• Communications of Mathematical Education
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• v.29 no.3
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• pp.313-330
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• 2015

The classification is an important activity that is directly related to concept formation. Thus it will need to be made meaningful learning to classification through learner-centered teaching. But we doubts weather teaching and learning to the classification are reflected in the constructivist philosophy of 'learner-centered' well or not. The purpose of this study was to analyze critically the content of elementary textbooks and guidebook for teachers relating to the classification of angles and triangles in terms of constructivism. As a result, there is a problem in the classification of angles that are not provided a reasonable chance to set criteria by agreement of the communities. There is a problem in the classification of triangles that has the characteristics of radical development in terms of diversity. In addition, response of students was predicted like anyone who already acquired knowledge. And it has the shortcomings that the opportunity to have a choice and a discussion to hierarchical and partition classification are not provided. The followings are proposed based on such features; faithful reflection of 'Learner-centered' principle, careful prediction of student response, teaching that focus on process than results.

• Proceedings of the Korean Information Science Society Conference
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• 2002.10d
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• pp.415-417
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• 2002

날로 커져가는 3D 모델을 효율적으로 사용하기 위한 노력으로 압축처리 방법들이 연구되고 있다. 본 논문에서는 3D 모델의 메쉬를 Layer로 분할하여 Vertex Layer와 Triangle Layer를 생성 후, 삼각형들을 몇가지 연산코드로 분류하여 압축(compression)하는 방법을 제안한다. Triangle Layer는 기본 정점으로부터 연결된 선분의 정점들로 이루어진 Vertex Layer의 쌍을 이용하여 만들어진다. 이 Triangle Layer에 해당 되는 삼각형들의 연결 정보를 제안한 연산코드로 분류하고, 이것을 엔트로피 코딩하여 3D 모델을 압축한다. 이 기법은 삼각형의 형태를 기준으로 한 개나 두 개의 삼각형을 하나의 연산코드로 분류하거나 삼각형의 연결 상황에 따라 하나의 연산코드로 분류하여 연결정보를 표현한다. 복원(decompression)시에는 연산 코드를 이용하여 삼각형의 연결정보를 뽑아내면 원 상태의 3D 모델을 획득할 수 있다. 이 방법은 연결 정보를 무손실 압축하는 방법으로, 지금까지 제안된 압축기법과 비교할 때, 간단하면서도 월등한 압축 효과를 볼 수 있다.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.431-449
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• 2017

Acute triangles and obtuse triangles are defined according to the classification of triangles by angles. The definitions of acute triangles and obtuse triangles are difficult for students because they are related to different logical elements. The purpose of this study is to seek desirable methods for teaching the classification of triangles by angles related to logic. To do this, based on the theoretical consideration and the longitudinal analysis of the elementary mathematics textbooks, some implications are found for teaching. And then the lesson was planned and applied to $4^{th}$ graders. After the lesson, we reviewed and analyzed their worksheets and test results for examining the effects by teaching methods. Based on the result, we discussed and made some didactical suggestions for teaching the classification of triangles by angles.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.45-59
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• 2015

This study focused on the classification of triangles by angles in elementary school mathematics. We examined Korean national mathematics curriculum from the past to the present. We also examined foreign textbooks and the Euclid's . As a result, it showed that the classification is not indispensable from the mathematical and the perceptual viewpoint. It is rather useful for students to know the names of triangles when studying upper level mathematics in middle and high schools. This study also suggested that the classification be introduced in elementary school mathematics in the context of reasoning and inquiring as shown foreign textbooks, and example topics for the reasoning and inquiring.

• Journal for History of Mathematics
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• v.22 no.4
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• pp.41-52
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• 2009

This study investigates a mathematical subject, 'triangles' in mathematics books of Chosun Dynasty, in special Muk Sa Jib San Bub(默思集算法), Gu Il Jib(九一集), San Hak Ib Mun(算學入門), Ju Hae Su Yong(籌解需用), and San Sul Gwan Gyun(算術管見). It is likely that they apt to avoid manipulating general triangles except the right triangles and the isosceles triangles etc. Our investigation says that the progress of triangle-related contents in Chosun mathematics can fall into three stages: measurement of the triangle-shaped fields, transition from the object of measurement to the object of geometrical study, and examination of definition, properties and validation influenced by western mathematics.

• The Mathematical Education
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• v.16 no.2
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• pp.1-6
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• 1978

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.355-375
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• 2011

This paper was designed for the purpose of helping the functional comprehension on the concept of a circumcenter and an incenter of triangle and offering the help for teaching-learning process on their definitions. We analysed the characteristic of the definition on a circumcenter and an incenter of triangle and studied the context, mean and purpose on the definition. The definition focusing on the construction is the definition stressed on the consistency of the concept through the fact that it is possible to draw figure of the concept. And this definition is the thing that consider the extend of the concept from triangle to polygon. Meanwhile this definition can be confused because the concept is not connected with the terminology. The definition focusing on the meaning is easy to memorize the concept because the concept is connected with the terminology but is difficult to search for the concept truth. And this definition is the thing that has the grounds on the occurrence but is taught in a made-knowledge. The definition focusing on both the construction and meaning is the definition that the starting point is vague in the logical proof process. We hope that the results are used to improve the understanding the concept of a circumcenter and an incenter of triangle in the field of mathematical education.

• Education of Primary School Mathematics
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• v.24 no.4
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• pp.233-246
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• 2021

Two-dimensional shapes have a great influence on elementary school students' learning and are closely related to other content areas. Therefore, in this study, The Teaching and Learning Elements that should be taught in two-dimensional shapes were extracted from the literature. It also was analyzed that revised mathematics textbooks in the year 2015 were properly implemented with the teaching and learning elements. As a result of the analysis, in the case of Understanding The Concept, the activities in the textbooks are not able to recognize 2-D shapes which are focusing on shapes of the actual object. In the case of Classifying two-dimensional shapes according to the Criteria, the classification criteria were presented differently from what was learned in the previous course. In the aspect of Applying the Concept, the activities in order to Discuss two-dimensional shapes were not sufficient. Lastly, in view of the fact the 2015 revised curriculum is not considered with the relationship between two-dimensional shapes. For that reason, the following Knowing Relationships parts are insufficiently presented; Understanding the Relationship Between shapes through Definitions and Properties, Identifying the relationship between shapes throughout classification activities, and Discussing the relationship between shapes. Based on the analysis result of two-dimensional shapes, it is suggested that the finding of this research helps to enlarge the teaching methodology of triangles and provide educational perspectives for development in other shape areas.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.43-46
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• 2012

컴퓨터 비전을 이용한 다양한 응용 분야에 있어서, 특징점을 이용한 응용 분야가 많이 이루어지고 있다. 그 중에 Global feature는 표현의 위험성과 부정확성으로 인해서 많이 사용되고 있지 않으며, Local feature를 이용한 연구가 주로 이루고 있다. 그 중에 SURF(Speeded-Up Robust Features) 알고리즘은 다수의 영상에서 같은 물리적 위치에 있는 동일한 특징점을 찾아서 매칭하는 방법으로 널리 알려진 특징점 매칭 알고리즘이다. 하지만 SURF 알고리즘을 이용하여 특징점을 매칭하여 정합 쌍을 구하였을 때 매칭되는 특징점들의 정확도가 떨어지는 단점이 있다. 본 논문에서는 특징점 매칭 알고리즘인 SURF를 사용하여 대응되는 특징점들을 들로네 삼각형의 기하학적 특징을 이용하여 정확도가 높은 특징점을 분류하여 SURF 알고리즘의 매칭되는 대응점들의 정확도를 높이는 방법을 제안한다.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.163-175
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• 2017

The purpose of the study is to identify the effect of length and right angle indication on the understanding of the concept of the figure when presenting the task of classifying the plane figures. we recorded thirty three 4th grade students' performance with eye-tracking technologies and analyzed the correct answer rate and gaze duration. The findings from the study were as follows. First, correctness rate increased and Gaze duration decreased by marking length in isosceles triangle and equilateral triangle. Second, correctness rate increased and Gaze duration decreased by marking right angle in acute angle triangle and obtuse triangle. Based on these results, it is necessary to focus on measuring the understanding of the concept of the figure rather than measuring the students' ability to measure by expressing the length and angle when presenting the task of classifying the plane figures.