• Journal for History of Mathematics
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• v.20 no.3
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• pp.147-166
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• 2007

This study is about the law of cosines. It dealt with its historical origin and the developmental process of the age of Greece, Islam and Modern age. Especially, we tried to find out how the extension of the law of cosines for spherical triangles and tetrahedron from the law of cosines for plane was done. On the basis of this analysis, we investigated how the law of cosines was generated and proved it through the logical demonstration and mathematical induction. This made us find out the mathematical meaning of mathematical concepts.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.251-263
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• 2004

피타고라스 정리와 코사인 제 2법칙 사이에는 어떤 관계가 있을까. 현재 우리의 교육과정에서는 피타고라스 정리는 중학교 3학년에서 코사인 제 2법칙은 고등학교 1학년에서 배운다. 그런데, 이 두 가지 수학적 사실 사이에는 밀접한 관계가 있다. 피타고라스 정리의 확장으로서 코사인 제 2법칙을 유도할 수 있다는 것이다. 코사인 제2법칙이 소개되어진 최초의 문헌은 Euclid의 <원론>으로 거슬러 올라간다. <원론>에 소개되어진 코사인 제 2법칙의 증명방법으로 시작하여 수 천년 동안 증명되어온 다양한 증명방법을 소개하고자 한다. 특히, 직각삼각형과 원이라는 큰 틀을 바탕으로 코사인 제 2법칙의 증명 방법에 대해 고찰하고, 그 외 다양한 증명방법을 분석하고자 한다.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.927-941
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• 2013

In this paper, we investigate and analysis high school students' generalization of cosine rule using analogy, and we study teaching and learning methods improving students' analogical thinking ability to improve mathematical thinking process. When students can reproduce what they have learned through inductive reasoning process or analogical thinking process and when they can justify their own mathematical knowledge through logical inference or deductive reasoning process, they can truly internalize what they learn and have an ability to use it in various situations.

• Communications of Mathematical Education
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• v.35 no.2
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• pp.193-212
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• 2021

This study is to support the school's mathematics exploration activities. Mathematics exploration is a very important mathematical activity not only for mathematics teachers, but also for students. Looking at the development of mathematics, it has been extended from one mathematical fact to a new mathematical fact. Mathematics exploration activities are not unique to mathematicians, and opportunities are equally given to all ordinary people who are learning mathematics and teaching mathematics. Therefore, the purpose of this study is to develop a method of mathematics exploration activities that teachers and students can perform in schools, based on mathematics exploration activities based on one mathematical fact. Specifically, the cosine law was selected as one mathematical fact, and mathematical exploration activities were performed based on the cosine law. By analyzing the results of these mathematics exploration activities, we developed a method to explore school mathematics. Through the results of this study, it is expected that mathematics exploration activities will be conducted equally by students and teachers in the mathematics classroom.

• Proceedings of the Korean Statistical Society Conference
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• 2003.05a
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• pp.121-126
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• 2003

소득분배의 가장 대표적인 불평등척도는 Gini index이며, 이것은 통계학자인 Gini가 제안한 지표로서 소득분배에 관한 분석에서 가장 널리 이용되고 있다. 본 논문에서는 두 원의 호에 의해 Lorenz 곡선을 추정하고 코사인법칙을 이용하여 Gini index를 추정하기 위한 새로운 간편한 방법을 제시하여, 소득분포를 따르는 파레토분포에서 모의실험을 통해 Ogwang and Rao (1996)의 추정방법과 평균제곱오차 면에서 비교 분석한다.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.37 no.3
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• pp.189-198
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• 2019

In photogrammetry, single photo resection is a method of determining exterior orientation parameters corresponding to a position and an attitude of a camera at the time of taking a photograph using known interior orientation parameters, ground coordinates, and image coordinates. In this study, we proposed a single photo resection algorithm that determines the exterior orientation parameters of the camera using cosine law and linear equation-based three-dimensional coordinate transformation. The proposed algorithm first calculated the scale between the ground coordinates and the corresponding normalized coordinates using the cosine law. Then, the exterior orientation parameters were determined by applying linear equation-based three-dimensional coordinate transformation using normalized coordinates and ground coordinates considering the calculated scale. The proposed algorithm was not sensitive to the initial values by using the method of dividing the longest distance among the combinations of the ground coordinates and dividing each ground coordinates, although the partial derivative was required for the nonlinear equation. In addition, since the exterior orientation parameters can be determined by using three points, there was a stable advantage in the geometrical arrangement of the control points.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.38 no.4
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• pp.305-315
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• 2020

The purpose of this study is to compare algorithms of single photo resection, which determines the exterior orientation parameters used in fields such as photogrammetry, computer vision, robotics, etc. To this end, the algorithms were compared by generating experimental data by simulating terrain based on a camera used in aerial and close-range photogrammetry. Through experiments on aerial photographic camera that was taken almost vertically, it was possible to determine the exterior orientation parameters using three ground control points, but the Procrustes algorithm was sensitive to the configuration of the ground control points. Even in experiments with a close-range amateur camera where the attitude angles of the camera change significantly, the algorithm was sensitive to the configuration of the ground control points, and the other algorithms required at least six ground control points. Through experiments with two types of cameras, it was found that cosine lawbased spatial resection shows performance similar to that of a traditional photogrammetry algorithm because the number of iterations is short and no explicit initial values are required.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.103-124
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• 2014

The process of analogical reasoning can be conventionally summarized in five steps : Representation, Access, Mapping, Adaptation, Learning. The purpose of this study is to develop more detailed model for reason of analogies considering the distinct characteristics of the mathematical education based on the process of analogical reasoning which is already established. Ultimately, This model is designed to facilitate students to use analogical reasoning more productively. The process of developing model is divided into three steps. The frist step is to draft a hypothetical model by looking into historical example of Leonhard Euler(1707-1783), who was the great mathematician of any age and discovered mathematical knowledge through analogical reasoning. The second step is to modify and complement the model to reflect the characteristics of students' thinking response that proves and links analogically between the law of cosines and the Pythagorean theorem. The third and final step is to draw pedagogical implications from the analysis of the result of an experiment.

• The Korean Journal of Applied Statistics
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• v.16 no.2
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• pp.283-291
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• 2003

The Gini index is one of the most commonly used measures of inequality of income distributions. In this paper, the Lorenz curve is estimated by arcs of two optimal circles, and a new simple method to estimate the Gini index is proposed using the law of cosines. We compare the proposed estimator with the estimator proposed by Ogwang and Rao(1996) in terms of the mean squared error(MSE) though Monte Carlo simulation in a Pareto distribution.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.131-145
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• 2005

This study intends to analyze didactically on triangle-determining conditions and triangle-congruence conditions. The result of this study revealed the followings: Firstly, many pre-service mathematics teachers and secondary school students have insufficient understanding or misunderstanding on triangle-determining conditions and triangle-congruence conditions. Secondly, the term segment instead of edge may show well the concern of triangle-determining conditions. Thirdly, when students learn the method of finding six elements of triangle using the law of sines and cosines in high school, they should be given the opportunity to reflect the relation and the difference between triangle-determining situation and the situation of finding six elements of triangle. Fourthly, accepting some conditions like SSA-obtuse as a triangle-determining condition or not is not just a logical problem. It depends on the specific contexts investigating triangle-determining conditions. Fifthly, textbooks and classroom teaching need to guide students to discover triangle-deter-mining conditions in the process of inquiry from SSS, SSA, SAS, SAA, ASS, ASA, AAS, AAA to SSS, SAS, ASA, SAA. Sixthly, it is necessary to have students know the significance of 'correspondence' in congruence conditions. Finally, there are some problems of using the term 'correspondent' in describing triangle-congruence conditions.