• 대한수학교육학회지:학교수학
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• 제14권3호
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• pp.315-330
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• 2012

다양한 수준에 있는 학생 모두에게 일정 정도의 수학을 가르치기 위해서 제7차 교육과정부터 우리나라에서는 수준별 수업을 교육과정에서 권장하고 있다. 주로 사용되는 수준별 수업 방식은 학생들을 그 수준에 따라 두 세 그룹으로 분리한 후 각 수준에 맞는 별도의 활동과 과제를 제시하는 것이다. 본 연구에서는 이런 분리된 수준별 수업을 개선하기 위하여 여러 수준의 학생들을 통합하여 지도하는 방안을 모색하고자 하였다. 영재아를 지도하거나 창의성을 신장하기 위한 수학 수업과 관련해서만 열린 문제에 관한 연구가 이루어져왔다. 그러나 본 연구는 보통의 수학 교실에서 열린 문제는 다양한 수준의 학생들도 반응을 보일 수 있고, 이러한 다양한 반응을 교사가 통합할 수 있다면 낮은 수준의 학생이 잠재적 발달수준으로 수준 상승이 이루어지도록 도울 수 있다는 논의를 바탕으로 열린 문제와 병행 과제를 활용하는 방안을 생각하여 보았다.

• 공학교육연구
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• 제22권5호
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• pp.3-12
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• 2019

Due to the expansion of rolling admissions and diversification of college admissions, the widening gap between the level of scholastic ability and academic performance is the reality of college education. Thus, based on the incoming class of College A, this study analyzes the correlation between incoming students who enrolled in a college mathematics course during their first semester. Through this analysis, this study searches for a way to efficiently instruct students from various learning backgrounds when enrolled in the same course. Also, this study searches for a solution to lower the deviation of college mathematics' academic performance among engineering majors by examining the efficiency of a joint managed college mathematics curriculum.

• 호남수학학술지
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• 제35권4호
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• pp.565-582
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• 2013

We study the conditions under which a given interval-valued fuzzy subgroup of a given group can or can not be realized as a union of two interval-valued fuzzy proper subgroups. Moreover, we provide a simple necessary and su cient condition for the unio of an arbitrary family of interval-valued fuzzy subgroups to be an interval-valued fuzzy subgroup. Also we formulate the concept of interval-valued fuzzy subgroup generated by a given interval-valued fuzzy set by level subgroups. Furthermore we give characterizations of interval-valued fuzzy conjugate subgroups and interval-valued fuzzy characteristic subgroups by their level subgroups. Also we investigate the level subgroups of the homomorphic image of a given interval-valued fuzzy subgroup.

• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 2001년도 추계학술대회 학술발표 논문집
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• pp.353-356
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• 2001

In this paper, we study the existence of fuzzy solution for the following differential system with fuzzy coefficient using the different two methods: (equation omitted), where a, b is the fuzzy natural number generated by fuzzy number l . The a-level set of the fuzzy number (equation omitted). The -level set of a is (equation omitted) and -level set of b is (equation omitted).

• Journal of applied mathematics & informatics
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• 제5권1호
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• pp.253-261
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• 1998

(s,S) inventrory system of a perishable item with positive lead times and finite backlogs under N-policy Under this policy as and when the inventory level drops to s-N during a lead time local purchase is made. Three models are con-sidered. The limiting distribution on the inventory level is obtained and an associated cost analysis is made. Results ae numerically illustrated.

• 대한수학교육학회지:수학교육학연구
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• 제10권2호
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• pp.161-182
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• 2000

This study is to develop assessment framework, test items and questionnaire for the National Assessment of Educational Achievement(NAEA), which administered in the elementary and secondary schools across the country in this year(2000). According to the first year study result of the NAEA, the test was administered in two core subjects, Mathematics and Social Studies. In this study, test items and sets of questionnaire and administered pretest were developed in the last year. In this year, the NAEA was administered with the adjusted test items and questionnaires and the results was analyzed and would be reported to the public. NAEA was developed on the basis of national curriculum, especially of the nature and objectives of subject curriculum in Mathematics (and also Social Studies). In the framework of assessment, we set up four differentiated levels of student achievement: 'under basic', 'basic', 'intermediary', and 'advanced'. Here 'the intermediary level' means the level of educational achievement in which students can understand average content of subject curriculum. 'Advanced level' indicates the level of educational achievement in which students master all the content of subject curriculum and apply basic concepts and principles to a variety of situations. 'The basic level' means the level of educational achievement in which students do not achieve the intermediary level. Students who do not understand average content of subject curriculum are classified as belonging to the basic level. Finally, this study would explain how to administer and analyze the test in the future. The test result was analyzed to report students' educational achievement according to regions, content areas, behavioral characteristics, and etc. This study would show how to report test result\ulcorner and how to set up students' academic achievement.

• 한국학교수학회논문집
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• 제14권1호
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• pp.65-84
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• 2011

이 연구에서는 수학에 대한 태도 측면에서의 성차를 고찰함으로써 수학 학업성취도의 성 차를 줄이기 위한 시사점을 도출하고자 하였다. 이를 위하여 2007년 국가수준 학업성취도 수학과 평가 결과와 수학에 대한 태도 조사 결과를 중심으로 초 중 고등학생의 수학에 대한 태도의 성차, 성취수준에 따른 수학에 대한 태도의 성차를 분석하였다. 먼저, 초 중 고등학교에서 모두 남학생의 수학에 대한 태도 점수가 여학생보다 통계적으로 유의미하게 높은 것으로 나타났다. 다음으로, 수학에 대한 태도의 하위 요소에 대한 성차는 초 중 고등학교에서 모두 가치인식에 비하여 흥미와 자신감에서 더 크게 나타났다. 마지막으로, 초 중 고등학교에서 모두 수학 성취수준이 높을수록 수학에 대한 태도 점수가 더 높았으며, 수학에 대 한 태도 점수의 성차가 가장 큰 집단은 우수학력 집단이었다. 이로부터 수학 학업성취도의 성차를 줄이기 위해서는 초등학교부터 여학생이 수학에 대한 긍정적인 태도를 강화시킬 수 있도록 분위기를 조성하고 계속적인 지도가 필요함을 알 수 있다.

• Journal of applied mathematics & informatics
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• 제7권1호
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• pp.215-222
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• 2000

A multigrid algorithm is developed for solving the one- dimensional initial boundary value problem. The numerical solutions of linear and nonlinear Burgers; equation for various initial conditions are studied. The stability conditions are derived by Von -Neumann analysis . Numerical results are presented.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권1호
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• pp.31-50
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• 2012

The present study explored whether the implementation of focused activities (intervention programme) can enhance 22 pre-service mathematics teachers' proficiency in solid geometry thinking level as well as change for the better their feelings in this discipline. Over a period of 6 weeks the pre-service teachers participated in activities and diversified experiences with 3D shapes, using illustration aids and actual experience of building 3D shapes in relation to the various spatial thinking levels. The research objectives were to investigate whether the intervention programme, comprising task-oriented activities of solid geometry, enhance mathematics pre-service teachers' mastery of their geometric thinking levels as well as examine their feelings towards this discipline before and after the intervention programme. The findings illustrate that learners' levels of geometric thinking can be promoted, entailing control on higher thinking levels as well as a more positive attitude towards this field.

• 대한수학교육학회지:수학교육학연구
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• 제12권2호
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• pp.291-311
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• 2002

The PISA(Program for International Student Assessment), an international comparative study supervised by OECD, is aimed at producing reliable and internationally comparab1e indicators of students' literacy in reading, mathematics, and science. In mathematical literacy, Korean students ranked the 2nd out of the 32 participating countries in PISA. This result is very encouraging in the sense that the scores in the mathematical literacy is the forecasting indicator for the mathematical level of future citizens who are supposed to lead their countries in every fields. In contrast to the high performance in mathematics, Korean students possess extremely low level of interest in mathematics. On the other hand, Korea's highest top 5% students are not on a par with the best students in New Zealand, Japan, Swiss, Australia, and England. This finding urges Korean education to put serious efforts to pursue academic excellence. Overall, PISA results suggest that Korean mathematics education has been effective and efficient. Korean education system should set goals to meet the world standard and the challenges of the lifelong teaming society.