• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.17-32
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• 1997

Open education is carried out and studied in both phases of theory and practice in Korean elementary schools in these days. 1 introduced three open teaching and learning methods which we can use practically in elementary school mathematics education. They are the teaching and learning by open-end-approach, From problems to problems and Problem posing. First, I illustrate each meaning of three teaching and learning methods. Next, I presented the concrete plans of each teaching and learning method, and exhibited some examples of students' own works.

• School Mathematics
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• v.5 no.2
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• pp.151-165
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• 2003

So far there have been intermittently quantitative and syntactic analyses of the past elementary mathematics curriculums to comprehend elementary mathematics education in Korea. However, we think we also need qualitative and semantic analyses to comprehend and examine the past elementary mathematics curriculums exactly and so to look out on our future elementary mathematics education. Generally, school mathematics curriculum reflects both the philosophical aspects of mathematics itself that form the background of the philosophy of mathematics education and the sociological aspects in real mathematics class that could be the output of the curriculum. With this view, the logic of the social constructivism can be an appropriate way that leads mathematical philosophical analysis and sociological analysis in mathematics education. With this kind of method of analysis we got the results that: the past Korean elementary mathematics curriculums mainly have the tendency from the ideology of the progressive educator(the 1st) to of the technological pragmatist(the 2nd), from that of the old humanist(the 3rd and 4th) to the progressive educator(the 5th and 6th) again, and lastly that of social constructivism(the 7th).

• The Mathematical Education
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• v.47 no.3
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• pp.239-259
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• 2008

This paper is to find and to suggest alternative ways of description on function chapters in the middle school mathematics so that the descriptions be more closely related to daily life. The research has two phases: one for belief on the usefulness, the other for cognitive ability to solve the practical problems. Results are as following. 1. Most descriptions of corresponding chapters have emphases on the usefulness of functions so as to enhance beliefs on the use of functions. 2. Most practical functions contain expressions of large constant term and large coefficients in magnitude while those are not in the descriptions of tektbooks, especially in case of using ruled papers. 3. For quadratic functions, most students do not detect the degree of the function from the data presented by pairs of values of x and y. And those are not dealt with in most of textbooks, which are given in the MIC textbook.

• Journal for History of Mathematics
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• v.28 no.5
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• pp.249-262
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• 2015

Simon Stevin, a mathematician active in the Netherlands in early seventeenth century, parlayed his mathematical talents into improving navigation skills. In 1605, he introduced a technique of calculating the distance of loxodrome employed in long-distance voyages in his book, Navigation. He explained how to calculate distance by 8 different angles, and even depicted how to make a copper loxodrome model for navigators. Particularly, Stevin clarified in the 7th copper loxodrome model on the unique features of equiangular spiral curve that keeps spinning and gradually accesses from the vicinity to the center. These findings predate those of Descartes on equiangular spiral curve by more than 30 years. Navigation, a branch of actual mathematics devised for the survival of sailors on the bosom of the ocean, was also the first step to the discovery of new mathematical object.

• The Korean Journal of Applied Statistics
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• v.18 no.3
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• pp.689-699
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• 2005

We usually use $S^2=\frac{{\Sigma}^n_{i=1}(X_i-\={X})^2}{n-1}$ as sample variance. Korean high school text-books use $S^2_n=\frac{{\Sigma}^n_{i=1}(X_i-\={X})^2}{n}$as sample variance. We can compare the above two definitions of sample variance through their theoretical relationship and simulation.

• Annual Conference of KIPS
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• 2011.11a
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• pp.903-906
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• 2011

소셜 네트워크를 통해 수집된 수많은 데이터들은 여러 분야에 중요한 자료로 활용되고 있으며, 소셜 네트워크상의 데이터들이 이용되면서 개인정보가 노출되는 프라이버시 문제가 발생하고 있다. 프라이버시 문제를 해결하기 위한 실용적인 방안으로 k-익명성, l-다양성 등의 개념과 이를 토대로 한 데이터 익명화 방법이 제안되어 있다. 데이터의 익명화에서는 원본데이터의 왜곡을 최소화하면서 프라이버시 보호를 극대화하는 것이 목적이다. 이러한 목적을 달성하기 위해 익명화 비용을 측정하기 위한 합리적인 방법이 필요하다. 본 논문에서는 소셜 네트워크 그래프의 익명화 알고리즘 수행을 위해 필수적 요소인 익명화 비용을 합리적이고 실용적으로 측정하는 방법을 제안한다.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.363-381
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• 2013

The constituents of math learning styles are information recognition and information processing in the cognitive domain and attitudes toward math learning and environments of math learning in the affective domain. Each of the constituents has two opposing styles; there are the visual style and verbal style in information recognition; and there are the whole style and analytical style in information processing. And as for attitudes toward math learning, there are two styles which are the authoritative and goal-oriented style and the practical and entertaining style. Also as for attitudes toward environments of math learning, there are two styles which are the interior-oriented style and exterior-oriented style. There can be classified into 16 types of mathematics learning by the combination of a total of 8 styles of mathematics learning. The purpose of this study was to analyze the preference of the students from three middle schools located in Daegu Metropolitan City to the styles and types of mathematics learning.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.231-245
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• 2009

The purpose of this study is to develop a contents when we are going to introduce cryptography and information security for vocational high school students. For this we do a survey of the students' level for understanding of information security and the 7th curriculum for school mathematics, 2007 revised curriculum for school mathematics, the curriculum for vocational high school, and we search for the material that connects between mathematics subjects and vocational subjects. We develop a text book that introduces information security and cryptography. After we teach vocational high school students by using this developed book, we get the result that learning cryptography with computer programming makes a good motivation of learning mathematics and roles a parameter between mathematics curriculum and vocational curriculum. As a result we propose that the developed contents can be used in 'Practical Mathematics' in the 7th curriculum for school mathematics or 'Application of Mathematics' in 2007 revised curriculum for school mathematics.

• Proceedings of the Korean Statistical Society Conference
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• 2003.10a
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• pp.91-95
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• 2003

본 논문에서는 정보 전달 능력이 향상된 변형된 축차확률비검정을 소개한다. 새로운 검정은기존의 검정과 수학적인 면에서 공동된 점들을 갖고 있으나, 이상치의 영향을 덜 받고 더욱이 그 존재에 대하여 시각적으로 보여주며, 또한 자료의 변화에 보다 민감하게 반응하는 특성이 있다. 새롭게 제안된 로버스트 축차확률비검정 시스템을 Microsoft사의 Visual Basic 6.0 언어로 구현하여 본 연구에서 제안한 모델과 기존의 검정모델을 비교한 결과 제안된 검정 모델의 우수성과 실용가능성을 실증적으로 확인하였다.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.465-496
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• 2008

With leadership and speciality, creativity is cutting a fine figure among major values of human resource in 21C knowledge-based society. In the 7th school curriculum much emphasis is put on the importance of creativity by pursuing the image of human being based on creativity based on basic capabilities'. Also creativity is one of major factors of giftedness, and developing one's creativity is the core of the program for gifted education. Doing mathematics requires high order thinking and knowledgeable understandings. Thus mathematical creativity is used as a measure to test one's flexibility, and therefore it is the basic tool for creativity study. But theoretical study for mathematical creativity is not common. In this paper, we discuss mathematical creativity applied to 6 approaches suggested by Sternberg and Lubart in educational theory. That is, mystical approaches, pragmatical approaches, psycho-dynamic approaches, cognitive approaches, psychometric approaches and scio-personal approaches. This study expects to give useful tips for understanding mathematical creativity and understanding recent research results by reviewing various aspects of mathematical creativity.