• KDI Journal of Economic Policy
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• v.15 no.4
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• pp.69-112
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• 1993

최근 한국(韓國)을 비롯한 동(東)아시아지역(地域) 몇 나라들의 성공적인 성장업적(成長業績)에 자극되어 이들 국가들의 성공사례를 모형내(模型內)에서 이론적으로 설명해 보려는 노력이 활발히 진행되고 있다. 이 글에서는 최근의 이러한 노력의 일환으로 개발되고 있는 '내생적(內生的) 성장이론(成長理論)'을 개관하고 그 함의(含意)와 한계점(限界點)을 정리해 보았다. 먼저 내생적(內生的) 성장모형(成長模型)의 비판대상이 되고 있는 신고전파(新古典派) 성장모형(成長模型)의 한계점(限界點)을 요약하고 대체모형(代替模型)으로 제시되고 있는 몇 가지의 대표적인 신성장모형(新成長模型)을 그 특성별로 구분하여 정리하였다. 성장(成長)의 기본적 동인(動因)이라고 할 수 있는 기술진보(技術進步)나 인적자본(人的資本)의 축적(蓄積)을 내생화시키고 이를 통해 국가간(國家間) 성장률(成長率) 격차(隔差)를 모형내(模型內)에서 설명하려고 시도하는 등 여러 가지 새로운 이론적(理論的) 혁신(革新)이 이루어지고 있으나, 아직 비현실적인 수학적(數學的) 가정에 의존하고 있고 모형(模型)의 경직성으로 인하여 성장과정(成長過程)의 설명에 필수적인 주요 이슈들이 간과되어 있다는 점 등을 지적하였다.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.9-23
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• 2006

본 논문은 중국과 영국의 두 견본 수학 시험의 특성을 비교하기 위해서 Bao라는 저자가 개발한 복합적인 어려운 모델을 사용하고 있다. 몇몇 어려움을 겪는 정도 상에서 다섯 가지 어려움을 겪는 요소를 활용하여 첫 번째 연구결과를 설명하였다. 그리고 나서 첫 번째 연구결과에 따라 두 나라의 수학 문제 해결의 유형과 교육과정 배경을 분석하였다.

• Communications of Mathematical Education
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• v.27 no.2
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• pp.165-177
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• 2013

Mathematics teaching is often more effective when teachers connect the contents of mathematics with history, culture, and social events. In the history of mathematics, the 'paradigm' theory from Thomas Kuhn's scientific revolution is very effective to explain the revolutionary process of development in mathematics, and his theory has been widely quoted in the history of science and economics. However, it has not been appropriate to use his theory in the other fields. This is due to the fact that the scope of Kuhn's paradigm theory is limited to mathematics and science. In this study, this researcher introduced pan-paradigm as a general concept that encompasses all, since through any relation in the field of mathematics and architecture, Thomas Kuhn's theory of paradigm does not explain the phenomena. That is, at the root of various cultures there exist always a 'collective unconsciousness' and 'demands of the times,' and these two factors by synergism form values and controlling principles common to various parts of the culture, and this synergism leads the cultural activities, the process of which is a phenomenon called pan-paradigm.

• The Mathematical Education
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• v.58 no.3
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• pp.337-346
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• 2019

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. The subjects of this study consist of 459 students selected for a class of unit, in high schools located in Seoul, Korea. Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: Firstly, there was no difference in mathematics score according to gender, but mathematics anxiety was higher in girl students. Mathematics score and mathematics anxiety have significantly related each other. Boy students' mathematics scores were significantly explained by interest, Mathematical Achievement factor, and mathematical confidence factor. For girl students, mathematics achievement factor, interest were the significant predictors. Secondly, mathematical anxiety and mathematics scores were correlated in the first and third grades, and the variables that predict mathematics scores significantly in all grades were interest.

• Education of Primary School Mathematics
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• v.25 no.2
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• pp.143-160
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• 2022

This study was conducted to discuss educational implications by analyzing the types of mathematical thinking that appeared in challenge math in 5th and 6th grade math teacher's guidebooks. To this end, mathematical thinking types that can be evaluated and nurtured based on teaching and learning contents were organized, a framework for analyzing mathematical thinking was devised, and mathematical thinking appearing in Challenge Math in the 5th and 6th grade math teachers' guidebooks was analyzed. As a result of the analysis, first, 'challenge mathematics' in the 5th and 6th grades of elementary school in Korea consists of various problems that can guide various mathematical thinking at the stage of planning and implementation. However, it is feared that only the intended mathematical thinking will be expressed due to detailed auxiliary questions, and it is unclear whether it can cause mathematical thinking on its own. Second, it is difficult to induce various mathematical thinking at that stage because the questionnaire of the teacher's guidebooks understanding stage and the questionnaire of the reflection stage are presented very typically. Third, the teacher's guidebooks lacks an explicit explanation of mathematical thinking, and it will be necessary to supplement the explicit explanation of mathematical thinking in the future teacher's guidebooks.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.123-134
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• 2010

Recently, mathematics education have been emphasized on developing students' mathematical thinking and problem solving abilities. Accordance with this emphasis, dramatical changes are needed in learning mathematics not merely let alone students solve real-made mathematics problems. The project learning to explore a counterweight activity will have an effects on positive mathematical attitude(to pose problem, to have curiosity) and mathematical thinking(power 10-digit representation, 2-digit number, two representation of 3-digit number, connect exponential number and log situation) which could develop understanding problems and critical thinking.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.121-142
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• 2001

The purpose of this study is to investigate elementary teacher's beliefs and attitudes about mathematics and how those reflect their teaching practices. For this goal : (1) Designing questionnaire to measure elementary teachers' beliefs and attitudes about mathematics (2) Inquiring into character of elementary teacher's beliefs and attitudes about mathematics after analyzing questionnaire (3) Analyzing two teachers' mathematics teaching practices to understand how teacher's beliefs and attitudes affect mathematics teaching practices.

• Proceedings of the KIEE Conference
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• 2002.07d
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• pp.2774-2776
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• 2002

본 논문에서는 리플렉티브 메모리 방식의 산업용 통신망으로 개발된 ERCNet(Ethernet based Real-time Control Network)에 대해서 설명한다. ERCNet은 기존의 리플렉티브 메모리 방식의 네트워크에 비교하여 속도가 빠르고 데이터 처리량이 많다. ERCNet은 갈수록 데이터 양이 증가하고 있는 산업 환경에 적합하도록 만들어졌다. 본 논문에서는 ERCNet의 전체적인 구조와 성능향상을 위해 고안된 기기들에 대해서 설명하고, ERCNet의 성능 척도에 대해 수학적 분석을 행한다. 마지막으로 ERCNet 의 성능에 대한 수학적 분석 결과 수식에 대해 실험을 통해 정확성을 검증한다.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.129-160
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• 2002

대학수학 수업에서 틈틈이 유아 교육과 유아 수학교육에 관한 기본적인 내용을 대학수학(미분적분학의 이해, 생활과 수학) 수업 내용과 관련이 있는 경우 설명을 하여주고, 놀이를 통한 유아 교육과 유아 수학교육 과제(216가지, 105가지)를 각각 한 가지씩 내어준 다음 과제들에 대해 직접 실습을 하고 그 결과를 보고서 형태로 제출하도록 하였다. 그리고 유아 수학교육과 대학수학에 대한 태도가 변화되었는가를 유아 수학교육 기초 조사를 통하여 조사하여 알아보고 분석하였다.

• The Mathematical Education
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• v.58 no.3
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• pp.367-381
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• 2019

This investigation engaged elementary and middle school pre-service teachers in a task of modeling and explaining the magnitude of $0.14m^2$ and examined their responses. The study analyzed both successful and unsuccessful responses in order to reflect on the patterns of misconceptions relative to pre-service teachers' prior knowledge. The findings suggest a need to promote opportunities for pre-service teachers to make connections between different domains through meaningful tasks, to reason abstractly and quantitatively, to use proper language, and to refine conceptual understanding. While mathematics teacher educators (MTEs) could use such mathematical tasks to identify the mathematical content needs of pre-service teachers, MTEs generally use instructional time to connect content and pedagogy. More importantly, an early and consistent exposure to a combined experience of mathematics and pedagogy that connects and deepens key concepts in the program's curriculum is critical in defining the important content knowledge for K-8 mathematics teachers.