method. Texas Instruments Voyage200 CAS graphing calculators are used for studying the possibility of the use of technology in calculus course. For this, various related theoretical constructs are reviewed: concept image, concept definition, cognitive conflict, the use of visualization of technology for calculus concepts, the theory of APOS, and local straightness. Based on such theoretical constructs this study suggests a teaching method of limits of functions with embodied visualization of CAS graphing calculators.

• Communications of Mathematical Education
• /
• v.15
• /
• pp.11-16
• /
• 2003

이 논문에서는 교사양성 대학의 미분적분학 강좌가 실생활에서 이들의 유용성을 느끼고 중등학교와 연계된 교육과정이 도기 위해서 갖추어야 할 내용과 교육공학 도구를 포함한 교수 ${\cdot}$ 학습 방법을 다루고자 한다.