• Korean Journal of Heritage: History & Science
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• v.50 no.2
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• pp.4-25
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• 2017

The Hoeamsa Temple of Yangju City was established at least during the late Korea Dynasty. This temple was rebuilt several times with the support of the royal family from the late Korea Dynasty to the early Joseon Dynasty. It was continually rebuilt in association with JiGong monk, HyeKeun monk, and MuHak monk. Hoeamsa temple was leading the Buddhist culture as a Buddhist center of the Joseon Dynasty . It was destroyed in the late Joseon Period. This site has been excavated several times since 1997. Various roofing tiles were unearthed. Of these tiles the edge of eaves are the artifacts showing the best features of this era. In this temple site has been excavated a variety of Sanskrit roof tiles. These tiles were made using superior technique. On the roof tiles are engraved Sanskrit mantras with a variety of 1 to 9 words. The jeongbeopkkye mantra(oṃ raṃ) and six-word mantra(oṃ ma ṇi pa dme hūṃ) were discovered the most. These mantras were believe to expel several evils from the Buddhist temple. It must have been that the six-word mantra culture became prevalent and provided a turning point in the history of Korean Buddhism. We can clearly know when some of the Sanskrit roof tiles were first manufactured. These roof tiles are the absolute standard of the other Sanskrit roof tiles excavated from different Buddhist temples. The master craftsmen must have been very skilled, understood the mantra very well, and had deep faith in the Sanskrit mantra. Hoeamsa Temple is a milestone in studying the Sanskrit roof tiles. More studies on various aspects are expected to be followed.

• MISULJARYO - National Museum of Korea Art Journal
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• v.104
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• pp.70-100
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• 2023

The celadon made in the Goryeo era, a time when Buddhism was flourishing in Korea, naturally contains many elements of Buddhist culture. Among them, inlaid celadon with Sanskrit inscriptions bears a close relationship with esoteric Buddhism. However, the research on deciphering the Sanskrit inscriptions has made little progress due to the small number of extant examples. However, the four recent excavations at the No. 23 kiln site in Sadang-ri, Gangjin have yielded new materials that allow the existing materials to be categorized into several types. The results obtained through the reading and interpretation of the inscriptions are as follows: First, the Sanskrit characters inlaid on the celadon were parts of mantras. Inscriptions where only one character is apparent cannot be deciphered, but scholars have revealed that others are written in the manner of a wheel mantra represent the "Mantra for Purifying the Dharma-Realm," "Six-Syllable Mantra of the Vidyaraja," "Sweet Dew Mantra," "Jewel Pavilion Mantra," "Mantra of the Savior Bodhisattva," "Dharani of the Mind of the Budha of Infinite Life," and "Mantra for Extinguishing Evil Rebirth." Each mantra was written in Siddham script. Second, they are believed to have been produced during the thirteenth and fourteenth centuries based on the arrangement of the inscriptions and the way the "Sweet Dew Mantra" is included in the "40 Hands Mantra." In particular, the celadon pieces with a mantra inlaid in a concentric manner are dated to the late thirteenth and early fourteenth centuries based on their production characteristics. Third, the interpretation of the inlaid mantras suggests that they all refer to the "Shattering Hell" and "Rebirth in the Pure Land." Based on this, it can be concluded that some of these inlaid celadon wares with mantras may have been used in Buddhist rituals for the dead, such as the ritual for feeding hungry ghosts (施餓鬼會). Also, because the Sadang-ri No. 23 kiln site and the "ga" area of the site are believed to have produced royal celadon, it is likely that these rituals were performed at the royal court or a temple under its influence. Fourth, this inlaid Goryeo celadon with Sanskrit mantras was not a direct influence of the ceramics of Yuan China. It emerged by adopting Yuan Chinese Buddhist culture, which was influenced by Tibetan Buddhism, into Goryeo Korea's existing esoteric practices. Fifth, the celadon wares inlaid with a Sanskrit mantra reveal a facet of the personal esoteric rituals that prevailed in late Goryeo society. Changes in esotericism triggered by the desire for relief from anxieties can be exemplified in epitaph tablets and coffins that express a shared desire for escaping hell and being born again in paradise. Sixth, the inlaid celadon with Sanskrit mantras shares some common features with other crafts. The similarities include the use of Siddham Sanskrit, the focus on Six-Syllable Mantra of the Vidyaraja, the correspondence with the contents of the mantras found on Buddhist bells, wooden coffins, and memorial tablets, and their arraignment in a similar manner with rooftiles. The major difference between them is that the Mantra for Extinguishing Evil Rebirth and the Sweet Dew Manta have not yet been found on other craftworks. I believe that the inscriptions of Sanskrit mantras are found mainly on inlaid celadon vessels due to their relatively low production cost and efficiency.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.181-203
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• 2019

Even though the properties of operations in multiplication serve a fundamental basis of conceptual understanding the multiplication with whole numbers for elementary students, there has been lack of research in this field. Given this, the purpose of this study was to analyze instructional methods related to the properties of operations in multiplication (i.e., commutative property of multiplication, associative property of multiplication, distributive property of multiplication over addition) in a series of mathematics textbooks of Korea, Japan, and the US. The overall analysis was conducted in the following two aspects: (a) when and how to deal with the properties of multiplication in three instructional context (i.e., introduction, application, generalization), and (b) what models use to represent the properties of multiplication. The results of this showed that overall similarities in introducing the properties of multiplication .in (one digit) ${\times}$ (one digit) as well as emphasizing the divers representation. However, subtle but meaningful differences were analyzed in applying and generalizing the properties of multiplication. Based on these results, this paper closes with some implications on how to teach the properties of operations in multiplication properties in elementary mathematics.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.239-259
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• 2011

This study investigated the elementary school students' ability on the algebraic reasoning as generalized arithmetic. It analyzed the written responses from 648 second graders, 688 fourth graders, and 751 sixth graders using tests probing their understanding of the properties of whole number operations. The result of this study showed that many students did not recognize the properties of operations in the problem situations, and had difficulties in applying such properties to solve the problems. Even lower graders were quite successful in using the commutative law both in addition and subtraction. However they had difficulties in using the associative and the distributive law. These difficulties remained even for upper graders. As for the associative and the distributive law, students had more difficulties in solving the problems dealing with specific numbers than those of arbitrary numbers. Given these results, this paper includes issues and implications on how to foster early algebraic reasoning ability in the elementary school.

• Education of Primary School Mathematics
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• v.8 no.1
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• pp.1-11
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• 2004

Whole number concept is an important part of mathematics learning. Elementary school students should understand and master whole number concept. Models can help students learn whole number concepts. Realistic Mathematics Education in Netherlands had investigated and developed three different structural models: line model, group model, combination model. These models are related whole number concepts and structures closely and compatible. The purpose of this study is to investigate models related with whole numbers in 7th elementary textbooks. As a result of analyses, we found out some pattern and several problems. On the foundation of the analyses, we discussed the better ways of using models in teaching whole number and the research issues concerning these.

• Korean Journal of Heritage: History & Science
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• v.50 no.1
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• pp.18-41
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• 2017

The Gangjin WolnamSaji(月南寺址) is a small site where three-story pagodas and a destroyed tombstone remained. In 1973, it was discovered that the destroyed tombstone was that of the second master of Susunsa, Hye shim(慧諶), who had a special relationship with the military regime in Goryeo, and it once again attracted attention as a result of the recent excavation of the Rooftile of Yeonhwamun(蓮花文). In particular, the Windchime excavated in 2012 is a large-sized one group with a length of 23cm, and a relatively large Sanskrit character was decorated on four sides of the body. In addition, it was also confirmed in preservation process that the word 'gaecheon(盖天)' was engraved. The Sanskrit characters(梵字) om( , oṃ), a( , a), hum( , hūṃ), brum( , bhrūṃ) were decorated on the body of the Wind-chime excavated in WolnamSaji. Om( , oṃ), a( , a), hum( , hūṃ) are known as the Sammiljineon(三密眞言) and brum( , bhrūṃ) has the meaning of having the highest honor. In addition, the Sammiljineon(三密眞言) allows us to understand the truth by responding to the principle of universe, which is the Vairocana Buddha(毘盧遮那佛), and brum( , bhrūṃ) has the meaning of unity. In the end, the meaning of the Sanskrit decorating the four sides of the Wind-chime, of WolnamSaji(月南寺址), can be interpreted as the expression of the Buddha's doctrine, or the willingness to be combined with Buddha, the highest existence in itself. It is possible that the word 'gaecheon(盖天)' carved on the body can be regarded as the name of the master craftsman related to the making of the Wind-chime, but it is unlikely that it is the name of the master craftsman, considering that it is a place where the location is not easily seen. If so, you can think of the original function that the Wind-chime has. In other words, it can be interpreted symbolically and implicitly that the wish of the sound of the airwaves symbolized by the words of the Buddha covers the sky and spreads all over the place. It is thought that the Wind-chime excavated in WolnamSaji(月南寺址) was made in the mid to late 13th century considering the comparisons with another wind-chime excavated from the temple site, the historical situation in the late Goryeo, the publication date of the scriptures(經典) of Esoteric Buddhism(密敎).

• The Mathematical Education
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• v.50 no.1
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• pp.41-59
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• 2011

Given the importance of algebra in the early grades, this paper analyzed the contents of whole numbers and their operations from the perspectives of generalized arithmetic. In particular, the focus of analysis was given to the properties of 0 and 1, those of operations such as commutativity, associativity, and distributivity, and the relations between operations. As such, this paper analyzed in detail how such properties and relations were introduced and expanded across different grades. It is expected that many issues in this paper will serve basic information to develop instructional materials in a way to fostering students' algebraic thinking in the elementary grades.

• The Mathematical Education
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• v.51 no.1
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• pp.21-45
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• 2012

The purpose of the study was to investigate how students understand each operations with whole numbers and fractions, and the relationship between their knowledge of operations with whole numbers and conceptual understanding of operations on fractions. Researchers categorized students' understanding of operations with whole numbers and fractions based on their semantic structure of these operations, and analyzed the relationship between students' understanding of operations with whole numbers and fractions. As the results, some students who understood multiplications with whole numbers as only situations of "equal groups" did not properly conceptualize multiplications of fractions as they interpreted wrongly multiplying two fractions as adding two fractions. On the other hand, some students who understood multiplications with whole numbers as situations of "multiplicative comparison" appropriately conceptualize multiplications of fractions. They naturally constructed knowledge of fractions as they build on their prior knowledge of whole numbers compared to other students. In the case of division, we found that some students who understood divisions with whole numbers as only situations of "sharing" had difficulty in constructing division knowledge of fractions from previous division knowledge of whole numbers.

• The Journal of the Korea Contents Association
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• v.11 no.7
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• pp.142-152
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• 2011

The 21st century is an age of design. The design has been developed and changed globally. At the same time, each country tries to find the archetype of its own design which represents its own identity. The object of this research is to show the identity of Korean design through the analysis of dancheong, Korean traditional decorative coloring on wooden buildings and artifacts for the purpose of style. Dancheong is an important clue through which alows us to understand Korean modelling. For the purpose, dancheong of Daewoong-jeon of Mihwang-sa, Haenam, Jeollanam-do, was analyzed. This study shows that, first, dancheong has a cultural value in terms of visual as well as space, symbolic, and figurative aspect. Second, dancheong at Mihwang-sa is an essence of the visual expression which shows the aesthetics of the age. Third, dancheong does not belong to any specific religions or beliefs but shows Korean's design archetype. This study shows that dancheong exists as an archetype of our beauty and it also links national identity.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.147-162
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• 2007

This paper reports an analysis of 19 Chinese and Korean middles school mathematics teachers' understanding of division by fractions. The study analyzes the teachers' responses to the teaching task of generating a real-world situation representing the meaning of division by fractions. The findings of this study suggests that the teachers' conceptual models of division are dominated by the partitive model of division with whole numbers as equal sharing. The dominance of partitive model of division constraints the teachers' ability to generate real-world representations of the meaning of division by fractions, such that they are able to teach only the rule-based algorithm (invert-and-multiply) for handling division by fractions.