• Communications of Mathematical Education
• /
• v.36 no.4
• /
• pp.559-587
• /
• 2022

The purpose of this study is to derive implications for the development of the next curriculum and textbooks by comparing and analyzing the textbooks of the 2015 revised high school mathematics curriculum <Mathematics for Economics> and social studies curriculum <Economics>. In the <Mathematics for Economics> textbooks, economic terms and function notations should be introduced. Additionally, the use of graphs for economic-related functions is different from the use of graphs in mathematics in the <Mathematics for Economics> textbooks. For these reasons, the usage of economic terms, function notations, and function graphs covered in the <Mathematics for Economics> textbooks were compared and analyzed with the usage in the <Economics> textbooks. In the <Mathematics for Economics> textbooks, economic terms that are highly related to mathematics are defined and presented. Contrary to the conventions of mathematics and economics, the function notations in the <Mathematics for Economics> textbooks were used inconsistently because uppercase and lowercase letters were mixed in the function notations. Function graphs in the <Mathematics for Economics> textbooks had differences in the range of values represented by the variables regarding axes and scaling. The <Mathematics for Economics> textbooks did not provide a mathematical interpretation of the translation or slope. In the course of <Mathematics for Economics>, it is necessary to specify considerations for teaching and learning, and assessment in the curriculum to promote students' understanding of mathematics and economics. The descriptions in the curriculum document and textbooks of <Mathematics for Economics> should be supplemented to provide learning opportunities for mathematical interpretation of economics-related contents.

• Communications of Mathematical Education
• /
• v.38 no.3
• /
• pp.443-458
• /
• 2024

This study analyzed the mathematical academic perspective and the actual status of the school field on the introduction of a definite integral as a 'Fundamental Theorem of Calculus' in the 2015 revised mathematics curriculum. Therefore, in order to investigate the mathematical academic perspective and the actual status of the school field, a study was conducted with 12 professors majoring in mathematical analysis and 36 teachers. From a mathematical academic point of view, professors majoring in mathematical analysis said that introducing a definite integral as a 'Fundamental Theorem of Calculus' in the 2015 revised mathematics curriculum was difficult to significantly represent the essence and meaning of the definite integral. In addition, in the actual status of the school field, teachers recognize the need for a relationship between a definite integral and the area of a figure, but when a definite integral is introduced as a 'Fundamental Theorem of Calculus', students find it difficult to recognize the relationship between the definite integral and the area of a figure. As the 2022 revised curriculum, which will be implemented later, introduces definite integrals as a 'Fundamental Theorem of Calculus' this study can consider implications for the introduction and guidance of static integrals. And, this study proposed a follow-up study on an effective teaching and learning method that can relate the definite integral to the area of the figure when introducing the definite integral as the 'Fundamental Theorem of Calculus' and on various visual tools and media.

• Communications of Mathematical Education
• /
• v.24 no.3
• /
• pp.543-562
• /
• 2010

The purpose of this thesis is to analyze the error happening in the process of solving the simultaneous inequality with two unknown qualities and to propose the correct teaching method. We first introduce a problem about the simultaneous inequality with two unknown qualities. And we will see the solution which a student offers. Finally we propose the correct teaching method by analyzing the error happening in the process of solving the simultaneous inequality with two unknown qualities. The cause of the error are a wrong conception which started with the process of solving the simultaneous equality with two unknown qualities and an insufficient curriculum in connection with the simultaneous inequality with two unknown qualities. Especially we can find out the problem that the students don't look the interrelation between two valuables when they solve the simultaneous inequality with two unknown qualities. Therefore we insist that we must teach students looking the interrelation between two valuables when they solve the simultaneous inequality with two unknown qualities.

• Communications of Mathematical Education
• /
• v.30 no.3
• /
• pp.353-374
• /
• 2016

Communication is one of 6 core competencies suggested newly in mathematics curriculum revised in 2015 in Korea. Also, it's importance has been emphasized through NCTM and CCSSI. By the subject of Mathematics in Context(MiC) textbook, this study planned to explore the communication elements according to the types of communication such as discourse, representation, operation. Namely, this study dealt with 316 questions in a total of 34 tasks relevant to function content in the MiC textbook, and this study explored the communication elements on the questions of each task. To accomplish this, this study first of all was to reconstruct and establish an analytic framework, on the basis of 'D.R.O.C type' of communication developed by Kim & Pang in 2010. In addition, based on the achievement standards of function domain in mathematics curriculum revised in 2015 in Korea, this study basically compared with the function content included in MiC textbook and Korean mathematics curriculum document. Also, it tried to explore the distribution of communication elements according to the types of communication.

• Journal of Digital Contents Society
• /
• v.16 no.4
• /
• pp.565-573
• /
• 2015

The development of social media in the 2000s led the unspecified individuals to band together for common interests. Social networking services served as a far-reaching tool for sharing different thoughts and interpretation of the pop culture and helped people build up close relations driven by their common interests for certain works of the pop culture. This Study introduces the TV Series as a case that displays specific patterns of communication between its producer and viewers. Producer Bryan Fuller of the Series as well as key production staffs were quite active on social networking sites with the understanding of what the audience desired and the willingness to sympathize with them, which were eagerly welcomed by the dedicated audience whose number, though, was not big. For the Hannibal production team, SNS was a means for them to just be consumers who appreciate the work instead of solely being the content provider. Their approach is quite different from unilateral marketing approaches employed in the past. Through this case, the Study aims to suggest that social networking sites serve as a powerful medium connecting producers and viewers or as an information hub, and that how interactive contents shall be delivered in the new media environment to be effective.

• Education of Primary School Mathematics
• /
• v.19 no.3
• /
• pp.211-222
• /
• 2016

This article examines K-8 pre-service teachers' (PSTs) engagement in lesson plan modification using the eight Mathematics Teaching Practices (MTPs) in Principles to Actions, the most recent landmark publication of framework by National Council of Teachers of Mathematics (NCTM) in the U.S. The activity consisted of four phases that involved the analysis and modification of an existing lesson plan. Fifty-seven PSTs participated in the activity throughout the semester, and data from each phase was analyzed using the inductive content analysis approach. PSTs' initial conceptions of lesson planning reflected little on teaching practices (i.e., the MTPs) with more emphasis placed on the form - rather than function - of lesson elements. With the opportunity to interpret MTPs and analyze lesson plans using MTPs as an analytical lens, PSTs demonstrated various interpretations of MTPs, made efforts to incorporate MTPs into lessons, and attended to the interwoven nature of MTPs. This article also shares the challenges, conflicts, and tensions reported by PSTs during their participation of lesson plan modification; as such, the results from this study will inform the research examining the pedagogical (im)possibilities for utilizing MTPs in mathematics teacher training programs.

• Education of Primary School Mathematics
• /
• v.12 no.1
• /
• pp.1-20
• /
• 2009

The purposes of this study are to analyze elementary school student's intuitive thinking in the process of mathematical problem solving and to analyze elementary school student's errors of intuitive thinking in the process of mathematical problem solving. According to these purposes, the research questions can be set up as followings. (1) How is the state of illumination of the elementary school student's intuitive thinking in the process of mathematical problem solving? (2) What are origins of errors by elementary school student's intuitive thinking in the process of mathematical problem solving? In this study, Bogdan & Biklen's qualitative research method were used. The subjects in this study were 4 students who were attending the elementary school. The data in this study were 'Intuitine Thinking Test', records of observation and interview. In the interview, the discourses were recorded by sound and video recording. These were later transcribed and analyzed in detail. The findings of this study were as follows: First, If Elementary school student Knows the algorithm of problem, they rely on solving by algorithm rather than solving by intuitive thinking. Second, their problem solving ability by intuitive model are low. What is more they solve the problem by Intuitive model, their Self- Evidence is low. Third, in the process of solving the problem, intuitive thinking can complement logical thinking. Last, in the concept of probability and problem of probability, they are led into cognitive conflict cause of subjective interpretation.

• The Korean Journal of Quaternary Research
• /
• v.13 no.1
• /
• pp.25-33
• /
• 1999

The relationships between climate (monthly precipitation and temperatures) and tree-ring growth of Korean fir (Abies koreana) growing at subalpine (1,600∼l,700m) zone on the south slope, Joong-Bong and the north slope, Changgun-Bong in the Cheonwang-bong area in Chiri mountains in the southern Korea were analyzed. Two cores from each of 10∼12 trees were extracted. The relationship between tree-ring(standardized) chronologies and climate was analyzed by the response-function method. Climate variables could explain 45.9∼53.8% of total variance in the chronologies. The precipitation response function of Korean fir were similar at both sites in overall ; positive for March∼May and August, and negative for February and July. The south-slope fir of Joong-Bong possessed higher negative temperature response function for February and August than north-slope one. The positive response function for April temperature was significant for both sites. In contrary to other subalpine species (e.g., Pinus koraiensis and Taxus cuspidata) in South Korea, whose growths are positively correlated with temperature in most seasons, the growths of Korean fir trees in Mt. Chiri appeared to be mainly limited by the moisture regime of spring prior to the cambial growth and early growing season.

• Journal of Navigation and Port Research
• /
• v.30 no.6 s.112
• /
• pp.439-446
• /
• 2006

In ship structures many of the structural plates have cutouts, for example, at inner bottom structure, girder, upper deck hatch, floor and dia-frame etc. In the case where a plate has a cutout it experiences reduced buckling and ultimate strength and at the same time the in-plane stress under compressive load produced by hull girder bending will be redistributed In general, actual ship structure adopted reinforcement of stiffener around the cutout in order to preventing from buckling so it need to examine a buckling and ultimate strength behaviour considering a cutout because In many ship yards used class rule for calculating buckling strength but it is difficult to evaluate perforate stiffened plate with random size. In the present paper, we investigated several kinds of perforated stiffened model from actual ship and then was performed finite element series analysis varying the cutout ratio, web height, thickness and type of cross-section using commercial FEA program(ANSYS) under compressive load.

• Journal of the Korean Society of Propulsion Engineers
• /
• v.21 no.3
• /
• pp.49-55
• /
• 2017

In this study, gas turbine engine inlet duct was designed to satisfy uniform flow at aerodynamic interface plane (AIP). Haack-series was selected as nose cone profile and duct outer radius($r_o$) was designed to satisfy to match with area change rate between the nose cone and outer duct wall by the 1-D sizing. The design object of the inlet duct wall profile which has the gradual area change rate was uniform Mach number in the core flow region and minimum boundary later thickness at the both inner nose wall and outer duct wall. The flow characteristics inside the inlet duct was evaluated using CFD. The static pressure distribution at the AIP showed uniform pattern within 0.16%. Based on Mach number profile, the boundary layer thickness was 2% of channel height. Kiel temperature rake location was decided less than 100 mm in front of nose cone where the Mach number is less than 0.1 in order to maximize the temperature probe recovery rate.