• The KIPS Transactions:PartD
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• v.16D no.3
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• pp.339-352
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• 2009

There are a number of formal methods for distributed real-time systems in ubiquitous computing to analyze and verify the behavioral, temporal and the spatial properties of the systems. However most of the methods reveal structural and fundamental limitations of complexity due to mixture of spatial and behavioral representations. Further temporal specification makes the complexity more complicate. In order to overcome the limitations, this paper presents a new formal method, called Timed Calculus of Abstract Real-Time Distribution, Mobility and Interaction(t-CARDMI). t-CARDMI separates spatial representation from behavioral representation to simplify the complexity. Further temporal specification is permitted only in the behavioral representation to make the complexity less complicate. The distinctive features of the temporal properties in t-CARDMI include waiting time, execution time, deadline, timeout action, periodic action, etc. both in movement and interaction behaviors. For analysis and verification of spatial and temporal properties of the systems in specification, t-CARDMI presents Timed Action Graph (TAG), where the spatial and temporal properties are visually represented in a two-dimensional diagram with the pictorial distribution of movements and interactions. t-CARDMI can be considered to be one of the most innovative formal methods in distributed real-time systems in ubiquitous computing to specify, analyze and verify the spatial, behavioral and the temporal properties of the systems very efficiently and effectively. The paper presents the formal syntax and semantics of t-CARDMI with a tool, called SAVE, for a ubiquitous healthcare application.

• The Journal of the Korea Contents Association
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• v.6 no.11
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• pp.202-216
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• 2006

A number of process algebras are not well suitable for real-time navigation/delivery systems due to the following reasons: 1) lack of representation of process distributivity over some geographical space and 2) the indistinction of representation of process mobility from process distributivity over the space. To make the process algebra suitable to the systems, it seems to be necessary to separate the space representation from the mobility representation. This paper presents a formal method for this purpose, namely, Calculus of Abstract Real-Time Distribution, Mobility, and Interaction (CARDMI). For analysis and verification of behavioral properties, CARDMI defines a set of the spatial, temporal and the interactive deduction rules and a set of equivalence relations. The rules and equivalences can be abstracted hierarchically due to the spatial abstraction, too. CARDMI can be applied to virtual navigation/delivery system for contents, too.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.251-266
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• 2015

The statement, 'Taking more mathematics would result a better mathematics teacher.' sounds plausible. However, it is questionable that how much of taking university level of mathematics such as abstract algebra and real analysis would affect to teach elementary mathematics well. Would a mathematician be a better teacher for elementary students to teach mathematics than who has been prepared to teach elementary mathematics? This paper reports the effects of opportunities to learn tertiary level mathematics and school level mathematics on pre-service primary school teachers' mathematics pedagogical content knowledge. The study analyzed Teacher Education and Development Study in Mathematics 2008 (TEDS-M 2008) database using multiple regression. Prospective primary teachers who have been prepared as generalist were the focus of the study. The results support future elementary teachers might need to have opportunities to revisit school mathematics they are going to teach.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.119-139
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• 2017

The construction in the ancient Greek era had more meanings than a construction in the present education. Based on this fact, this study examines the meaning of the current textbook. In contrast, we have extracted the meaning of the constructions in Euclid Elements. In addition, we have been thinking about what benefits can come up if the meaning of the construction in Euclid Elements was reflected in current education, and suggested a way to exploit that advantage. As results, it was confirmed that the construction in the current textbook was merely a means for introducing and understanding the congruent conditions of the triangle. On the other hand, the construction had four meanings in Euclid Elements; Abstract activities that have been validated by the postulates, a mean of demonstrating the existence of figures and obtaining validity for the introduction of auxiliary lines, refraining from intervening in the argument except for the introduction of auxiliary lines, a mean of dealing with numbers and algebra. Finally we discussed the advantages of using the constructions as a means of ensuring the validity of the introduction of the auxiliary line to the argument. And we proposed a viewpoint of construction by intervention of virtual tools for auxiliary lines which can not be constructed with Euclid tool.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.97-115
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• 2008

In high school mathematics class, to subtract a number b from a, we add the additive inverse of b to a and to divide a number a by a non-zero number b, we multiply a by the multiplicative inverse of b, which is the formal approach for operations of real numbers. This article aims to give a connection between the intuitive models in middle school mathematics class and the formal approach in high school for teaching operations of negative integers. First, we highlight the teaching methods(Hwang et al, 2008), by which subtraction of integers is denoted by addition of integers. From this methods and activities applying the counting model, we give new teaching methods for the rule that the product of negative integers is positive. The teaching methods with horizontal mathematization(Treffers, 1986; Freudenthal, 1991) of operations of integers, which is based on consistently applying the intuitive model(number line model, counting model), will remove the gap, which is exist in both teachers and students of middle and high school mathematics class. The above discussion is based on students' cognition that the number system in middle and high school and abstracted number system in abstract algebra course is formed by a conceptual structure.