• Communications of Mathematical Education
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• v.22 no.3
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• pp.383-397
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• 2008

In problem solving, the necessity of mathematical thinking is absolute. In this paper, with an established theory about mathematical thinking, we will try to observe how the students can form mathematical thinking through a mathematical example in mathematical class by using Lakatos' process of proofs and refutations.

• The Korean Publising Journal, Monthly
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• s.263
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• pp.16-16
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• 1999

• The Journal of the Korea Contents Association
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• v.7 no.10
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• pp.36-43
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• 2007

This study on strategy and its function in debate offer the materials of education concrete and practical to be able to improve the expression ability and comprehension ability of the students, and can give lots of help to improve the ability of application that can answer quickly in trouble circumstances. The type of strategy in the course of set up the theory are (1) the form of concept definition, (2) the form of solution offer, (3) inductive form and deductive form, (4) the form of example offer. The type of strategy in the course of contradict are (1) the form of soliloquy, (2) the form of claim comparison, (3) the form of partial recognition. The type of strategy in the course of cross examination are (1) the form of question in return and contradict, (2) the form of partial consent contradict. We believe this study will improve the communication ability and negotiation ability and also make a great contribution to improve the leadership of 21-century type if this study will be used in the field of education.

• School Mathematics
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• v.11 no.1
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• pp.55-70
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• 2009

The purpose of this study is to implement Lakatos method in the teaching and learning of geometry for middle school students. In his landmark book , Lakatos suggested the following instructional approach: an initial conjecture was produced, attempts were made to prove the conjecture, the proofs were repeatedly refuted by counterexamples, and finally more improved conjectures and refined proofs were suggested. In the study, students were selected from the high achieving students who participated in the special mathematics and science program offered by the city council of Seoul. The students were given a contradictory geometric proposition, and expected to find the cause of the fallacy. The students successfully identified the fallacy following the Lakatos method. In this process they also set up a primitive conjecture and this conjecture was justified by the proof and refutation method. Some implications were drawn from the result of the study.

• Korean Journal of Logic
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• v.12 no.2
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• pp.89-114
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• 2009

We have many causal beliefs, and they play an important role in our decision making. Unlike evidential decision theory, causal decision theory claims that an account of rational choice must use causal beliefs to identify the considerations that make a choice rational. I claim that evidential decision theory is refuted by the original Newcomb's problem but not by the medical Newcomb problem. The latter is taken to be the best example to point out the weakness of evidential decision theory. However, by the explicit statement about causal relations, I argue that the medical Newcomb problem loses its strength in refuting evidential decision theory. With this argument, this paper clarifies the difference between evidential decision theory and causal decision theory.

• Asia Marketing Journal
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• v.12 no.4
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• pp.113-136
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• 2011

Product harm crises can distort long standing favorable equality perceptions, tarnish a company's reputation, cause major revenue and market-share losses, lead to costly product recalls, and devastate a carefully nurtured brand equity. However, in spite of the devastating impact of product-harm crises, little systematic research exists to asses its marketing consequences. So, this study focuses on the negative publicity about companies and their products. Namely, this study presented how inclusion effect supported the relationship between negative publicity and consumers' response, market performance. According to the results, after negativity publicity was happened, it was appeared that the negativity image spread into other product lines(spillover effect; inclusion effect). Also, when they contact with the negative publicity, respondents negatively evaluated both production evaluation and corporate evaluation. And, in that case of the products with negativity publicity, compared with refutation strategy(defense strategy<study 2>), improving strategy(correction notice) had positive influence on recovery of sales, product evaluation, and corporate evaluation. Finally, as the reaction time toward negativity publicity was faster, the market performance got worse. Especially, according to two-way interaction, when the reaction time was fast, the difference between refutation strategy(defense strategy<study 2>) and improving strategy was not existed in product evaluation and corporate evaluation. However, when the reaction time was late(after a month), improving strategy had more positive evaluation than defense strategy in product evaluation, and corporate evaluation.

• 프린팅코리아
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• v.9 no.12
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• pp.119-119
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• 2010

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.361-372
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• 2006

This study was extended as one of the properties of isosceles triangles to polygons(n-angles) by conjectures-proofs-reputations-reformations and developed teaching-learning materials which can be used in high-level classes for middle and high school students.

• Proceedings of the KTCVS Conference
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• 1995.10a
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• pp.44-44
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• 1995

• School Mathematics
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• v.16 no.3
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• pp.491-502
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• 2014

This paper analyzed pre-service teachers' justification of $0.99{\cdots}$=1 from their disproof of $0.99{\cdots}$ <1. Some pre-service teachers thought of the difference between $0.99{\cdots}$ and 1 as an infinitesimal. On the contrary, the others claimed that the difference between $0.99{\cdots}$ and 1 was zero as the standard real, but were content with their intuitive justifications. The pre-service teachers' limitation revealed in the process of disproving $0.99{\cdots}$ <1 can be closely related to the orthodox view: the standard real number system is the only absolutely true number system. The existence of nonstandard real number system in which $0.99{\cdots}$ is less than 1, shows that the plain question of whether or not $0.99{\cdots}$ equals 1, cannot be properly answered by common explanations of textbooks or teachers' intuitive justification.