• Journal of Engineering Education Research
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• v.24 no.4
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• pp.41-51
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• 2021

This paper is to study whether cooperative learning applying group games becomes a teaching method that can increase interest and participation in class in calculus and the effect of the number of students. To increase interest and participation in class, the researcher conducted cooperative learning by applying smartphones and various game tools to group games. The consequences of the study confirmed that students' interest and participation in the class increased regardless of their mathematics basics. Therefore, it is expected that the calculus which is difficult for students to understand will be more easily approached by cooperative learning applying group games in the future.

• Journal of Science Education
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• v.45 no.2
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• pp.257-273
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• 2021

This study explores classes for pre-service mathematics teachers. The purpose of this study is to examine the differences between 'non-face-to-face' classes & 'face-to-face' classes, as well as the differences in learning outcomes between these two methods. A Professors' Learning Group was formed to effectively carry out this study. Through this learning group, we shared how to plan and operate the lecture. The subjects of this study are 'non-face-to-face calculus courses & face-to-face calculus courses' and 'non-face mathematics education theory courses & face-to-face mathematics education theory courses." Specifically, in these two pairs of courses, we analyze the differences in course management and the differences in the outcomes of students' assessments. Non-face-to-face classes were planned, developed, implemented and evaluated based on the 'non-face class design model.' The results of this study are as follows: First, we explored the differences between 'non-face-to-face classes/mixed classes' and 'face-to-face classes.' Second, the achievement results in calculus courses were higher in face-to-face classes than in non-face classes. Third, the results of achievements in mathematics education theory courses were higher in mixed classes than in face-to-face classes. Through the results of this study, we hope that the non-face-to-face class capabilities can be improved in pre-service mathematics teacher training.

• Research in Mathematical Education
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• v.16 no.3
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• pp.195-206
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• 2012

We adopt a spirit of Problem based learning to the class of Multivariable Calculus in a school of scientifically talented students and observed effects of our teaching-learning method in the Spring Semester of 2010. Twelve students who enrolled in this class participated in this research. We have proceeded with classroom experiment for the half of semester after midterm exam so that the students could compare our teaching-learning method with usual traditional one in the subject of multivariable calculus. Especially, we investigated changes in the learning attitude and cognitive development of the students toward definition and theorem of mathematics. Each group of 4 students worked on a sheet of our well-designed structured problems of several steps in each class and presented how they understood the way of constructing new definition and related theorems. Instructor's role in this research was to guide students' activities as questioner so that students could attain the clear meanings of definitions and theorems by themselves. We firstly analyzed students' process of mathematization of definition through observing their discussions and presentations as well as their achievements in the quizzes and final exams. Secondly, we analyzed students' class-diaries collected at the end of each class in addition to pre/post surveys.

• The Mathematical Education
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• v.59 no.1
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• pp.1-15
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• 2020

In this paper, we analyzed curriculum materials on inequalities as regions. Constructs such as mathematical connections and curriculum articulation were used as a framework. As for articulation, our findings indicate the topic of inequalities as regions addresses meaningful subordinate mathematical thinking and skills that serve prerequisite to calculus. Regarding connections, mathematical concepts involving inequalities extend to multivariate calculus. One implication is, as an unintended consequence of curricular decision of 2015 Revised National Curriculum to teach the topic only in mathematical economics, students who plan to study STEM subjects in college but opt out of mathematics economics in high school may miss the key concept and naturally struggle to understand calculus especially the theory of multivariate function of calculus.

• Research in Mathematical Education
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• v.12 no.3
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• pp.193-200
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• 2008

In this study, an innovative computer support has been suggested to improve differential perception of the students. Research has been conducted on a calculus class which has 35 students. A semi-structured interview has been reported in the study. By this interview, it was tried to make differential concept more understandable by using Micro Soft Excel component of the well-known MS Office software. By this aim, students have been asked to integrate a simple function by using MS Excel. At the end of the study, it was observed that differential concept made more sense in students' minds than previous.

• Journal of Korean society of Dental Hygiene
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• v.18 no.3
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• pp.269-280
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• 2018

Objectives: The purpose of this study was to investigate the change in the posture of dental hygiene students and clinical dental hygienists when implementing dental scaling before and after posture correction training using the rapid upper limb assessment (RULA) method and 3D motion analysis. Methods: Thirty-two healthy volunteers performed dental scaling to remove artificial calculus on dental manikin. The movement and angle of the joints were verified by RULA and 3D motion analysis during the procedure. The subjects were also photographed for 1 minute during the procedure for 10 minutes while the calculus was removed. After the removal of the calculus, the subject and the instructor checked the video together. Posture correction training was conducted by the instructor so that the subject could perform the calculus removal operation in the correct posture. Artificial calculus of the adjacent teeth was then removed for the same period of time, and the change in posture was reviewed. Results: The total score of the posture change using RULA was $5.72{\pm}0.58$ before training and $4.31{\pm}0.10$ after training, showing a significant decrease after training (p<0.001), and upper arm, lower arm, wrist position, neck and waist position showed significant decrease after training. The three-dimensional motion analysis showed significant differences according to the criteria measured at all measurement sites except the left shoulder (p<0.05) Conclusions: It was confirmed through RULA and 3D motion analysis that postural correction training using calculus removal images was effective, and that correct postural education is essential to preventing musculoskeletal diseases caused by removal of calculus.

• Journal of Korean Dental Hygiene Science
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• v.2 no.1
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• pp.31-39
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• 2019

This study focused on the change of environment and cognition of dental hygienists about dental calculus removal after the national health insurance. We conducted online and offline surveys for 290 dental hygienists working in dental clinics in Seoul, Gyeonggi and Incheon areas. Differences in perceptions were assessed by independent t-test and ANOVA. 62.1% answered that the health insurance coverage of dental calculus removal was appropriate, and 49.6% said that the desired number of health insurance coverage about the dental calculus removal should be applied twice a year. 54.3% said that the age after 20 years-old was not appropriate in national health insurance coverage of dental calculus removal, and 49.3% said that the appropriate starting age of dental calculus removal should be applied from high school students. 26.3% said that the number of national health insurance applications should be increased yearly, 20.5% said that oral care education should be added. Most of the dental hygienists said that the number of scaling patients increased, but that the quality of the scaling did not deteriorate. According to general characteristics, in the recognition of the removal of calculus, the dental hygienists having a career for 7~8 years felt less change. The dental hygienist wanted to expand the scope of national health insurance about scaling removal so that more subjects could remove dental calculus removal. Dental hygienists wanted that national health insurance should be systematically supplemented in order to contribute to the promotion of oral health of the people.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.259-282
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• 2010

In this paper, we introduce a modified Moore Method designed for the multivariable calculus course, and discuss about the effective teaching and learning method by observing the changes in the understanding of students' learning and the effects on students' learning in the class implemented by this modified Moore Method. This teaching experiment research was conducted with the 15 students who took the multivariable calculus course offered as a 3 week summer session in 2008 at H University. To guide the students' active preparation, stepwise course materials structured in the form of questions on the important mathematical notions were provided to the students in advance. We observed the process of the students' small-group collaborative learning activities and their presentations in the class, and analysed the students' class journals collected at the end of every lecture and the survey carried out at the end of the course. The analysis of these results show that the students have come to recognize that a deeper understanding of the subjects are possible through their active process of search and discovery, and the discussion among the peers and teaching each other allowed a variety of learning experiences and reflective thinking.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.105-114
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• 2001

This paper illustrates a calculus module which generates step-by-step solutions using J/Link that connects Java and Mathematica. Such a module provides intermediate and low level students with a practical environment where they can easily follow the solution paths on their own paces. The extra feature of this module depicts graphical images for a given function and its differentiated result to enhance the visual understandings of calculus concepts. Mathematica as a mathematical expert system that provides systematic mathematical knowledge to students with step-by-step solutions will be possibly extended to the tutorial or CMI development. The proposed module is implemented in a Java servlet that links to Mathematica FrontEnd. This approach results in adopting font systems to express two dimensional mathematical expressions in web documents as an alternative typesetting tool.

• Communications of Mathematical Education
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• v.21 no.4
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• pp.613-620
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• 2007

We made an investigation into basic mathematical abilities and made university freshmen an object of this study in order to find out the reason why their capabilities are remarkably behind in studies year by year. According to the survey, we confirmed that recent university freshmen's basic abilities to attend calculus class, right away after entering university, are insufficient for that class. In particular, a matter of grave concern is that score variations are so big despite the equal major of the same university. The aim of the study is to evaluate university freshmen's basic mathematical abilities in nationwide university and to figure out the real situation, then to give assistance to the proper calculus curriculum of university by reflecting the result in it. And also we wish to be helpful to propose proper policy plan in natural science system of highschool.