• The Korean Publising Journal, Monthly
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• s.243
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• pp.22-23
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• 1998

나는 지금까지 공저를 포함해 100여권의 책을 냈다. 수학자로서의 상당히 많은 양이다. 이토록 책을 많이 쓴 것은 특별한 야심이 있어서가 아니다. 처음 출간한 책을 지금 읽어보면 부끄러울 지경이다. 그러나 그런 비위가 없었다면 단 한권의 책도 쓰지 못했을 것이다.

• The Korean Publising Journal, Monthly
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• s.295
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• pp.18-18
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• 2001

• TTA Journal
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• s.110
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• pp.122-125
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• 2007

• TTA Journal
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• s.155
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• pp.119-122
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• 2014

• TTA Journal
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• s.108
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• pp.177-180
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• 2006

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.469-489
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• 2017

Teachers are the primary agent of didactic transposition. In the process of transposing mathematical knowledge presented in mathematics curriculum and textbooks to mathematical knowledge for teaching in a classroom, teachers are significantly influenced by not only teachers' personal factors but also circumstances and constraints existing inside and outside of classrooms. Therefore, to understand teachers' didactic transposition, we need to analyze influence of institutional and socio-cultural factors on teachers' didactic transposition process. Identifying factors and constraints influencing teachers' didactic transposition provides important opportunities to have a deeper understanding of teachers' didactic transposition and develop their classroom practices. This study analyzed secondary mathematics teachers' perspectives on didactic transposition by exploring factors influencing their didactic transposition process using their reflective journal about their classroom practices. As a result, we identified the five factors influencing participating teachers' didactic transposition. We also found that different teachers had different extent of influence of five factors on their didactic transposition. Based on the results, we discussed ways to help mathematics teachers' didactic transposition.

• TTA Journal
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• s.141
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• pp.100-103
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• 2012

• Journal of the KSME
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• v.21 no.3
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• pp.197-204
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• 1981

본 강좌에서는 수치해석 계산의 수학과 해의 정확도에 가장 큰 영향을 미치는 난류모델의 설정과 난류유동과 열전달의 기본방정식을 수치해석하기 위하여 차분형방정식 (finite difference equation)으로 전환하는데 발생하는 문제점을 검토하고자 한다.

• Journal for History of Mathematics
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• v.20 no.1
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• pp.17-32
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• 2007

In this paper, I review the origins, activities, and influences on the future mathematical development of the Analytical Society of Cambridge. The story of the late 18th century Scotland mathematicians and the early 19th century Cambridge mathematician such as Woodhouse, and the Analytical Society's history show that the Analytical Society wasn't a completely new and reformative meeting. This article reveals that the new analytical studies developed characteristically in Britain's specific intellectual and social context of the late 18th century and the early 19th century.

• School Mathematics
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• v.15 no.1
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• pp.121-136
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• 2013

The purpose of study was to develop distance education programs that combine the characteristics of the programs for the math gifted students. To this end, the first is to establish the standards for the development of distance programs for the math gifted students. The second is to develop the distance education programs for the elementary school math gifted students according to the program procedure models for distance education. The third is to apply the programs developed to actual distance education field and analyze the results to verify the validity of the programs. This program can increase high-level mathematical thinking power even though it is the distance education, not the face-to-face education. Second, this program make contributions to active mathematical communication through newsgroup or reflective journals. Third, the use of Diffy Game facilitates the selection of in-depth contents, which will in turn enable the development of intensive programs.