• Journal of the Korean School Mathematics Society
• /
• v.11 no.2
• /
• pp.249-283
• /
• 2008

The purpose of the study was to investigate the definitions and concept images of Infinity and limits for high school students. In addition, the error patterns of the students were also investigated. The participants were 121 girls highschool students and survey method was used to co11ed data. Only 11 % and 5% of the participants revealed the definitions similar to the standard textbook definitions in limits of infinite sequences and infinite series respectively. The participants showed 6 types of error patterns and had more difficulties in understanding and applying concepts and properties of infinite series than those of infinite sequences.

• The Mathematical Education
• /
• v.50 no.4
• /
• pp.429-440
• /
• 2011

This paper analysed gifted middle students' conception of the definitions of point and line and the uses of definitions in proving. The findings of this paper suggest that the concept of mathematical definitions is very unnatural to students, therefore teachers and textbooks need to explain explicitly the characteristics of mathematical definitions which are different from dictionary definitions using common sense. Also introducing undefined terms in middle school geometry would give students a critical chance to deal with the transition from dictionary definitions to mathematical definitions.

• Research in Mathematical Education
• /
• v.17 no.2
• /
• pp.133-152
• /
• 2013

In this research, we investigated students' understanding of the definitions of sequence of continuous functions and its uniform convergence. We selected three female and three male students out of the senior class of a university and conducted questionnaire surveys 4 times. We examined students' concept images of sequence of continuous functions and its uniform convergence and also how they approach to the right concept definitions for those through several progressive questions. Furthermore, we presented some suggestions for effective teaching-learning for the sequences of continuous functions.

• Journal of Korean Medical classics
• /
• v.27 no.2
• /
• pp.77-95
• /
• 2014

Objectives : This study was to analyze the definitions of herbs, herbal drugs, crude drugs and natural products in the relevant laws and regulations, understand the related problems, and propose directions for improvement. Methods : I analyzed the legal definitions in respect of herbs, herbal drugs, crude drugs and natural products in relevant laws and regulations since 1945, explained the problems, and suggested the solution-considering the academic stance of Traditional Korean Medicine and the dualistic medical and pharmaceutical system. Results : Herbs are defined as "refined things that are cut and dried in their most original state". The definition of crude drugs includes herbs and the "cell contents, secretion, extracts, minerals and other parts of animals and plants that are used medicinally". The concept of natural products is expanded to adding tissue cultures to the definition of crude drugs. Conclusions : The definition of herbs should at least include all products that are "processed, extracted and prepared" as well as contents that consist of various forms of hospital-prepared herbs. The term "herbal drug" corresponds to a traditional term of "drug", and this should be established as a concept to explain "drugs in raw materials that are used to prepare herbs and/or manufacture herbal medicine". The legal definition of herbs should include the concept of crude drugs. Herbal drug preparations and crude drugs should be included in the definition of herbal drugs.

• The Mathematical Education
• /
• v.47 no.2
• /
• pp.197-219
• /
• 2008

Unlike ordinary situations, deifinitions play a very important role in mathematics education in schools. Mathematical concepts have been mainly acquired by given definitions. However, according to didactical intentions, mathematics education in schools has employed mathematical concepts and definitions with less strict forms than those in pure mathematics. This research mainly discusses definitions used in geometry (promising) course in primary schools to cope with possibilities of creating misconception due to this didactical transformation. After analyzing problems with potential misconceptions, a survey was conducted $\underline{with}$ 80 primary school teachers in Jeju to investigate their recognitions in meaning of mathematical concepts in geometry and attitudes toward teaching. Most of the respondents answered they taught their students while they knew well about mathematical definitions in geometry but the respondents sometimes confused mathematical concepts of polygons and circles. Also, they were aware of problems in current mathematics textbooks which have explained figures in small topics (classes). Here, several suggestions are proposed as follows from analyzing teachers' recognitions and researches in mathematical viewpoints of definitions (promising) in geometric figures which have been adopted by current mathematics textbooks in primary schools from the seventh educational curriculum. First, when primary school students in their detailed operational stage studying figures, they tend to experience $\underline{a}$ collision between concept images acquired from activities to find out promising and concept images formed through promising. Therefore, a teaching method is required to lessen possibility of misconceptions. That is, there should be a communication method between defining conceptual definitions and Images. Second, we need to consider how geometric figures and their elements in primary school textbooks are connected with fundamental terminologies laying the foundation for geometrical definitions and more logical approaches should be adopted. Third, the consistency with studying geometric figures should be considered. Fourth, sorting activities about problems in coined words related to figures and way and time of their introductions should be emphasized. In primary schools mathematics curriculum, geometry has played a crucial role in increasing mathematical ways of thoughts. Hence, being introduced by parts from viewpoints of relational understanding should be emphasized more in textbooks and teachers should teach students after restructuring this. Mathematics teachers should help their students not only learn conceptual definitions of geometric figures in their courses well but also advance to rigid mathematical definitions. Therefore, that's why mathematics teachers should know meanings of concepts clearly and accurately.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.17 no.1
• /
• pp.55-68
• /
• 1989

^x This paper focuses on clarifying the diverse conceptions of landscape, of which ambiguity gives rise to confusion to the theory and practice of landscape architecture. Landscape in the form of landscipe has once indicated land, a defined space or a humanized environment, cultivated and inhabited for the purpose of biological sustenance of ordinary people. With the advent of landschap(landscape) painting, its concept moved from the real world to the scenery, a prospect, 'a portion of earth's surface that can be seen at once by a man who is himself upon the surface. 'Once appeared, it remained as a central concept until the 19th century when the modern land-scape architecture, which claims to stand for the democratic planning and environmental design, emerged. However, it still survives as the most popular concept :a landscape is a man-made, beautiful scene. To the contrary, the geographers hold that a landscape is not an actual scene viewed by a particular observer, but is a generalization induced from the observation of many individual scene. Since it is not only very attractive to the general public, but also very important to the designers, scholars and artists, operational definitions of landscape are urgently needed.

• School Mathematics
• /
• v.4 no.2
• /
• pp.247-260
• /
• 2002

In recent elementary school mathematics a word 'stipulation' newly appears. The word is used instead of definition. However, there seems to be some differences between definition and stipulation. So, in this paper we investigate those differences through the concept 'function of definition'. In school mathematics textbooks there are definitions which carry out special functions In mathematical contexts or situations. We can say that we understand those definitions, only if we also understand the functions of definitions in those contexts or situations. Functions of definition are classified as, stipulation-function, discrimination-function, analysis-function, demonstration-function, improvement-function. With these analyses we made a frame for investigating the characteristics of the definitions in recent elementary school mathematics textbooks. As a result of analysing functions of definition we found that generally speaking, stipulation-function is excessively emphasized and the other functions of definition are not explained adequately in school mathematics textbooks. So it is required that the textbook authors should be careful not to miss an opportunity for the functional understanding and the mathematics teachers should be aware of the functions of definitions. Finally, we comment that textbook author, teacher, and researcher should be careful in using the word 'stipulation' instead of definition, because, although there are various functions of definitions, students might ream only stipulation-function.

• Research in Mathematical Education
• /
• v.3 no.1
• /
• pp.35-56
• /
• 1999

The evolution of the function concept was delineated in terms of the 17th and 18th Centuries' dependent nature of function, and the 19th and 20th Centuries' arbitrary and univalent nature of function. According to mathematics educators' beliefs about the value of the function concept in school mathematics, certain definitions of the concept tend to be emphasized. This study discusses three types - genetical (dependence), logical (settheoretical), analogical (machine/equations) - of definition of function and their values.

• Journal of Ship and Ocean Technology
• /
• v.9 no.3
• /
• pp.33-42
• /
• 2005

As the networks connect the world, enterprises tend to move manufacturing activities into virtual spaces. Since different software applications use different data terminology, it becomes a problem to interoperate, interchange, and manage electronic data among heterogeneous systems. It is said that approximately one billion dollar has been being spent yearly in USA for product data exchange and interoperability. As commercial CAD systems have brought in the concept of design feature for the sake of interoperability, terminologies of design features need to be harmonized. In order to define design feature terminology for integration, knowledge about feature definitions of different CAD systems should be considered. STEP standard have attempted to solve this problem, but it defines only syntactic data representation so that semantic data integration is not possible. This paper proposes a methodology for integrating modeling features of CAD systems. We utilize the ontology concept to build a data model of design features which can be a semantic standard of feature definitions of CAD systems. Using feature ontology, we implement an integrated virtual database and a simple system which searches and edits design features in a semantic way.

• East Asian mathematical journal
• /
• v.27 no.4
• /
• pp.381-389
• /
• 2011

The flexible mathematical thinking - the ability to generate and connect various representations of concepts - is useful in understanding mathematical structure and variation in problem solving. In particular, the flexible mathematical thinking with the inventive mathematical thinking, the original mathematical problem solving ability and the mathematical invention is a core concept, which must be emphasized in all branches of mathematical education. In this paper, the author considered a case of flexible mathematical thinking with an inventive problem solving ability shown by his student via real analysis courses. The case is on the proofs of the equivalences of three different definitions on the concept of limit superior shown in three different real analysis books. Proving the equivalences of the three definitions, the student tried to keep the flexible mathematical thinking steadily.