• Journal of applied mathematics & informatics
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• 제26권5_6호
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• pp.877-888
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• 2008

This paper deals with some new nonlinear delay and weakly singular integral inequalities of Gronwall-Bellman type. These results generalize the inequalities discussed by Xiang and Kuang [19]. Several other inequalities proved by $Medve{\check{d}}$ [15] and Ou-Iang [17] follow as special cases of this paper. This work can be used in the analysis of various problems in the theory of certain classes of differential equations, integral equations and evolution equations. A modification of the Ou-Iang type inequality with delay is also treated in this paper.

• Journal of applied mathematics & informatics
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• 제18권1_2호
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• pp.171-182
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• 2005

An analysis of the non-homogeneous term involved in the free surface condition for second order wave diffraction on a pair of cylinders is presented. In the computations of the nonlinear loads on offshore structures, the most challenging task is the computation of the free surface integral. The main contribution to this integrand is due to the non-homogeneous term present in the free surface condition for second order scattered potential. In this paper, the free surface condition for the second order scattered potential is derived. Under the assumption of large spacing between the two cylinders, waves scattered by one cylinder may be replaced in the vicinity of the other cylinder by equivalent plane waves together with non-planner correction terms. Then solving a complex matrix equation, the first order scattered potential is derived and since the free surface term for second order scattered potential can be expressed in terms of the first order potentials, the free surface term can be obtained using the knowledge of first order potentials only.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제3권1호
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• pp.9-21
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• 1999

In mid 1980s, open education arrived in Korea. It was influenced by the educational reforms implemented in American primary schools. Currently, the Ministry of Education is appealing to teachers for their active involvement in educational reform by using open education methodology. Often teachers in Korea complain that they do not know what to do or how to change in order to practice the open education. It is time to review the state of open education in Korea and the United States. This paper contains the following segments: 0) Introduction, 1) Beginning of open education, 2) A brief history of open education in Korea, 3) The current status of open education in the United States, 4) A glance at open mathematics classroom in Korea, 5) Lessons from the review, and 6) Conclusion.

• 대한수학회보
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• 제58권6호
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• pp.1507-1520
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• 2021

Let R be a commutative ring with 1 ≠ 0, n be a positive integer and M be an R-module. In this paper, we introduce the concept of weakly quasi n-absorbing submodule which is a proper generalization of quasi n-absorbing submodule. We define a proper submodule N of M to be a weakly quasi n-absorbing submodule if whenever a ∈ R and x ∈ M with 0 ≠ aⁿ x ∈ N, then aⁿ ∈ (N :_R M) or a^n-1 x ∈ N. We study the basic properties of this notion and establish several characterizations.

• 대한수학교육학회지:수학교육학연구
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• 제10권1호
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• pp.35-55
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• 2000

There seems to be a public consensus that the content of Korean mathematics textbooks is extensive and of a high level of difficulty. However, such judgment is the result of a generalization based on individual experience or on the results from comparisons of the international levels of achievement. Therefore, a more objective and stricter approach to the determination of the quantity and level of difficulty of mathematics content is necessary. For this purpose, this study has compared the content of Koreas 6th and 7th junior high school curriculums, and the Korean mathematics curriculum to textbooks of the United States, which has a considerable influence on the making of Korean mathematics textbooks. First of all, a comparison of Koreas 6th and 7th junior high school mathematics curriculums showed a slight reduction in the total quantity of content, as more content was deleted than was added in the 7th curriculum. However, given the fact that the number of hours of mathematics classes has been reduced, the reduction in content cannot be regarded as anything more than a simple reflection of the reduction in hours, proving that the 7th curriculum has not met its revision objective of reducing the content by 30%. Meanwhile, the comparison of the United States junior high school mathematics textbooks to Korea's 7th curriculum showed that the 7th grade content in the United States was much broader, encompassing content which in Korea ranged from the 2nd grade of elementary school to the 2nd year of junior high school. Therefore, on the surface, it may appear that the overall level of content in the American mathematics textbook is lower than that of the Korean. However, there are several cafes, such as statistics and probability, where certain content was more difficult and introduced at an earlier grade in the United States than in Korea. In fact, it can be said that Korea students tend to find content of the mathematics textbooks to be harder than they actually are because they are delivered as a mere aggregate of algorithms, with little consideration to its application in their everyday lives. In this respect, there is much room for improvement on the mathematics textbooks of Korea.

• East Asian mathematical journal
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• 제29권2호
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• pp.109-135
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• 2013

The purpose of the study was to investigate the reality of middle school mathematics teachers' subject matter knowledge for teaching mathematical conjecture and justification. Data in the study were collected through interviewing nine Chinese and ten Korean middle school mathematics teachers. The teachers responded to the question that was designed in the form of a scenario that presents a teaching task related to a geometrical topic. The teachers' oral responses were audiotaped and transcribed, and their written notes were collected. The results of the study were compared to the analysis of American and Chinese elementary and secondary teachers' responses to the same task in Ball (1988) and Ma (1999). The findings of the study suggested that teachers' approaches to explaining and demonstrating a mathematical topic were significantly influenced by their knowledge of learners and knowledge of the curriculum they teach. One of the practical implications of the study is that teachers should recognize the advantages of learning the conceptual structure of a mathematical topic. It allows the teachers to have the flexibility to come up with meaningful mathematical approaches to teaching the topic, which are comprehensible to the learners whatever the grade levels they teach, rather than rule-based algorithms.

• 대한수학교육학회지:학교수학
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• 제16권1호
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• pp.83-110
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• 2014

본 논문은 제 1차 교육과정을 근거로 하여 개발된 중학교 수학교과서를 오늘날의 국내 외의 수학과 교육과정에서 강조하고 있는 내용을 기반으로 분석한 것이며, 이 과정에서 한국의 현행 교과서 및 미국에서 최근 사용되고 있는 수학교과서인 MiC 교과서와 비교했다. 제 1차 교육과정에 따른 중학교 수학교과서는 모든 단원에서 실생활의 다양한 상황을 토대로 문제가 구성되어 있으며, 일련의 문제들을 통하여 수학개념을 도입하는 형식으로 전개되고 있다. 또한 수학적 개념을 연결하여 제시하고 있고, 표, 그래프, 식 등의 수학적 표현을 상호 연계하여 사용하게 하는 활동이 포함되어 있으며, 문제해결 과정에서 학생들 간의 토의를 적극적으로 권장하고 있다. 이와 같은 우리나라의 제 1차 교육과정 및 수학교과서에 대한 현대적인 재조명을 바탕으로 차기 교육과정 및 교과용 도서 개발을 위한 기초적인 자료 및 시사점을 제공하고자 한다.

• Advances in Computational Design
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• 제5권2호
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• pp.127-146
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• 2020

Building Information Modeling (BIM) is increasingly used throughout the facility's life cycle for various applications, such as design, construction, facility management, and maintenance. For existing buildings, the geometry of as-built BIM is often constructed using dense, three dimensional (3D) point clouds data obtained with laser scanners. Traditionally, as-built BIM systems do not contain the material and textural information of the buildings' elements. This paper presents a semi-automatic method for generation of material and texture rich as-built BIM. The method captures and integrates material and textural information of building elements into as-built BIM using thermal infrared sensing (TIS). The proposed method uses TIS to capture thermal images of the interior walls of an existing building. These images are then processed to extract the interior walls using a segmentation algorithm. The digital numbers in the resulted images are then transformed into radiance values that represent the emitted thermal infrared radiation. Machine learning techniques are then applied to build a correlation between the radiance values and the material type in each image. The radiance values were used to extract textural information from the images. The extracted textural and material information are then robustly integrated into the as-built BIM providing the data needed for the assessment of building conditions in general including energy efficiency, among others.

• 한국학교수학회논문집
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• 제15권1호
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• pp.1-25
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• 2012

본 연구는 Freudental의 수학관에 근거한 RME가 표방하는 현실 속 풍부한 맥락적 상황들로 이루어진 관점으로 초등학교 4학년 교과서를 중심으로 한국 및 미국(3종) 교과서에서 제시된 문제의 맥락성을 살펴보았다. 이를 위해 맥락성의 요소를 일상성, 다양성, 수학적 잠재성으로 도출하여 맥락문제를 분류하여 분류된 문제를 비교 분석하였다. 그 결과 한국 교과서는 미국 교과서에 비해, 맥락문제가 차지하는 비율 뿐 아니라, 과정별 맥락성이 모두 낮게 나타났다. 또한 각 요소별 성향을 잘 나타내고 있는 문항을 분석, 기술함으로써 추후 교과서 개발 뿐 아니라, 문항 개발에 의미 있는 자료를 제공할 것으로 기대한다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제25권1호
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• pp.119-145
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• 2011

최근 연구가 진행되고 있는 2009 수학과 교육과정 개발 연구에 시사점을 제공할 목적으로 본 연구에서는 1990년대 이후에 미국에서 추진되고 있는 수학교육 개혁 프로그램 중의 하나인 'The Connected Mathematics Project(이하, CMP)'에 대하여 고찰한다. 연구 내용들은 CMP를 추진하게 된 배경, 1991년에서 1996년 사이에 수행된 CMP(이하, CMP1)에서 개발된 교과서(이하 CMP1 교과서)에 대한 논란, CMP1을 수정 보완하기 위하여 2000년에서 2006년 사이에 수행된 CMP(이하, CMP2)의 교육과정이며, 문헌연구 방법을 통하여 살펴본 결과, CMP2 교육과정에서는 CMP1 교과서에 대해 제기됨 논란을 일부 반영하여, 기본적인 기능 습득을 위한 절차를 도입하고 과다한 수업량과 시수를 감축할 뿐만 아니라 대수를 강조하고 자료 분석 내용들을 강화하였다.