• Communications of Mathematical Education
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• v.33 no.3
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• pp.377-394
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• 2019

The purpose of this study is to scrutinize the characteristics of a teacher's discursive competence on the basis of mathematical competencies. For this purpose, we observed all semester-long classes of a middle school teacher, who changed her own teaching methods for the last 20 years, collected video clips on them, and analyzed classroom discourse. Data analysis shows that in problem solving competency, she helped students focus on mathematically important components for problem understanding, and in reasoning competency, there was a discursive competence which articulated thinking processes for understanding the needs of mathematical justification. And in creativity and confluence competency, there was a discursive competence which developed class discussions by sharing peers' problem solving methods and encouraging students to apply alternative problem solving methods, whereas in communication competency, there was a discursive competency which explored mathematical relationships through the need for multiple mathematical representations and discussions about their differences. These results can provide concrete directions to developing curricula for future teacher education by suggesting ideas about how to combine practices with PCK needed for mathematics teaching.

• Proceedings of the Korean Information Science Society Conference
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• 2004.04a
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• pp.847-849
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• 2004

애드혹 네트워크에서 그룹 이동성을 고려할 경우, 주요한 이슈 중 하나가 그룹의 파티션 문제이다. 파티션 시간의 예측을 위해서, 기존의 모델들은 파티션이 발생하는 두 그룹의 대칭적 이동을 가정한다. 그러나, 실제 상황에서 파티션은 다양한 방향으로 일어나므로 대칭적 방향만을 고려한다면, 정확한 파티션 시간을 예측할 수 없다. 본 논문은 대칭적 이동뿐만 아니라, 모든 방향을 고려한 네트워크 파티션 분석 모델을 제시하고 수학적인 분석을 통해 이를 증명한다. 따라서, 정확한 파티션 시간의 예측이 가능하다.

• Journal of the Korean Institute of Intelligent Systems
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• v.10 no.5
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• pp.432-441
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• 2000

This paper deals with the fuzzy modeling for the complex and uncertain nonlinear systems, in which conventional and mathematical models may fail to give satisfactory results. Genetic algorithm has been used to identifY parameters and structure of fuzzy model because it has the ability to search optimal solution somewhat globally. The genetic algorithm, however, has a problem, which optimization process can be premature convergence in the case of lack of genetic divergence of population. Virus- evolutionary genetic algorithm(VEGA) could be a strategy against this local convergence. Therefore, we use VEGA for fuzzy modeling. In this method, local information is exchanged in population so that population can sustain genetic divergence. finally, to prove the theoretical hypothesis, we provide numerical examples to evaluate the feasibility and generality of fuzzy modeling using VEGA.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.723-744
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• 2010

The aim of this study was to find the effects of open-ended problems on mathematical creativity and brain function. In this study, one class of first grade students were allocated randomly into two groups. Each group solved different problems. The experimental group solved the open-ended problems and the comparison group solved the closed-problems. Mathematical creativity was tested by the paper test. And Brain function was tested by an EEG(electroencephalogram) tester. The results of this study are as follows. Firstly, this study analyzed how the open-ended problems are effective on mathematical creativity. This analysis showed that it had a meaningful influence on the mathematical creativity(p=0.46). Accordingly, we could find out that open-ended problems make the student connect the mathematical concept and idea and think variously. Secondly, this study analyzed the effect of open-ended problems on brain function. This analysis showed that it did not have a meaningful influence on the brain function(p=.073) statistically but the experimental group's evaluation was higher than comparison groups' at the post-test. It also had a meaningful influence on the brain attention quotient(left) (p=.007), attention quotient(right) (p=.023) and emotion tendency quotient(p=.025). As a result of such tests, we could find out that open-ended problems are effective on brain function, especially on the attention ability. With the use of the open-ended problems, students could show quick understanding and response. An emotion tendency is also developed in the process. Because various answers are accepted, the students gain an internal reward at the process of finding an answer. Putting the above results together, we could find that open-ended problem is effective on mathematical creativity and brain function.

• Journal for History of Mathematics
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• v.20 no.4
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• pp.85-92
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• 2007

In this paper We study Some history and development of Geometry from the early 19th century to the late 20th century.

• School Mathematics
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• v.18 no.4
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• pp.749-771
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• 2016

The purpose of this study is to analyze mathematical tasks of Korea and the USA textbooks focused on conditions for parallelograms. In this study, structures of task, types of proof and reasoning, and levels of cognitive demand are investigated. The conclusion is as follows: First, with respect to structures of task, structures presented in the USA textbooks are more diverse. Second, with respect to types of proof and reasoning, Korea and the USA prefer IC task and DA task. And task types presented in the USA textbooks are more diverse. Third, with respect to levels of cognitive demand, in both Korea and the USA textbooks, PNC task and PWC task account most. And compared to the USA, Korea prefer algorithms. In addition, we find out implications for reconstruction of Korea textbook. It is as follows: First, with respect to structures of task and types of proof and reasoning, the diversity of composition needs to be raised. Second, with respect to levels of cognitive demand, the concentration in PNC task needs to be declined. And levels of cognitive demand on types of tasks need to be reconsidered. Third, with respect to tasks' topic and material, internal and external connectivities of mathematics need to be strengthened.

• Journal of Music and Human Behavior
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• v.7 no.1
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• pp.1-15
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• 2010

The purpose of this study is to inquire into the theoretical background of music therapy interventions for the improvement of mathematical concepts among young children with special needs. The researcher provides a basis of theoretical background about musical activities as an effective tool for young children to understand and promote their mathematical concepts, and the necessity of practical application in the field of mathematics education is suggested. Music, as a multi-sensory modality, has an ability to hold and maintain one's attention, and can be used as a memory aid and a powerful and effective motivator and reinforcer for young children. Therefore, musical activities can be used to facilitate mathematical concepts in the field of education for young children. Possible musical activities for promoting mathematical development are suggested, and the necessity for developing various musical activities is discussed.

• Proceedings of the Korean Society of Medical Physics Conference
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• 2005.04a
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• pp.25-27
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• 2005

체적소 인형 모의피폭체는 방사선 관련 분야에서 다양하게 사용되고 있으며 최근 의료영상기술과 컴퓨터의 급속한 발전으로 더 많은 각광을 받고 있다. 하지만 현재까지 개발된 체적소 인형 모의피폭체는 환자 등 실제 인체의 영상을 이용하여 제작되었기 때문에 ICRP Reference Man (2002) 등의 표준 자료에 크게 벗어난다. 본 연구에서는 표준 성인 남성의 체형과 골격을 가진 물리적 인형 모의피폭체(ATOM Adult Male Phantom, CIRS, Virginia, USA)에 MIRD형 수학적 인형 모델의 장기들을 정의하여 표준의 체형과 장기를 가진 하이브리드 체적소 인형 모의피폭체를 개발한 후 몬테칼로 전산모사에 사용하였다.

• Communications of Mathematical Education
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• v.12
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• pp.21-32
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• 2001

쌓기놀이는 유치원에서의 주요 활동이며, 유아들이 가장 선호하는 놀이일 뿐 아니라 교육적 가치도 크다고 보고 있다. 특히 쌓기놀이는 다양한 크기, 형태의 나무 적목을 사용하여 구성하게 되므로 공간 관계, 기하학적 도형, 대칭, 합동 등의 수학적 경험을 제공할 수 있다는 것이다. 그러나 교육현장에서의 쌓기놀이는 유아가 자유롭게 구조물을 만든 후 이를 극화놀이로 확장되어 전개되는데 그치고 있어 이를 통한 수학적 경험은 크게 기대할 수 없으며 우연적일 수 밖에 없다. 따라서 본 연구에서는 유아의 쌓기놀이를 보다 기하학적 사고와 탐색을 포함하는 교수-학습의 방안을 모색하고 현장 적용성을 검토하고자하였다. 본 연구의 내용은 유아의 쌓기놀이 활동에 기초한 기하학습의 모형을 설계하고, 이를 기초로 한 적용사례를 제시하는 것이다.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.517-538
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• 2018

The purpose of this study is to lay the groundwork for effectively supporting mathematics learning for multi-cultural students by enhancing understanding of the cultural background regarding mathematics. In order to attain these purposes, this study compared to learning contents, deployment of contents, teaching method of the Korean and Vietnamese elementary mathematics textbooks. According to analysis, Vietnamese textbooks emphasize mathematical rigor and logic over Korean textbooks, and it integrate learning contents from various areas according to mathematical relevance. But Vietnamese textbooks do not present the connection between mathematical content, such as the combination, symmetry, and coverage of shapes. While Korean textbooks use teaching method that students find and define the concept of shapes themselves, Vietnamese textbooks present concepts of shapes and let students to learn about them. From this result, this study presented suggestions for supporting mathematics learning for multi-cultural students.