• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.567-584
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• 2013

In school mathematics, the concept of continuous functions has been intuitively taught. Many researches reported that many students identified the continuity of function with the connectedness of the graphs. Several researchers proposed some ideas which are enhancing the formal aspects of the definition as alternative. We analysed the historical developments of the concept of continuous functions and drew pedagogical implications for the intuitive teaching of continuous functions from the result of analysis.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.419-442
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• 2023

This study investigated fifth graders' understanding of variables from a generalized arithmetic and a functional perspectives of early algebra. Specifically, regarding a generalized perspective, we included the property of 1, the commutative property of addition, the associative property of multiplication, and a problem context with indeterminate quantities. Regarding the functional perspective, we covered additive, multiplicative, squaring, and linear relationships. A total of 246 students from 11 schools participated in this study. The results showed that most students could find specific values for variables and understood that equations involving variables could be rewritten using different symbols. However, they struggled to generalize problem situations involving indeterminate quantities to equations with variables. They also tended to think that variables used in representing the property of 1 and the commutative property of addition could only be natural numbers, and about 25% of the students thought that variables were fixed to a single number. Based on these findings, this paper suggests implications for elementary school students' understanding and teaching of variables.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.8 no.3
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• pp.39-48
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• 1998

GAC(GloabvalAvalanche Characteristics)은 부울함수가 전파특성 관점에서 얼마나 우수한지를 전체적인 관점에서 나타내는 특성으로 Zhang-Zheng(1995)에 의해서 제안되었다. GAC을 측정하는 기준으로는 와 가 있으며, 두 기준값이 작을수록 부울함수는 보다 우수한 전파특성을 갖는다. Zhang-Zheng은 GAC이 우수한 균형인 부울함수를 설계하는 두 가지 방법을 제시하였으며, 균형인 부울함수f의 대수적 차수가 3 이상일 때 의 하한이 $2^이라고 추측하였다. 본 논문에서는Zhang-Zheng의 방법보다 우수한 새로운 설계방법을 제시하며, 이를 이용하여 그들의 추측에 대한 반례를 제시한다.한다.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.53-68
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• 2017

Although the table, as one of the representations for helping mathematics understanding, steadily has been shown in the mathematics textbooks, there have been little studies that focus on the table and analyze how the table may be used in understanding students' functional thinking. This study investigated the elementary school 5th graders' abilities to design function tables. The results showed that about 75% of the students were able to create tables for themselves, which shaped horizontal and included information only from the problem contexts. And the students had more difficulties in solving geometric growing pattern problems than story problems. Building on these results, this paper is expected to provide implications of instructional directions of how to use the table as 'function table'.

• Communications of Mathematical Education
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• v.16
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• pp.67-80
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• 2003

함수적 사고는 수학적 문제 해결에 있어 기본적인 사고이다. 함수적 사고에서는 변수 사이의 종속성 파악이 그 핵심이 된다. 이는 DGS 동적 기하의 동적(변화), 종속적(구성)이라는 특성에 잘 부합한다. 이에 우리는 동적 기하 환경에서 타당한 종속성 부여를 통해 primitive한 생성자를 알아보고, 이들의 조작과 역 조작, 합성 조작하는 과정을 통해 함수적 사고에 접근하는 방법을 연구해 보려 한다. 나아가 자취 기능을 이용함으로써 시각화를 통해 종속적 관계를 표현해 보고자 한다. 이것은 MicroWorld 환경에서 학습자가 스스로 대상을 구성하는 경험을 통해 함수적 사고를 자연스럽게 형성하도록 하는 것이 바람직하다는 관점에 바탕을 두고 있다.

• Communications of Mathematical Education
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• v.30 no.2
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• pp.199-223
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• 2016

The purpose of this study is to investigate how first and second graders in middle school take in integrated understanding about the concept of function. The data was collected through the questionnaire conducted by the first and second-year students at A, B middle school in Cheongju. The questionnaire consisted of 14 questions related to the extent of understanding a concept of function, the ability to express function and to translate function. The results are summarized as follows. First, the percentage of correct answer made a difference according to the types of representation. Questions leading students to translate a task into a table or an equation showed quite high correct response rates. However, questions asking students to translate a task into graphs showed high incorrect responses. Second, the result shows that students have the different viewpoints depending on their grades when they have to determine whether the suggested situation belongs to function. The first-year students tended to consider function as the concept of 'definition'. On the other hand, the second-year students emphasized 'equation' of function. Finally, only a few students can distinguish the various situations and representations into the definition of function. This result shows that students didn't get the integrated understanding of the concept of function.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.39-69
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• 2004

This paper investigates the teaching and learning of Linear function relating functional contexts and suggests the improved methods of representation-shift through this analysis. The methods emphasize the link between students' preacquired knowledge of mathematical representations and the way of using those. This methods are explanatory teaching, teaching and teaming based on modelling perspectives or tasks (interpretation, prediction, translation and scaling). We categorize the 8th grade middle school students' errors on the linear function relating real contexts and make a comparative study of the error-remedial effects and the teaching and teaming methods. We present the results of a study in which representation-shift methods based on modelling perspectives and tasks are more effective in terms of flexible connection of representations and error remediation. Also, We describe how students used modelling perspective-taking to explain and justify their conceptual models, to assess the quality of their models and to make connection to other mathematical representation during the problem solving focusing on the students' self-diagnosis.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.319-334
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• 2019

In this study, using the tasks related trigonometric functions, the degree of high school students' understanding of the function concept was examined through the level of Hitt(1998). First, the degree of the students' understanding was classified by level, then the concept understanding was reclassified by the process or the object. As a result, high school students' concept understanding showed incompleteness in three stages. It was possible to know that the process in the interpretation of the graph is the main perspective, and the operation of algebraic representation is regarded as important. Based on these results, it seems necessary to study the teaching-learning method which can understand trigonometric functions from various perspectives. It seems necessary to study a lesson model that can reach function concept's understanding level 5 that maintains consistency between problem solving and representation system.

• The Journal of the Korea Contents Association
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• v.7 no.2
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• pp.125-131
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• 2007

An iterative Green's function method (IGFM) is introduced in order to analyze complex electromagnetic waveguide stub structures in view of a university student. The IGFM utilizes a Green's function approach and an regional iteration scheme. A physical iteration mechanism with simple mathematical equations facilitates clear formulations of the IGFM. Scattering characteristics of a standard E-plane T-junction stub in a parallel-plate waveguide are theoretically investigated in terms of the IGFM. Numerical computations illustrate the characteristics of reflection and transmission powers versus frequency.

• Communications for Statistical Applications and Methods
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• v.5 no.3
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• pp.685-694
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• 1998

임상실험이나 신뢰성공학 분야에서 임의 중단자료를 이용한 비모수적 신뢰도 추정량으로 Kaplan-Meier 추정량과 Nelson형 추정량이 많이 사용되고 있다. 그러나 Nelson형 추정량은 평균제곱오차의 관점에서 Kaplan-Meier 추정량보다 추정능력이 우수한 반면 편의는 신뢰도가 감소함에 따라 양의 방향으로 점증하는 소표본 특성을 갖는다. Nelson형 추정량의 이러한 특성 때문에 신뢰도의 함수로 표현되는 잔여수명 분위수함수 등의 추정시에는 평균제곱오차의 관점에서 Kaplan-Meier 추정량보다 추정능력이 떨어짐을 볼 수 있다. 이러한 점을 고려하여 이 두 추정량을 가중평균으로 통합한 새로운 비모수적 신뢰도 추정량을 제안하고 추정량의 특성을 비교 분석하였다.