• The Mathematical Education
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• v.42 no.4
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• pp.503-521
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• 2003

In this paper, we propose programs of geometry related courses for the department of mathematics education of teacher training universities. We suggest 4 courses, ‘Geometry I’, ‘Geometry II’, ‘Differential Geometry’, ‘Topology’ as geometry related courses in Shin et. al.(2003). Among those 4 courses, we state desirable direction of curricula on 3 courses, ‘Geometry I’, ‘Geometry II’, ‘Differential Geometry’ in this paper.

• Journal of the Korean Society of Fashion and Beauty
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• v.4 no.1 s.7
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• pp.28-34
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• 2006

The purpose of this study is to historically examine the thoughts and ideas of geometry and to analyze the expression style of design applied to the mass communication such as magazines and world wide webs, by giving definitions on the ideas of geometry and the pattern of cognition. Geometry was evolved to Descartes's analytical geometry, projective geometry, non-Euclidean geometry and Topology at the end of 19th century. When geometry applies to design styles, it is devided into two field, plane geometry and solid geometry. The development of geometry was completed from the Pythagoras symbolic theory of number to Platonic spiritual geometry and Euclidean geometry. It can be studied that those have what kind of symbolic meanings and transformations on each hair design plan. It can also analized how those symbolic forms are appeared on the design form. This tendency means that there is always a try for the use of geometry as reasonable device for hair design. If the hair design and geometry have logical and artistical relation, we can make buildings which have a order, balance and harmony.

• East Asian mathematical journal
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• v.28 no.4
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• pp.403-417
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• 2012

We can understand in the context of kant's philosophy the intuitive geometry education arguing that geometry education should begin with intuition. Both Pestalozzi and Herbart advocate a connection between geometry and intuition as well as a close relationship between geometry and the world. Significance of the intuitive geometry education resizes in the fact that geometry becomes both an example of and a principle of general cognition. The intuitive geometry education uses figures as an educational foundation in the transcendental condition for the main agent of cognition. In this regard, the intuitive geometry education provides grounds for the human character development.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.21 no.2
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• pp.209-216
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• 1997

A feature is well known as a medium to integrate CAD, CAPP and CAM systems. For a part drawing including both simple geometry and compound geometry, a process plan such as the selection of process, machine tool, cutting tool etc. normally needs simple geometry data and non-geometry data of the feature as the input. However, a extended process plan such as the generation of process sequence, operation sequence, jig & fixture, NC program etc. necessarily needs the compound geometry data as well as the simple geometry data and non-geometry data. In this paper, we propose a feature data model according to the result of analyzing necessary data, including the compound geometry data, the simple geometry data and the non-geometry data. Also, an example of the feature data model in milling process planning is described.

• Journal of the Korean Society of Costume
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• v.62 no.7
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• pp.67-78
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• 2012

This study considered and analyzed the influence of changed clothing silhouettes on the textile patterns by investigating the changes of geometry patterns in response to the changes of western women's apparel silhouette in the 1960s. The period scope of research was limited to the 1960s, and the research object was set as the geometry patterns seen in the designer's high-fashion. The researcher investigated the clothing silhouette and the textile patterns in 1960s by reviewing the literature about domestic and foreign books, research papers, domestic and foreign fashion magazines, information on the Internet. For the western women's apparel in 1960s, some active, simple styles were popular under the social atmosphere when more women actively entered the society. Influenced by popular art trends at that time, the silhouette was expressed in the geometry pattern among many textile patterns. The geometry pattern either appeared as a regularly overall repeating geometry pattern and the regularly partial repeating geometry pattern. The regularly overall repeating geometry pattern arranged the straight lines in the same interval. But the regularly partial repeating geometry pattern was arranged without order to emphasize the motif in some parts of clothing or to give some ornament effect, or was arranged asymmetrically.

• Journal for History of Mathematics
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• v.16 no.4
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• pp.59-68
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• 2003

Mathematics and arts are reflection of the spirit of the ages, since they have human inner parallel vision. Therefore, in ancient Greek ages, the artists' cannon was actually geometric ratio, golden section. However, in middle ages, the Euclidean Geometry was disappeared according to the Monastic Mathematics, then the art was divided two categories, one was holy Christian arts and the other was secular arts. In this research, we take notice of Renaissance Painting and Perspective Geometry, since Perspective Geometry was influenced by Renaissance notorious painter, Massccio, Leonardo and Raphael, etc. They drew and painted works by mathematical principles, at last, reformed the paradigm of arts. If we can say Euclidean Geometry is tactile geometry, the Perspective Geometry can be called by visual geometry.

• East Asian mathematical journal
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• v.39 no.4
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• pp.479-492
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• 2023

Although Euclidean plane geometry is implemented in the middle school course, there are three major problems in high school space geometry that can be intuitively taken for granted or misinterpreted as circular arguments. In order to solve this problem, this study proved three major problems using sets, Euclidean plane geometry, and parallel line postulates. This corresponds to a logical sequence and has mathematical and mathematical educational values. Furthermore, it will be possible to configure spatial geometry using sets, and by giving legitimacy to non-Euclidean spatial geometry, it will open the possibility of future research.

• The Transactions of the Korea Information Processing Society
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• v.7 no.1
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• pp.252-265
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• 2000

In this thesis, the analysis of data processing method and the amount of computation in the whole geometry processing is conducted step by step. Floating-point ALU design is based on the characteristics of geometry processing operation. The performance of the devised ALU fitting with the geometry processing operation is analyzed by simulation after the description of the proposed ALU and geometry processor. The ALU designed in the paper can perform three types of floating-point operation simultaneously-addition/subtraction, multiplication, division. As a result, the 23.5% of improvement is achieved by that floating-point ALU for the whole geometry processing and in the floating-point division and square root operation, there is another 23% of performance gain with adding area-performance efficient SRT divisor.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.43 no.2 s.344
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• pp.24-33
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• 2006

The effective geometry processing IP architecture for mobile SoC that has real time 3D graphics acceleration performance in mobile information system is proposed. Base on the proposed IP architecture, we design the floating point arithmetic unit needed in geometry process and the floating point geometry processor supporting the 3D graphic international standard OpenGL-ES. The geometry processor is implemented by 160k gate area in a Xilinx-Vertex FPGA and we measure the performance of geometry processor using the actual 3D graphic data at 80MHz frequency environment The experiment result shows 1.5M polygons/sec processing performance. The power consumption is measured to 83.6mW at Hynix 0.25um CMOS@50MHz.

• The Mathematical Education
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• v.46 no.4
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• pp.493-502
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• 2007

What is a foundational element of plane geometry? Isn't it possible to constitute the contents of plane geometry from that element? In this paper, we suggest a view point that triangle is a foundational element of plane geometry. And take some examples of reconstruction of usually given contents and mathematical activity centered on the triangle in plane geometry.