• Bioinformatics and Biosystems
• /
• v.1 no.1
• /
• pp.1-7
• /
• 2006

현대 생물학은 온통 정보의 홍수에 넘쳐나고 있다. 이렇게 쏟아져 나오는 정보들을 체계적으로 정리하고 이해하고 파악하는 것은 매우 중요하다고 하겠다. 생물정보학은 이렇게 쏟아져 나오는 정보들을 수학, 전산학, 정보학 등의 방법론을 사용하여 체계화시키려는 새로운 학문이고 미래 지향적 융합 분야이다.

• The Magazine of the IEIE
• /
• v.11 no.1
• /
• pp.11-18
• /
• 1984

부호이론(coding theory)은 그 내용이 매우 광범위할 뿐 아니라 군론, 환론, 본론 등 축예대수학과 확율론 및 수리통계학을 배경으로 발전된 학문이기 때문에 일반 속자를 상대로 논술하기에는 적지 않은 난점이 있다. 그렇다고 단순히 용어나열에만 그칠 수도 없고, 이론에 치중한 논문식으로 쓸수도 없으므로 대학 4년생을 위한 강의수준으로 소개하겠으며 3회에 걸쳐 선형부호(linear code), 순회부호(cyclic code), 길쌈부호(convolutional code)의 순으로 연재하기로 하겠다.

• Journal of Gifted/Talented Education
• /
• v.5 no.1
• /
• pp.121-144
• /
• 1995

과학영재교육이란 수학 과학 분야에 창조적 사고를 가지고 탁월한 학문적 성취를 보일 가능성 있는 학생을 육성하는 것을 말한다. 현재 세계 각국에서는 다양한 방법으로 과학영재를 육성하고 있다. 본 논문은 과학영재 육성이 왜 필요한가를 살펴보고 국내외의 과학영재 교육현황을 분석한 후 한국의 과학영재교육 체제를 정립하는 것이 목적이다.

• Journal of The Korean Association For Science Education
• /
• v.40 no.4
• /
• pp.359-374
• /
• 2020

This study is a complex type consisting of survey study and self-study. The former investigated elementary teachers' epistemological beliefs on convergence knowledge and teaching. As a representative of the result of survey study I, as a teacher as well as a researcher, was the participant of the self-study, which investigated my epistemological belief on convergence knowledge and teaching and my execution of convergent science teaching based on family resemblance of mathematics, science, and physical education. A set of open-ended written questionnaires was administered to 28 elementary teachers. Participating teachers considered convergent teaching as discipline-using or multi-disciplinary teaching. They also have epistemological beliefs in which they conceived convergence knowledge as aggregation of diverse disciplinary knowledge and students could get it through their own problem solving processes. As a teacher and researcher I have similar epistemological belief as the other teachers. During the self-study, I tried to apply convergence knowledge system based on the family resemblance analysis among math, science, and PE to my teaching. Inter-disciplinary approach to convergence teaching was not easy for me to conduct. Mathematical units, ratio and rate were linked to science concept of velocity so that it was effective to converge two disciplines. Moreover PE offered specific context where the concepts of math and science were connected convergently so that PE facilitated inter-disciplinary convergent teaching. The gaps between my epistemological belief and inter-disciplinary convergence knowledge based on family resemblance and the cases of how to bridge the gap by my experience were discussed.

• Journal of Educational Research in Mathematics
• /
• v.27 no.4
• /
• pp.727-745
• /
• 2017

This study investigated the Aristotle's continuity and the historical development of continuity of function to explore the differences between the concepts of mathematics and students' thinking about continuity of functions. Aristotle, who sought the essence of continuity, characterized continuity as an 'indivisible unit as a whole.' Before the nineteenth century, mathematicians considered the continuity of functions based on space, and after the arithmetization of nineteenth century modern ${\epsilon}-{\delta}$ definition appeared. Some scholars thought the process was revolutionary. Students tended to think of the continuity of functions similar to that of Aristotle and mathematicians before the arithmetization, and it is inappropriate to regard students' conceptions simply as errors. This study on the continuity of functions examined that some conceptions which have been perceived as misconceptions of students could be viewed as paradigmatic thoughts rather than as errors.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.14 no.1
• /
• pp.107-121
• /
• 2003

The object of this study is to compare qualitative level between Korean academic books and American academic ones evaluated by faculty members in Korea. To achieve this study, the data were produced by the questionnaires from faculty members of the Chonbuk National University. The major conclusions are summarized as follows: 1. As a whole, American academic books are evaluated more excellent than Korean academic ones. American academic books have more appropriateness of citation, level of content completion, usefulness of content, clearness of expression and accuracy of data than Korean academic ones 2. This study shows that American academic books are evaluated more excellent than Korean academic ones in every subject. 3. The respondents who had studied in the United States of America for more than two years evaluate American academic books more excellent than those for less than two years. 4. Regardless of the periods of study in America, however, most of respondents evaluate American academic books better than Korean academic ones in all fields.

• Communications of Mathematical Education
• /
• v.26 no.2
• /
• pp.177-203
• /
• 2012

The purpose of this research was to look at whether small group drawing activities can be applied to learning content that combine mathematics and art, by analyzing the changes in $10^{th}$ grade students' interests in mathematics and particular features of their strategic thinking that were reflected in small group drawing activities using graphs and inequations. The results of the study are as follows: 1. The small group drawing activity using graphs and inequations demonstrated that students interests in mathematics could experience positive changes. 2. The small group drawing activity using graphs and inequations was effective in stimulating the students' strategic thinking skills, which are higher level thinking activities necessary for creating problem solving. As the students went through the whole process of accomplishing a complete goal, the students engaged in integrated thinking activities that brought understandings of basic graphs and inequations together, and were also found to use such higher level thinking functions needed in achieving creative problem solving such as critical thinking, flexible thinking, development-oriented thinking, and inferential thinking. 3. The small group drawing activity using graphs and in equations could be expected to constitute learning content that integrate mathematics and art, and is an effective solution in boosting students' strengths in mathematics by way of activities that consider students' unique cognitive and qualitative peculiarities and through integration with art.

• Journal for History of Mathematics
• /
• v.33 no.2
• /
• pp.115-132
• /
• 2020

Social awareness of mathematics and academic attitudes toward the value of mathematics education has kept changing according to the intellectual, political and religious contexts. In this article, we examine how mathematics was defined and recognized in liberal arts education of the Roman Empire and early medieval Western Europe. This study analyzes how mathematics was described in encyclopedic works written in the Roman era after the mid-second century BC and in the Western European monasteries and cathedral schools after the fifth century. Ancient Greek mathematics took a clear place in liberal arts education through encyclopedia writings and prepared a mathematics curriculum for medieval universities. I hope this study will contribute to understanding the origin and context of the mathematics curriculum of medieval universities.

• The Mathematical Education
• /
• v.53 no.3
• /
• pp.435-447
• /
• 2014

Recently, the interdisciplinary integration and story-telling are often mentioned in mathematics education. It is probably because they might be helpful to students for positive attitude for mathematics. In this research, through brief discussion mathematics related with wallpaper patterns, we try to integrate mathematics and design, and eventually develop the teaching/learning materials for experience activities and story-telling.

• Communications of Mathematical Education
• /
• v.18 no.2 s.19
• /
• pp.371-382
• /
• 2004

Kamii는 피아제의 발생론적 인식론이란 이론을 모태로 수학을 지도해야 학습자가 수학을 이해를 바탕으로 학습할 수 있다는 믿음을 지니고 있다. 본고에서는 Kamii가 이런 신념을 갖고 실시한 수업을 녹화한 비디오 자료에 나타나는 특징을 분석하였다. 첫 번째 특징은, 교사가 가르쳐야 할 지식을 직접적으로 지도하지 않는 대신에 학습자가 스스로 지식을 구성할 수 있도록 매개자의 역할을 한다는 점이다. 두번째, 기저지식으로서 학습자의 비형식적 지식을 학습자가 적극적으로 활용할 수 있도록 허용하는 분위기이다. 세 번째, 두 번째와 관련되어서 학습자의 사고과정은 성인이나 학문적 체계에서 운용되고 있는 사고 흐름과는 다르다는 것을 인정해 준다. 네 번째, 교사의 역할이 가르쳐야 할 지식을 가르치는데(전수하는데) 있는 것이 아니라 학습자들이 생성해 낸 여물지 않은 아이디어들을 익힐 수 있도록 환경을 조성하는데 있다. 다섯 번째, 학습자마다 기저지식이 다르기 때문에 동일한 학습주제라 할지라도 이해의 폭과 깊이가 다르다. 따라서, 전체학급을 대상으로 하는 수업 중이라 할지라도 개별적 학습을 염두에 두어야 한다. 학생들의 수학적 이해력이 저하된다는 염려의 목소리가 높아지고 있다. 이는 학생들이 이해를 바탕으로 한 수업을 받아 보지 못하기 때문이며, 이런 원인은 아마도 교사 자신이 이해를 바탕으로 한 수업 경험이 간접적으로든 직접적으로든 없기 때문일 것이다. Kamii가 실시한 수업이 학생 스스로 수학을 학습할 수 있다는 구성주의 원리를 적용한 성공적인 사례이며, 이와 같은 방향으로의 교수법의 변화가 있기를 기대한다.