• The Mathematical Education
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• v.58 no.4
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• pp.531-543
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• 2019

Continuous probability distribution was one of the mathematics concept that students had difficulty. This study analyzed the definition and introduction of the continuous probability distribution under the 2009-revised curriculum and 2015-revised curriculum. In this study, the following subjects were studied. Firstly, definitions of continuous probability variable in 'Probability and Statistics' textbook developed under the 2009-revised curriculum and 2015-revised curriculum were analyzed. Secondly, introductions of continuous probability distribution in 'Probability and Statistics' textbook developed under the 2009-revised curriculum and 2015-revised curriculum were analyzed. The results of this study were as follows. First, 8 textbooks under the 2009-revised curriculum defined the continuous probability variable as probability variable with all the real values within a range or an interval. And 1 textbook under the 2009-revised curriculum defined the continuous probability variable as probability variable when the set of its value is uncountable. But all textbooks under the 2015-revised curriculum defined the continuous probability variable as probability variable with all the real values within a range. Second, 4 textbooks under the 2009-revised curriculum and 4 textbooks under 2015-revised curriculum introduced a continuous random distribution using an uniformly distribution. And 5 textbooks under the 2009-revised curriculum and 5 textbooks under the 2015-revised curriculum introduced a continuous random distribution using a relative frequency density.

• Product Safety
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• s.191
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• pp.38-41
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• 2009

최근의 소득세법은 저출산 극복을 위해 부양가족이 많은 납세자에게 유리하도록 개정되었으며, 중 저소득층의 세부담을 경감하여 경제 활성화를 추진하는 방향으로 개정되었다. 근로소득자의 최대 관심사인 연말정산을 미리 미리 대비하는 차원에서 연말정산 관련 개정세법의 주요 내용을 미리 살펴보기로 한다.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.111-124
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• 2009

In this paper we check over some problems in College Scholastic Ability Test(CSAT) Mathematics section and propose some methods to improve the CSAT Mathematics section. CSAT has been changed several times with the change of the school curriculum. A Mathematics amended curriculum will apply in 2009 and we have to reorganize the system of CSAT. We investigate the changes in school curriculum and system of CSAT. Also we make a comparative study of the range of possible questions of CSAT with those of SAT and foreign national entrance exam for college.

• LP가스
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• v.21 no.3
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• pp.15-17
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• 2009

지식경제부는 법 개정(2009.3.25)에 따른 위임사항을 정비하고, 기업활동에 불편을 초래하는 규제를 대폭 완화하며, 가스사고 예방을 위한 관련 제도를 개선하는 등 가스안전 규제의 합리화를 도모하기 위해 "액화석유가스의 안전관리 및 사업법" 및 "도시가스사업법" 시행령 시행규칙 개정령안을 마련하여 5월21일 입법예고하였다. 동 하위법령 개정령안은 이해관계자의 의견을 수렴하고, 규제개혁위원회 및 법제처 심사와 국무회의 심의를 거쳐 9월26일 시행될 예정이며, 동 개정령안이 공포 시행되면서 합리적인 규제완화를 통해 다수의 사업자와 소비자의 편익이 향상되고, KS인증 가스용품의 안전확보, 연료전환 시설 및 공급자 취급부주의로 인한 가스사고 예방 등을 통해 국민생활의 안전에 기여할 것이다.

• School Mathematics
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• v.17 no.1
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• pp.1-18
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• 2015

The mathematical processes are strongly emphasized in 2009 revised national curriculum for mathematics and are expected to be complemented and extended in 2015 revised one. This study aims to investigate how much the processes are being implemented in mathematics classroom and select some elements which need complementation. To do this, we selected the mathematical practices of CCSSM as a reference, because it plays the corresponding role in the United States to the mathematical processes in Korea. We recognized common elements and different elements between the two and analyzed. Considering those, we searched the possibility of newer mathematical process and analyzed the 4th grade mathematics textbooks in relation to questions for mathematical practices. We provided the results of analyses and several suggestions for revising mathematics curriculum and textbooks.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.19-29
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• 2020

We analyzed the representations of acid-base models in 4 kinds of Chemistry I and 4 kinds of Chemistry II textbooks of the 2009 revised curriculum, and 9 kinds of Chemistry I textbooks and 6 kinds of chemistry II textbooks of the 2015 revised curriculum in this study. The problems of the textbook were divided into the problems of definitions and the representations of the logical thinking. As a result of the study, the lack of the concept of chemical equilibrium had a problem with the representation of reversible reactions in the definition of the Brønsted-Lowry model in the Chemistry I textbooks of 2009 revised curriculum, it also appeared to persist in Chemistry I textbooks of 2015 revised curriculum which contains the concept of chemical equilibrium. The representations of logical thinking were related to particle kinds of conservation logic, combinational logic, particle number conservation logic, and proportion logic. There were few problems related to representation of logical thinking in Chemistry I textbook in 2009 revision curriculum, but more problems of representations related to logics are presented in Chemistry I textbooks in 2015 revision curriculum. Therefore, as the curriculum is revised, the representations of chemistry textbooks related to acid and base models need to be changed in a way that can help students' understanding.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.257-266
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• 2021

This study investigated the understanding of pre-service teachers in relation to the 'fog experiment' in the 5th grade 'Weather and Our Daily Life' unit of the 2009 and 2015 revised elementary school science textbooks. Pre-service teachers who participated in this study were 100 students, who are attending the university of education and taking courses in teaching research. After pre-learning about the 2009 and 2015 revised elementary school science textbooks and guide book, pre-service teachers conducted the experiment in groups. After that, the pre-service teachers individually presented answers to three questions, and the results of analyzing the answers are as follows. First, there were 24 (24%) preservice teachers who explained the difference in fog generation in the 2009 and 2015 revised curriculum with related scientific concepts such as condensation and water vapor, and only 1 (1%) of them explained the difference using the concept of saturation. Second, there were 48 (48%) pre-service teachers who found out the reason for the change in the fog experiment method according to the change in the curriculum. Third, pre-service teachers valued the reproduction and success of experiments rather than the importance of scientific knowledge, and such pre-service teachers suggested the use of alternative experiments or website.

• The Monthly Technology and Standards
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• s.86
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• pp.48-48
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• 2009

• Proceedings of the Korea Concrete Institute Conference
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• 2010.05a
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• pp.173-174
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• 2010

The newly introduced seismic reinforcement details such as special moment frame in KBC 2009 were not perfectly examine in the filed of engineering business. To improve the seismic reinforcement detail's understanding in design code, seismic reinforcement details were compared by using tables and figures.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.437-464
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• 2014

Curriculum for mathematic sis the system that selects and organizes the contents which have to be taught in school. Ultimately it can be the whole plan of school mathematical education. The study about curriculum for mathematics is the basic study field of the mathematical education, so curriculum-related studies have been continuously promoted in terms of character, organization and implement of the curriculum, learning contents contained by the curriculum, the connection between school levels, and comparison and analysis of domestic and foreign curricula. Thus, this paper investigated the 2009 Revised Curriculum for Mathematics, which is the curriculum of Korea and the CCSSM which is the curriculum of the U.S. Both have been adopted in schools recently. The purpose of this study is to understand the curricula for mathematics in elementary school of Korea and the U.S. in depth and obtain the implication for the further curriculum revision, by comparing and analyzing the curricula of two countries.