• Education of Primary School Mathematics
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• v.27 no.2
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• pp.155-171
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• 2024

This study compared and analyzed students' reasoning processes and justification methods when introducing the concept of "the sum of angles in a triangle" in mathematics classes with a focus on both measurement and geometric aspects. To confirm this, the research was conducted in a 4th-grade class at H Elementary School in Suwon, Gyeonggi-do, South Korea. The conclusions drawn from this study are as follows. First, there is a significant difference when introducing "the sum of angles in a triangle" in mathematics classes from a measurement perspective compared to a geometric perspective. Second, justifying the statement "the sum of angles in a triangle is 180°" is more effective when explained through a measurement approach, such as "adding the sizes of the three angles gives 180°," rather than a geometric approach, such as "the sum of the angles forms a straight angle." Since elementary students understand mathematical knowledge through manipulative activities, the level of activity is connected to the quality of mathematics learning. Research on this reasoning process will serve as foundational material for approaching the concept of "the sum of angles in a triangle" within the "Geometry and Measurement" domain of the Revised 2022 curriculum.

• School Mathematics
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• v.12 no.1
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• pp.45-60
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• 2010

In school mathematics, gakdo(korean, ie angular measure in english) lost effectiveness as a term, on the other hand, an expression gak-ui-kugi(korean, ie size of angle in english) is prevalent these days. So it is necessary to accept this expression. It is necessary to specify in textbook that the size of angle rely on the degree of gap between two edges regardless of the length of edges. The content of curriculum manual and the content of textbooks must be reconciled. Random units for measuring the size of angle are not contained in textbooks. It can be possible, but it is not carried out actually. So, it is necessary not to require it in curriculum manual considering this circumstance. In curriculum manual, it is necessary to specify the role of 1-right angle as a standard unit, and situations to use it must be presented in textbooks. In cut-paste method of finding the sum of the size of three angles in a triangle and the sum of the size of four angles in a quadrilateral, keeping a straight angle and one rotation in mind, an explanation is based upon a premise that students know how to express the $180{^{\circ}}$ and $360{^{\circ}}$ in figure as a result. It is a leap of logic.

• Advances in pediatric surgery
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• v.8 no.2
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• pp.143-155
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• 2002

A survey on biliary atresia was made among 26 members of the Korean Association of Pediatric Surgeons. The members were required to complete a questionnaire and a case registration form for each patient during the twentyone-year period of 1980-2000. Three hundred and eighty patients were registered from 18 institutions. The average number of patients per surgeon was one to two every year. The male to female ratio was 1:1.3. The age of patients on diagnosis with biliary atresia was on average $65.4{\pm} 36.2$ days old. The national distribution was 32.8% in Seoul, 25.3% in Gyoungki-Do, 21.6% in Gyoungsang-Do, 9.27% in Choongchung-Do, etc. in order. The most common clinical presentation was jaundice (98.4%) and change of stool color (86.2%) was second. Two hundred eighty (74.7%) of 375 patients were operated by 80 days of age. Three hundred thirty six (9 1.9%) of 366 patients were operated on by the original Kasai procedure, and 305 (84.3%) of 362 patients were observed by bile-drainage postoperatively. The overall postoperative complication rate was 18.5% and the overall postoperative mortality rate was 6.8%. The associated anomalies were observed in 72 cases (22.5%). One hundred ninty five (64.7%) of 302 patients have been alive in follow-up and 49 (25.1%) have survived over 5 years without problem after operation. Ascending cholangitis, varices and ascites affected survival significantly, and the important long-term prognostic factor was the occurrence of complications.