• 한국농공학회논문집
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• 제63권5호
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• pp.27-38
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• 2021

The physical condition assessment criteria of fill dam safety inspection are now weakly regulated and inappropriate for small agricultural reservoirs since these criteria have fundamental backgrounds suitable for large-scale dams. This study proposes the degree (critical values) of defects for the quantitative condition assessment of the embankment in order to prepare the condition assessment criteria for a small reservoir with a storage capacity of less than one (1) million cubic meters. The critical values of defects were calculated by applying the method that considers the size ratios based on the dimensional data of reservoirs, and the method of statistical analysis on the measured values of the defect degree which extracted from comprehensive annual reports on reservoir safety inspection. In comparison with the current criteria, the newly proposed critical values for each condition assessment item of the reservoir embankment are presented in paragraphs 4 and 6 of the conclusion. In addition, this study presents a method of displaying geometric figures to clarify the rating classification for condition assessment items with the two defect indicators.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제30권4호
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• pp.453-468
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• 2016

본 연구자는 만다라를 유아미술교육에 활용하였을 때 유아의 공간과 도형의 개념이 현저하게 향상된 결과를 얻었다. 본 논문은 그 후속연구로 부산광역시 H어린이집의 만3세 유아 44명, 만5세 유아 34명을 대상으로, 만다라와 유사한 구조를 가지는 프랙털 조형 활동이 유아의 공간과 도형의 수학적 개념에 미치는 영향을 연구하였다. 연구결과 만3세 유아는 4개 영역에서, 만5세 유아는 3개 영역에서 유의미함을 보였다. 만3세 유아는 조형 활동에서 과거의 기억을 표현하기 시작했으며, 만5세 유아는 스토리를 만들며 실물과 유사하게 재현하기도 했다. 또한 만5세의 경우 그림과 지점토의 표현에서 성별의 차이가 뚜렷하게 드러났으며, 만다라보다 프랙털이 더욱 효과적임을 보였다.

• 조형예술학연구
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• 제4권
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• pp.91-122
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• 2002

`Bio morphism` are constituted in paintings where the artists try to embody the elementary properties of living creature as of growth and durability. They are the most appropriate concept of painting to harmonize human being with nature closely. The formative ways of them attach great importance to both unconsciousness and desire , as well as variations or dynamics, by noticing a flow of natural senses and feelings of human being. In other words, the formative ways are based on a recognition of nature as the intrinsic force of life, with the result that aesthetics of incompleteness is embodied in images. Therefore they are clearly distinguished from that of functional, geometric images. A tendency of painting at that time, in a word, 'return to figure and expression', means a conversion into organic images like the incomplete, atypical, and biomorphic forms, while denying the mechanical or geometric. Elizabeth Murray are analyzed, for these works are remarkable in the characteristics of 'Bio morphism'. Consequently the features of organic images, that is, 'the formative acceptance of natural figures, or an informality' and 'the force of free will, or an incompleteness', could obviously be revealed. It is a type that obtains a motif out of natural figures like an animal, a plant, or the concrete figures of human being. In conclusion, this thesis is focused on not only emphasizing that 'Bio morphism' were a major tendency among the various trends of postmodern painting in the 20th century, but also analysing both the painterly formation of organic images and the structure of them. In addition to these points, it is a central aim to evoke that Bio morphism should accurately be evaluated and positioned in postmodern painting. A new recognition of 'Bio morphism' is a peculiarity of the times that reflects a cultural aspect of the present, hence it should be recognized as another way to approach the postmodern painting.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권4호
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• pp.437-445
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• 2008

On the basis of the meaning and general process of geometric proof through transformation concept and understanding the geometric properties of linear transformation, this study showed that the centroid of geometrical figure and certain properties of a parabola and an ellipse in school mathematics can be explained as a conservative properties through linear transformation. From an educational perspective, this is a good example of showing the process of how several existing individual knowledge can be reorganized by a mathematical concept. Considering the fact that mathematical usefulness of linear transformation can be revealed through an invariable and conservation concept, further discussion is necessary on whether the linear transformation map included in the former curriculum have missed its point.

• 대한수학교육학회지:학교수학
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• 제11권2호
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• pp.227-241
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• 2009

이 논문에서는 평면에서의 등주문제 지도 방법을 게슈탈트 심리학적 관점에서 분석하여 초등 영재수업에 적용가능 한 프로그램을 구성하는 문제를 고찰하고, 수학교육에서의 시사점을 얻고자 한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권2호
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• pp.177-186
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• 2004

In this paper, we introduce new functional definitions for school geometry based on DGS (dynamic geometry system) teaching-learning environment. For the vertices forming a geometric figure, we first consider the relationship between the independent vertices and dependent vertices, and using this relationship and educational considerations in DGS, we introduce functional definitions for the geometric figures in terms of its independent vertices. For this purpose, we design a new DGS called JavaMAL MicroWorld. Based on the needs of new definitions in DGS environment for the student's construction activities in learning geometry, we also design a new DGS based geometry curriculum in which the definitions of the school geometry are newly defined and reconnected in a new way. Using these funct onal definitions, we have taught the new geometry contents emphasizing the sequential expressions for the student's geometric activities.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권2호
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• pp.275-290
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• 2014

This study investigated the types of the 3D geometric thinking and spatial reasoning through the observation of the 2D representing activities for representing the 3D geometrical objects with preservice secondary mathematics teachers. For this purpose, the 43 sophomoric students in college of education were divided into 10 groups and observed their group task performance on the basis of the representation they used. Observed processes were all recorded and the participants were interviewed based on the task. As a result, the role of physical object that becoming the object of geometric thinking and spatial reasoning, and diverse strategies and phenomena of the process that representing the 3D geometric figures in 2D were discovered. Furthermore, these processes of representing were assumed to be influenced by experience and study practice of students, and various forms of representing process were also discovered in the process of small group activities.

• 디지털융복합연구
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• 제12권8호
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• pp.475-480
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• 2014

대상을 상징하는 기호로서의 의미를 포함하고 있는 기하학적 패턴은 조형표현에 있어서 20세기 이후 예술가들의 작품을 통해 재구성되어 현대적인 이미지를 나타내는 중요한 모티브가 되고 있으며 패턴의 단순하고 간결한 형태는 외형뿐만 아니라 문양 장식을 통하여 새로운 아름다움을 창출하고 있다. 기하학적 패턴의 문양장식은 단순화되고, 이성적이며 현대적인 세련미와 잘 어울린다. 이렇듯 기하학적 패턴을 활용한 문양은 팔각형, 반원, 삼각형, 사각형 등의 기하학적 도형들을 이용하여 단순한 미로 현대인에게 만족감을 준다. 또한, 기하학적 패턴은 규칙적이고 단순명료하여 시각적으로 강렬한 효과를 유도하며 운동감과 속도감이 주는 역동성으로 3차원적 공간감으로 확장되기도 한다. 이로 인해 주목성이라는 특성이 나타나는데 테이블웨어에서도 이러한 기학학적 패턴을 이용한 디자인은 강한 주목성으로 시각적인 즐거움을 준다. 또한 이는 우연성의 요소에 근거해서 만들어지는 형태가 아니기 때문에 객관화될 수 있으며 반복적인 재현이 가능하다. 이러한 반복구성은 테이블웨어를 만드는 많은 디자이너에게 영향을 줄 수 있으며 테이블웨어 디자인을 더욱 더 고급화하여 도자 산업에 고부가가치를 창출할 수 있는 새로운 가능성을 제시할 것으로 생각된다.

• 한국학교수학회논문집
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• 제16권4호
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• pp.821-840
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• 2013

중학교 기하에서 등장하는 도형의 정의는 그 모양에서 시각적으로 확인할 수 있는 단순한 용어의 뜻으로만 생각하기 쉽다. 그러나 도형의 정의에 대한 낮은 이해도는 이와 같은 도형 정의에 대한 도구적 이해의 한계를 보여주고 있다. 이 연구는 영재중학생들을 대상으로, Freudenthal이 주장했던 도형 성질의 논리적 조직화에 의한 정의의 재발명과정을 구체적으로 실행하여 분석하였다. 그 결과 영재 학생 중 상당수가 도형 성질의 논리적 조직화 경험을 통하여, 도형을 왜 그렇게 정의하는 것인가, 또 다른 성질로는 정의할 수 없는가와 같은 도형 정의의 관계적 이해와 관련된 질문에 대해 깊이 이해하고 있음을 확인할 수 있었다. 이 연구에서 분석한 논리적 조직화에 의한 정의의 재발명과정은 중학교 기하교육의 문제를 반성하고 새로운 대안을 모색하는데 도움이 될 수 있을 것이다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권3호
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• pp.171-185
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• 2014

Mathematically deductive reasoning skill is one of the major learning objectives stated in senior secondary curriculum (CDC & HKEAA, 2007, page 15). Ironically, student performance during routine assessments on geometric reasoning, such as proving geometric propositions and justifying geometric properties, is far below teacher expectations. One might argue that this is caused by teachers' lack of relevant subject content knowledge. However, recent research findings have revealed that teachers' knowledge of teaching (e.g., Ball et al., 2009) and their deductive reasoning skills also play a crucial role in student learning. Prior to a comprehensive investigation on teacher competency, we use a case study to investigate teachers' knowledge competency on how to teach their students to mathematically argue that, for example, two triangles are congruent. Deductive reasoning skill is essential to geometry. The initial findings indicate that both subject and pedagogical content knowledge are essential for effectively teaching this challenging topic. We conclude our study by suggesting a method that teachers can use to further improve their teaching effectiveness.