• Communications of Mathematical Education
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• v.10
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• pp.505-517
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• 2000

수학 학습에서 컴퓨터와 계산기의 활용은 시각화의 강화로부터 직관력과 사고력의 향상을 가져왔다. 컴퓨터 대수체계(Computer Algebra System)가 탑재된 수학 학습용 컴퓨터 프로그램과 계산기가 활발히 사용되고 있으며, 교수매체로서의 활용은 지식 정보전달 체계와 학습자의 지식 구성방법에 새로운 패러다임을 형성하였다. 특히 수학학습용 그래픽 계산기(Graphing Calculator)는 휴대형(Hand-held Technology)으로 학습공간의 이동(Mobil Education)이 가능하며, 수학학습 전용기라는데 의미를 둘 수 있다. Symbolic Graphing Calculator를 활용한 수업에서 학습자는 계산기를 가지고, 기호연산 실행 조작을 통해 자신의 사고과정을 표현하고, Symbolic Graphing Calculator는 실행 조작에 즉각적으로 과정과 결과를 제공하며, 다른 표상과 상호작용을 함으로써 학습자 스스로의 규제가 강화된 과정을 통해 지식을 구성하게 된다. 이때 교사는 지식 정보전달 체계인 대화형 실행매체(IMTs)를 작성하여 학습자의 지식 형성에 안내자의 역할을 하게 된다. 이번 워크샵에서는 CASIO fx 2.0을 활용한 교실 수업모형을 그래프 표상과 연계한 방정식의 풀이과정을 통해 알아본다.

• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.81-94
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• 2019

The purpose of this study is to investigate the meaning of CAS(Computer Algebra System) using in mathematics teaching and learning, and the change of the theory of mathematics teaching and learning caused by introduction of CAS. Especially, when CAS was introduced, some categories of assessment items were examined, and alternative assessment directions were presented and the implications of them were discussed.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.27-43
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• 2007

The aim of this paper is to develop a web-based learning system in order to motivate college students in the area of science and engineering to study college calculus. We designed and developed web-based contents, named MathBooster, using Mathematica, webMathematica and phpMath taking advantages of rapid computation and symbolic computation. The features of MathBooster consists of four parts: graphical representation of calculus concepts, textual illustrations of conceptual understanding, example-based step-by-step learning with phpMath, and quizzes with diagnostic feedback. After the MathBooster was practiced with engineering students, the formative evaluation was conducted with survey items composed in four categories: user responses, screen layout, practicing examples and diagnostic feedback in solving quizzes. The overall level of user satisfaction was statistically measured using SPSS. Those results indicate which parts of MathBooster are needed for future enhancement.

• Journal of the Institute of Electronics Engineers of Korea SC
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• v.41 no.5
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• pp.57-64
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• 2004

We proposed the eye gaze tracking system under natural head movements, which consists of one narrow-view field CCD camera, two mirrors which of reflective angles are controlled and active infra-red illumination. The mirrors' angles were computed by geometric and linear algebra calculations to put the pupil images on the optical axis of the camera. Our system allowed the subjects head to move 90cm horizontally and 60cm vertically, and the spatial resolutions were about 6$^{\circ}$ and 7$^{\circ}$, respectively. The frame rate for estimating gaze points was 10～15 frames/sec. As gaze mapping function, we used the hierarchical generalized regression neural networks (H-GRNN) based on the two-pass GRNN. The gaze accuracy showed 94% by H-GRNN improved 9% more than 85% of GRNN even though the head or face was a little rotated. Our system does not have a high spatial gaze resolution, but it allows natural head movements, robust and accurate gaze tracking. In addition there is no need to re-calibrate the system when subjects are changed.

• KIPS Transactions on Computer and Communication Systems
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• v.11 no.9
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• pp.289-304
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• 2022

It is necessary to apply process algebra and logic in order to analyze and verify safety requirements for Smart IoT Systems due to distributivity and mobility of the systems over some predefined geo-temporal space. However the analysis and verification cannot be fully intuitive over the space due to the fact that the existing process algebra and logic are very limited to express the distributivity and the mobility. In order to overcome the limitations, the paper presents a new logic, namely for GTS-VL (Geo-Temporal Space-Visual Logic), visualization of the analysis and verification over the space. GTS-VL is the first order logic that deals with relations among the different types of blocks over the space, which is the graph that visualizes the system behaviors specified with the existing dTP-Calculus. A tool, called SAVE, was developed over the ADOxx Meta-Modeling Platform in order to demonstrate the feasibility of the approach, and the advantages and practicality of the approach was shown with the comparative analysis of PBC (Producer-Buffer-Consumer) example between the graphical analysis and verification method over the textual method with SAVE tool.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.215-232
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• 2005

Computer algebra system (CAS) calculators are becoming increasingly common in schools and universities. While Hey offer quite sophisticated mathematical capability to teachers and students, it is not clear at present how they may best be employed. In particular their integration into students' learning and problem-solving remains an issue. In this paper we address this issue through the lens of a study that considered the introduction of the TI-89 CAS calculator to students about to enter university. We describe a number of different aspects of the partnership they formed with the calculator as they began the process of instrumentation of the CAS in their learning.

• The Transactions of the Korea Information Processing Society
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• v.4 no.4
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• pp.1013-1024
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• 1997

In the traditional object modeling methodologies, the object model can be said as formal since it has been based on rich semantic model. But almost of all methodolgies lack in formality the dyamic model and modeling process. Dynamic model cannot represent exctly the timing constraints and the interaction among the objects, which are very important features in real-time and multimedia system. In this paper, we formalize the synamic moedl and modeling proxess based on object behavior and state. This model defines the object state space using the concepts in algebra stucture and defines the object behavior func-tion. Also this model can formalize object kifecycle and conurrency among the objects usint the temporal logiction. Also this model can frlmaize object lifecycle and conurrency among the objects using the tempral logic and behavior founction. We apply firing rules to behacior function for modeling the dependency of interaction among the objescts.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.525-541
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• 2010

The purpose of this thesis is to investigate the effects of the topics in basic mathematics on academic achievement in order to improve the problem-solving abilities of low achievement students in university general mathematics. This program has been conducted from P University as a part of Education Capacity Enhancing Project. The goals of this program are to make students who have fear to mathematics feel confident for mathematics, and make easier to study general mathematics and major field without any difficulties for the students. The topics in basic mathematics was enforced with solving problem based on comprehension of the basic concept and computer-based learning. The classes were organized as Algebra-Geometry, Calculus, and General mathematics class by students' applications for classes and basic academic ability. As a result, the topics in basic mathematics has been evaluated as positive way to effect satisfaction and learning effect for the students who have low-level in basic academic ability. And also, according to the survey, the result shows that assignment through Webwork system and Mathematica program practice are helpful for learning basic mathematics. But several measures are asked for participation in the class and prevention for quitter of participants.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.19-33
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• 2015

Recently in major industrial areas, there has been a rapidly increasing demand for 'Computational Thinking', which is integrated with a computer's ability to think as a human world. Developed countries in the last 20 years naturally have been improving students' computational thinking as a way to solve math problems with CAS in the areas of mathematical reasoning, problem solving and communication. Also, textbooks reflected in the 2009 curriculum contain the applications of various CAS tools and focus on the improvement of 'Computational Thinking'. In this paper, we analyze the cases of mathematics education based on 'Computational Thinking' and discuss the mathematical content that uses the CAS tools including Sage for improving 'Computational Thinking'. Also, we show examples of programs based on 'Computational Thinking' for teaching Calculus in university.