• Communications of Mathematical Education
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• v.35 no.4
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• pp.547-573
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• 2021

Capacity is a concept that has been covered in elementary mathematics textbooks but its meaning has not been accurately defined in the textbooks. Two units, liter (L) and milliliter (mL), are introduced as the units of capacity in the textbooks, but they are the units of volume according to the International System of Unit. These stimulated us to analyze what capacity is, and how the capacity is related to the concept of volume. This study scrutinized how the different elementary mathematics textbooks that were developed from the first national curriculum to the most recently revised curriculum introduced the capacity and explained the relationship between capacity and volume. This study also examined the understanding of capacity by elementary school teachers using a questionnaire. The results of this study showed that the concept of capacity has been mostly introduced in the third grade in common but that there were differences among textbooks in terms of how they presented and used the concept of capacity as well as whether they described its definition or relationship with the concept of volume. Regarding the results of teachers' understanding, most teachers could explain the capacity as either "the size of the inner space of the container" or "the amount that can be contained" but some of them provided only superficial or inappropriate feedback for the students with the common misunderstandings of capacity. Based on these results, this paper presents implications for textbook developers and teachers to better address the concept of capacity.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.105-114
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• 2001

This paper illustrates a calculus module which generates step-by-step solutions using J/Link that connects Java and Mathematica. Such a module provides intermediate and low level students with a practical environment where they can easily follow the solution paths on their own paces. The extra feature of this module depicts graphical images for a given function and its differentiated result to enhance the visual understandings of calculus concepts. Mathematica as a mathematical expert system that provides systematic mathematical knowledge to students with step-by-step solutions will be possibly extended to the tutorial or CMI development. The proposed module is implemented in a Java servlet that links to Mathematica FrontEnd. This approach results in adopting font systems to express two dimensional mathematical expressions in web documents as an alternative typesetting tool.

• Journal of the Korean Institute of Intelligent Systems
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• v.14 no.3
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• pp.253-261
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• 2004

Game theory is mathematical analysis developed to study involved in making decisions. In 1928, Von Neumann proved that every two-person, zero-sum game with finitely many pure strategies for each player is deterministic. As well, in the early 50's, Nash presented another concept as the basis for a generalization of Von Neumann's theorem. Another central achievement of game theory is the introduction of evolutionary game theory, by which agents can play optimal strategies in the absence of rationality. Not the rationality but through the process of Darwinian selection, a population of agents can evolve to an Evolutionary Stable Strategy (ESS) introduced by Maynard Smith. Keeping pace with these game theoretical studies, the first computer simulation of co-evolution was tried out by Hillis in 1991. Moreover, Kauffman proposed NK model to analyze co-evolutionary dynamics between different species. He showed how co-evolutionary phenomenon reaches static states and that these states are Nash equilibrium or ESS introduced in game theory. Since the studies about co-evolutionary phenomenon were started, however many other researchers have developed co-evolutionary algorithms, in this paper we propose Game theory based Co-Evolutionary Algorithm (GCEA) and confirm that this algorithm can be a solution of evolutionary problems by searching the ESS.To evaluate newly designed GCEA approach, we solve several test Multi-objective Optimization Problems (MOPs). From the results of these evaluations, we confirm that evolutionary game can be embodied by co-evolutionary algorithm and analyze optimization performance of GCEA by comparing experimental results using GCEA with the results using other evolutionary optimization algorithms.

• Journal of Science Education
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• v.48 no.1
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• pp.15-30
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• 2024

This study aimed to analyze students' cognitive levels and the cognitive demands of mathematical concepts related to science to understand why students struggle to comprehend scientific concepts and tend to avoid learning them. Initially, the mathematics and science curricula of the 2015 revised curriculum were examined to extract learning elements related to mathematics within middle school science content. The Curriculum Analysis Taxonomy (CAT) was then employed to analyze the cognitive levels required by the learning content. In the domain of chemistry, among a total of 20 learning elements related to mathematics, 12 required an understanding at the level of initial formal manipulation (3A), while 3 necessitated comprehension at the level of later formal manipulation (3B). It was noted that cognitive logic types such as proportional reasoning, mathematical manipulation, and measurement skills were prominently employed in elements corresponding to both 3A and 3B. As for biology, out of 7 learning elements related to mathematics, 3 required an understanding at the level of initial formal manipulation (3A), and 2 necessitated comprehension at the level of later formal manipulation (3B). Elements corresponding to both 3A and 3B in biology predominantly involved correlational logic, indicating a somewhat different cognitive challenge compared to the domain of chemistry. Considering that the average percentage of middle school students capable of formal thinking, as analyzed through the GALT short form, was 12.1% for the first year, 16.6% for the second year, and 29.3% for the third year, it can be concluded that the cognitive demands of mathematics-related chemistry and biology learning content are relatively high compared to students' cognitive levels.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.445-458
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• 2010

This study intends to investigate the process of the development of quantity concept and how to deal with the quantity calculus in elementary school, and to find out the implication for improving the curriculum and mathematics textbooks of Korea. There had been the binary Greek categories of discrete number and continuous magnitude in quantity concept, but by the Stevin's introduction of decimal, the unification of these notions became complete. As a result of analyzing of the curriculum and mathematics textbooks of Korea, there is a tendency to disregard the teaching of quantity and its calculus compared to the other countries. Especially multiplication and division of quantity is seldom treated in elementary mathematics textbooks. So these should be reconsidered in order to seek the direction for improvement of mathematic teaching. And Korea's textbooks need the emphasis on the quantity calculus and on constructing quantity concept.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.211-230
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• 2016

The study aimed to investigate the characteristics of algebraic thinking of the mathematically gifted students and search for how to teach algebraic thinking. Research subjects in this study included 93 students who applied for a science gifted education center affiliated with a university in 2015 and previously experienced gifted education. Students' responses on an algebraic item of a creative thinking test in mathematics, which was given as screening process for admission were collected as data. A framework of algebraic thinking factors were extracted from literature review and utilized for data analysis. It was found that students showed difficulty in quantitative reasoning between two quantities and tendency to find solutions regarding equations as problem solving tools. In this process, students tended to concentrate variables on unknown place holders and to had difficulty understanding various meanings of variables. Some of students generated errors about algebraic concepts. In conclusions, it is recommended that functional thinking including such as generalizing and reasoning the relation among changing quantities is extended, procedural as well as structural aspects of algebraic expressions are emphasized, various situations to learn variables are given, and activities constructing variables on their own are strengthened for improving gifted students' learning and teaching algebra.

• School Mathematics
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• v.17 no.3
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• pp.423-446
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• 2015

This study aims to look into the characteristics of argumentation in the task context of 'Monty Hall problem' at a high school probability class. As a result of an analysis of classroom discourses on the argumentation between teachers and second-year students in one upper level class in high school using Toulmin's argument pattern, it was found that it would be important to create a task context and a safe classroom culture in which the students could ask questions and refute them in order to make it an argument-centered discourse community. In addition, through the argumentation of solving complex problems together, the students could be further engaged in the class, and the actual empirical context enriched the understanding of concepts. However, reasoning in argumentation was mostly not a statistical one, but a mathematical one centered around probability problem-solving. Through these results of the study, it was noted that the teachers should help the students actively participate in argumentation through the task context and question, and an understanding of a statistical reasoning of interpreting the context would be necessary in order to induce their thinking and reasoning about probability and statistics.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.563-581
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• 2016

Studies on meta-affect in problem solving tried to build similar structures among affective elements as the structure of cognition and meta-cognition. But it's still need to be more systematic as meta-cognition. This study defines meta-affect as the connection of cognitive elements and affective elements which always include at least one affective element. We logically categorized types of meta-affect in problem solving, and then observed and analyzed the real cases for each type of meta-affect based on the logical categories. We found the operating mechanism of meta-affect in mathematical problem solving. In particular, we found the characteristics of meta function which operates in the process of problem solving. Finally, this study contributes in efficient analysis of meta-affect in problem solving and educational implications of meta-affect in teaching and learning in problem solving.

• 한국전산유체공학회:학술대회논문집
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• 1995.10a
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• pp.197-202
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• 1995

비정상(unsteady) 압축성(compressible) 유동에 의한 공력음향(aeroacoustics)을 모사하여 공력소음원을 해석하기 위해서는 고차(high order)의 정확도와 높은 해상도(resolution)를 가지며, 상대적으로 계산시간을 많이 필요로 하지 않는 외재적(explicit) 유한차분법이 필수적으로 요구된다. 이것은 주어진 차분방식과 격자계로써 공간과 시간상에 존재하는 미소크기의 파동성분들을 충분히 구현하여야 만족할 만한 수치해를 얻을 수 있기 때문이다. 본 연구에서는, 그러한 유한차분법 중 최근에 관심의 대상이 되고있는 삼각(tridiagonal)또는 오각(pentadiagonal) 집적유한차분법(compact finite difference scheme)이 최대의 해상도를 갖도록 하는 수학적인 방법을 개발하고, 이 방법으로써 새롭게 집적유한차분법을 최적화하였다. 개발된 최적화 방법은, 푸리에 해석법(Fourier analysis)을 통하여 파동수(wavenumber) 영역에서 수학적으로 계산된 위상오차(phase error)를 최소화하는 것이며, 이러한 개념과 방법은 본 연구에서 처음으로 집적유한차분법에 적용되었다. 여러가지 절단정확도(truncation order)에 대해서 최적화 된 집적유한차분법들이 실제 공간과 시간상에서 보여주는 정확도와 오차특성을 알아보기 위하여, 이 방법들을 1차원 선형파동방정식에 적용하였고, 이 결과를 통하여 가장 정확하고 효과적인 절단정확도의 집적유한차분법을 선별하였다. 특히, 오각(pentadiagonal)법에 비해 더욱 효율적인 6차 삼각(tridiagonal)법을 1차원 Euler방정식에 적용하여, 비선형 파동에 대한 모사를 수행할 수 있었다.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.407-430
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• 2007

The extreme didactic phenomena that occur by ignoring or overemphasizing the process of personalization/contextualization, depersonalization/decontextualization of mathematical knowledge is always in our teaching practice and in fact, seems to be a kind of phenomena that suppress teachers psychologically or didactically. The study of the problems on error, misconception or obstacles revealed by students has been done continuously, but that of the extreme didactic phenomena revealed by teachers has not. In this study, I will explain four extreme didactic phenomena and help you understand them by giving various examples from several case studies and analyzing them. And also, I will discuss the way to overcome the extreme didactic phenomena in the mathematical class, based on this analysis. This thesis will become a standard of didactic phenomena that are proceeded extremely by having teachers reconsider their own classes and furthemore, will offer the research data for considering better didactic situation.