• Communications of Mathematical Education
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• v.27 no.1
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• pp.63-80
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• 2013

Reflecting the recent trends and needs of gifted education, this study set out to compare and analyze mathematically gifted elementary students and common students in self-efficacy and career attitude maturity, understand the characteristics of the former, and provide assistance for career education for both the groups. The subjects include 237 mathematically gifted elementary students and 221 common students in D Metropolitan City. The research findings were as follows: First, mathematically gifted elementary students turned out to have higher self-efficacy than common students at the significance level of .01 in the three self-efficacy subfactors, namely confidence, self-regulated efficacy, and task difficulty preference. The findings indicate that mathematically gifted elementary students have much confidence in themselves and strong faith in themselves, thus forming a habit of preferring a relatively high-level task by taking self-management and task difficulty into proper consideration. Second, mathematically gifted elementary students showed higher overall career attitude maturity than common students. There was significant difference at the significance level of .01 in decisiveness and preparedness between the two groups and significant difference at the significance level of .05 in assertiveness. However, there was no statistically significant difference in purposefulness and independence between the two groups. Finally, there were positive correlations at the significance level of .01 between all the subfactors of self-efficacy and those of career attitude maturity in all the subjects except for self-regulated efficacy and purposefulness, between which there were positive correlations at the significance level of .05. The mathematically gifted elementary students showed positive correlations between more subfactors of self-efficacy and career attitude maturity than common students. Given those findings, it is necessary to take differences in self-efficacy and career attitude maturity between mathematically gifted elementary students and common students into account when organizing and running a curriculum. The findings confirm the importance of providing students with various experiences fit for them and point to a need for helping mathematically gifted elementary students maintain a high level of self-efficacy and guiding them through career education with more appropriate career attitude maturity improvement programs.

• The Korean Journal of Petroleum Geology
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• v.6 no.1_2 s.7
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• pp.25-36
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• 1998

Organic geochemical analyses were carried out in order to characterize organic matter (OM) in the sediments recovered from Korea/japan Joint Development Zone (JDZ V-1, V-3, VII-1 and VII-2) which is located in the northern end of the East China Sea Shelf Basin. Late Miocene sediments from the JDZ V-1 and V-3 wells generally contain less than $0.5\%$ of total organic carbon (TOC). However, early Miocene and Oligocene sediments show TOC values of $0.6-0.8\%$. Middle to late Miocene sediments are rich in TOC up to $20\%$ from JDZ VII-1 and JDZ VII-2 wells. The reason for this rich TOC might be attributed to the presence of coaly shales. Kerogens in the Tertiary sediments from the JDZ series wells are mainly composed of terrestrially derived woody organic matter. Elemental analyses indicate that OM from these wells can be compared to type III. Low hydrocarbon potential and hydrogen index reflect the type of OM. According to the biomarker analyses, the input of the terrestrial OM is prevalent. Oxidizing condition is also indicated by Pristane/Phytane ratio. Samples from the JDZ V-1 and V-3 wells obtain maturities equivalent to the oil generation zone around total depth, and organic matter below 3600 m from JDZ VII-1 and VII-2 wells reached dry gas generation stage. Oligocene sediments below 3500 m in the JDZ VII-1 and JDZ VII-2 wells may have generated limited amount of hydrocarbons, showing a progressive decrease in hydrogen index with depth, due to thermal degradation with increased burial. Gas shows and finely disseminated gilsonite may indicate the generation and migration of the hydrocarbons.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.295-326
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• 2006

Despite the importance of mathematics education, many students in high school have lost their interests and felt difficulties and they don't have 'mathematical' experience with meanings attached because of the entrance examination. This paper attempted to resolve these problems and find the teaching-method with which students can study by themselves with more confidence. Nowadays students' use of Internet is very popular. After develop 'the development of mathematical power' program based on mathematics history, history, science, the application of problems in real world, and self-evaluation, I made students repeat them after making teaching lessons in classroom as moving pictures. Through this processes, I attempted to develop the Self-Directed Learning' ability by making public education substantial. First of all I analyzed the actual conditions on 'Self-Directed Learning' ability in mathematics subject, the conditions of seeing and hearing in Internet learning program, and students' and their parents' interests in Internet education. By analyzing the records, I observed the significance of the introducing mathematics history in mathematics subject in early stager, cooperative-learning, leveled-learning, self-directed learning, and Internet learning. Actually in aspect of applying 'the development of mathematical power' program, at first I made up the educational conditions to fix the program, collected the teaching materials, established the system of teaching-learning model, developed materials for the learning applying Internet mail and instruments of classroom, and carried out instruction to establish and practice mathematics learning plan. Then I applied the teaching-learning model of leveled cooperation and presentation loaming and at the same time constructed and used the leveled learning materials of complementary, average, and advanced process and instructed to watch teaching moving pictures through Internet mail and in the classroom. After that I observed how effective this program was through the interest arid attitude toward mathematics subject, learning accomplishment, and the change of self-directed learning. Finally, I wrote the conclusion and suggestion on the preparation of conditions fur the students' voluntary participation in mathematics learning and the project and application on 'the development of mathematical power' program and repeated learning with the materials of moving pictures in classroom.

• The Mathematical Education
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• v.16 no.2
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• pp.22-26
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• 1978

It is shown that a map having an extension to an open map between the Alex-androff base compactifications of its domain and range has a unique such extension. J.S. Wasileski has introduced the Alexandroff base compactifications of Hausdorff spaces endowed with Alexandroff bases. We introduce a definition of morphism between such spaces to obtain a category which we denote by ABC. We prove that the Alexandroff base compactification on objects can be extended to a functor on ABC and that the compact objects give an epireflective subcategory of ABC. For each topological space X there exists a completely regular space $\alpha$X and a surjective continuous function $\alpha$$_{x}$ : Xlongrightarrow$\alpha$X such that for each completely regular space Z and g$\in$C (X, Z) there exists a unique g$\in$C($\alpha$X, 2) with g=g$^{\circ}$$\beta$$_{x}$. Such a pair ($\alpha$$_{x}$, $\alpha$X) is called a completely regularization of X. Let TOP be the category of topological spaces and continuous functions and let CREG be the category of completely regular spaces and continuous functions. The functor $\alpha$ : TOPlongrightarrowCREG is a completely regular reflection functor. For each topological space X there exists a compact Hausdorff space $\beta$X and a dense continuous function $\beta$x : Xlongrightarrow$\beta$X such that for each compact Hausdorff space K and g$\in$C (X, K) there exists a uniqueg$\in$C($\beta$X, K) with g=g$^{\circ}$$\beta$$_{x}$. Such a pair ($\beta$$_{x}$, $\beta$X) is called a Stone-Cech compactification of X. Let COMPT$_2$ be the category of compact Hausdorff spaces and continuous functions. The functor $\beta$ : TOPlongrightarrowCOMPT$_2$ is a compact reflection functor. For each topological space X there exists a realcompact space (equation omitted) and a dense continuous function (equation omitted) such that for each realcompact space Z and g$\in$C(X, 2) there exists a unique g$\in$C (equation omitted) with g=g$^{\circ}$(equation omitted). Such a pair (equation omitted) is called a Hewitt's realcompactification of X. Let RCOM be the category of realcompact spaces and continuous functions. The functor (equation omitted) : TOPlongrightarrowRCOM is a realcompact refection functor. In [2], D. Harris established the existence of a category of spaces and maps on which the Wallman compactification is an epirefiective functor. H. L. Bentley and S. A. Naimpally [1] generalized the result of Harris concerning the functorial properties of the Wallman compactification of a T$_1$-space. J. S. Wasileski [5] constructed a new compactification called Alexandroff base compactification. In order to fix our notations and for the sake of convenience. we begin with recalling reflection and Alexandroff base compactification.

• The Mathematical Education
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• v.30 no.1
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• pp.1-19
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• 1991

This study intends to provide some desirable suggestions for the development of application oriented mathematics curriculum. More specific objects of this study is: 1. To identify the meaning of application and modelling in mathematics curriculm. 2. To illuminate the historical background of and trends in application and modelling in the mathematics curricula. 3. To consider the reasons for including application and modelling in the mathematics curriculum. 4. To find out some implication for developing application oriented mathematics curriculum. The meaning of application and modelling is clarified as follows: If an arbitrary area of extra-mathematical reality is submitted to any kind of treatment which invovles mathematical concepts, methods, results, topics, we shall speak of the process of applying mathemtaics to that area. For the result of the process we shall use the term an application of mathematics. Certain objects, relations between them, and structures belonging to the area under consideration are selected and translated into mathemtaical objects, relation and structures, which are said to represent the original ones. Now, the concept of mathematical model is defined as the collection of mathematical objcets, . relations, structures, and so on, irrespective of what area is being represented by the model and how. And the full process of constructing a mathematical model of a given area is called as modelling, or model-building. During the last few decades an enormous extension of the use of mathemtaics in other disciplines has occurred. Nowadays the concept of a mathematical model is often used and interest has turned to the dynamic interaction between the real world and mathematics, to the process translating a real situation into a mathematical model and vice versa. The continued growing importance of mathematics in everyday practice has not been reflected to the same extent in the teaching and learning of mathematics in school. In particular the world-wide 'New Maths Movement' of the 19608 actually caused a reduction of the importance of application and modelling in mathematics teaching. Eventually, in the 1970s, there was a reaction to the excessive formallism of 'New Maths', and a return in many countries to the importance of application and connections to the reality in mathematics teaching. However, the main emphasis was put on mathematical models. Applicaton and modelling should be part of the mathematics curriculum in order to: 1. Convince students, who lacks visible relevance to their present and future lives, that mathematical activities are worthwhile, and motivate their studies. 2. Assist the acqusition and understanding of mathematical ideas, concepts, methods, theories and provide illustrations and interpretations of them. 3. Prepare students for being able to practice application and modelling as private individuals or as citizens, at present or in the future. 4. Foster in students the ability to utilise mathematics in complex situations. Of these four reasons the first is rather defensive, serving to protect or strengthen the position of mathematics, whereas the last three imply a positive interest in application and modelling for their own sake or for their capacity to improve mathematics teaching. Suggestions, recomendations and implications for developing application oriented mathematics curriculum were made as follows: 1. Many applications and modelling case studies suitable for various levels should be investigated and published for the teacher. 2. Mathematics education both for general and vocational students should encompass application and modelling activities, of a constructive as well as analytical and critical nature. 3. Application and modelling activities should. be introduced in mathematics curriculum through the interdisciplinary integrated approach. 4. What are the central ideas of, and what are less-important topics of application-oriented curriculum should be studied and selected. 5. For any mathematics teacher, application and modelling should form part of pre- and in-service education.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.131-155
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• 2015

The purpose of this study is to investigate if top-ranked high school students do integrated understanding about the concept of a differential coefficient. For here, the meaning of integrated understanding about the concept of a differential coefficient is whether students understand tangent and velocity problems, which are occurrence contexts of a differential coefficient, by connecting with the concept of a differential coefficient and organically understand the concept, algebraic and geometrical expression of a differential coefficient and applied situations about a differential coefficient. For this, 38 top-ranked high school students, who are attending S high school, located in Cheongju, were selected as subjects of this analysis. The test was developed with high-school math II textbooks and various other books and revised and supplemented by practising teachers and experts. It is composed of 11 questions. Question 1 and 2-(1) are about the connection between the concept of a differential coefficient and algebraic and geometrical expression, question 2-(2) and 4 are about the connection between occurrence context of the concept and the concept itself, question 3 and 10 are about the connection between the expression with algebra and geometry. Question 5 to 9 are about applied situations. Question 6 is about the connection between the concept and application of a differential coefficient, question 8 is about the connection between application of a differential coefficient and expression with algebra, question 5 and 7 are about the connection between application of a differential coefficient, used besides math, and expression with geometry and question 9 is about the connection between application of a differential coefficient, used within math, and expression with geometry. The research shows the high rate of students, who organizationally understand the concept of a differential coefficient and algebraic and geometrical expression. However, for other connections, the rates of students are nearly half of it or lower than half.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.107-134
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• 2012

The purpose of this study is to investigate the effectiveness of two teaching methods of word problems, one based on mathematical modeling learning(ML) and the other on traditional learning(TL). Additionally, the influence of mathematical modeling learning in word problem solving behavior, application ability of real world experiences in word problem solving and the beliefs of word problem solving will be examined. The results of this study were as follows: First, as to word problem solving behavior, there was a significant difference between the two groups. This mean that the ML was effective for word problem solving behavior. Second, all of the students in the ML group and the TL group had a strong tendency to exclude real world knowledge and sense-making when solving word problems during the pre-test. but A significant difference appeared between the two groups during post-test. classroom culture improvement efforts. Third, mathematical modeling learning(ML) was effective for improvement of traditional beliefs about word problems. Fourth, mathematical modeling learning(ML) exerted more influence on mathematically strong and average students and a positive effect to mathematically weak students. High and average-level students tended to benefit from mathematical modeling learning(ML) more than their low-level peers. This difference was caused by less involvement from low-level students in group assignments and whole-class discussions. While using the mathematical modeling learning method, elementary students were able to build various models about problem situations, justify, and elaborate models by discussions and comparisons from each other. This proves that elementary students could participate in mathematical modeling activities via word problems, it results form the use of more authentic tasks, small group activities and whole-class discussions, exclusion of teacher's direct intervention, and classroom culture improvement efforts. The conclusions drawn from the results obtained in this study are as follows: First, mathematical modeling learning(ML) can become an effective method, guiding word problem solving behavior from the direct translation approach(DTA) based on numbers and key words without understanding about problem situations to the meaningful based approach(MBA) building rich models for problem situations. Second, mathematical modeling learning(ML) will contribute attitudes considering real world situations in solving word problems. Mathematical modeling activities for word problems can help elementary students to understand relations between word problems and the real world. It will be also help them to develop the ability to look at the real world mathematically. Third, mathematical modeling learning(ML) will contribute to the development of positive beliefs for mathematics and word problem solving. Word problem teaching focused on just mathematical operations can't develop proper beliefs for mathematics and word problem solving. Mathematical modeling learning(ML) for word problems provide elementary students the opportunity to understand the real world mathematically, and it increases students' modeling abilities. Futhermore, it is a very useful method of reforming the current problems of word problem teaching and learning. Therefore, word problems in school mathematics should be replaced by more authentic ones and modeling activities should be introduced early in elementary school eduction, which would help change the perceptions about word problem teaching.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.415-444
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• 2010

The purpose of this study is to provide information that will help understand unique characteristics of mathematically gifted students and that can be utilized for special programs for mathematically gifted students, by investigating difference and relationship between attribution styles and attitude toward mathematics of mathematically gifted students and those of regular students. For that purpose, 202 mathematically gifted students and 415 regular students in 5th and 6th grades at elementary schools were surveyed in terms of attribution styles and attitude toward mathematics, and the result of the study is as follows. First, as for attribution styles, there was no difference between gifted students and regular students in terms of grade and gender, but there was significant difference in sub factors because of giftedness. Second, there was not significant difference between grades. but there was significant difference in sub factors between genders. Mathematically gifted students were more positive than regular students in every sub factor excepting gender role conformity, and especially they showed higher confidence and motivation. Third, according to the result of correlation analysis, there was significant static correlation between inner tendencies and attitude toward mathematics with both groups. The gifted group showed higher correlation between attribution of effort and attitude toward mathematics and inner tendencies and confidence than the regular group. The gifted group showed higher correlation in sub factors, and especially there was high static correlation between attribution of talent and confidence, and attribution of effort and motivation. Fourth, according to the result of multiple regression analysis, inner tendencies showed significant relation to attitude toward mathematics with both groups, and especially the influence of attribution of effort was high. Both attribution of effort and attribution of talent were higher in the gifted group than the regular group, and attribution of effort had a major influence on practicality and attribution of talent had a major influence on confidence.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.251-271
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• 2012

The purpose of this study is: 1) to determine error sources and the effects of each error source, 2) to investigate optimal measuring conditions from holistic and analytic scoring methods, and 3) to compare the value of reliability between Cronbach's alpha and the generalizability coefficient in self-introduction letter and teacher's recommendation letter based on the generalizability theory in identification of mathematical gifted students by observations and nominations. Data of this study were collected from the science education institute for the gifted attached to the university located within in a capital city for the 2011 academic year. Scores form two raters using holistic and analytic scoring methods in both assessment types were used. The results of this study were as follows. First, as to both assessment types, error sources for people were relatively large regardless of scoring methods. However, error sources for raters in holistic scoring methods had a more significant impact than those of analytic scoring methods. Second, to set optimal measuring conditions in the self-introduction letter and teacher's recommendation letter, if we fixed the number of raters into 2 based on holistic scoring methods, at least 5 and 10 content domains were needed, respectively. In addition, the number of items in teacher's recommendation letter should be more than 3 when we fixed the number of content domains into 4, and the number of items in self-introduction letter should be more than 8 when we fixed the number of content domains into 6 using analytic scoring methods. Third, Cronbach's alpha having only a single source of errors was higher than the generalizability coefficient regardless of assessment types and scoring methods. Hence we recommend that generalizability coefficient based on various error sources such as raters, content domains, and items should be considered to keep a satisfactory level of reliability in both assessment types.

• Bulletin of the Society of Naval Architects of Korea
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• v.25 no.4
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• pp.69-80
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• 1988

This paper proposes simple formulae for buckling and ultimate strength estimation of plates subjected to water pressure and uniaxial compression. For the construction of a formula for elastic buckling strength estimation, parametric study for actual ship plates with varying aspect ratios and the magnitude of water pressure is carried out by means of principle of minimum potential energy. Based on the results by parametric study, a new formula is approximately expressed as a continuous function of loads and aspect ratio. On the other hand, in order to get a formula for ultimate strength estimation, in-plane stress distribution of plates is investigated through large deflection analysis and total in-plane stresses are expressed as an explicit form. By applying Mises's plasticity condition, ultimate strength criterion is then derives. In the case of plates under relatively small water pressure, the results by the proposed formulae are in good agreement compared with those by other methods and experiment. But present formula overestimates the ultimate strength in the range of large water pressure. However, actual ship plates are subjected to relatively small water pressure except for the impact load due to slamming etc.. Therefore, it is considered that present formulae can be applied for the practical use.