• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.179-191
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• 2001

The Study investigated the contexts and probable difficulties of the teaching of the number of cases and the introduction of probability concept. In our mathematical curriculum, the contexts of the teaching of probability can be classified into five cases. We suggested some intuitive diagrams to be likely to decrease the cognitive complications caused by the equal possibilities of the unit event in the cases, respectively.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.176-188
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• 2003

Self-induction is an important concept in the field of electromagnetism, which is dealt with in all the high school physics textbooks. According to the results of the survey on self-induction, most of general high school students and even science high school students have overgeneralized concepts that high self-induced emf. are produced whenever the switch is turned off in the circuit containing inductors. The reasons of this overgeneralization on self-induction could be explained through the analysis of current high school physics II textbooks. Main reasons can be attributed to the fact that, by depending on their intuitive ideas, students try to vaguely explain the concept, based on lighting up of Ne tube in the special circuit. This study found out qualitative method to have students effectively understand self-induction based on quantitative interpretation to gain scientific understanding on self-induction.

• Journal of the Korean housing association
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• v.16 no.5
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• pp.75-81
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• 2005

The purpose of this study is to shed light on the field dynamics of 'lived space' in the light of our intuitive experiential contents by way of investigating three properties of space. While finding inspirations in the field theory of modern physics, investigation of our intuitive responses to the physical and spatial environment leads us to a coherent view of matter and space. We find then that our lived world is more than a system of inert matter; it is a dynamic environment of life in which feeling and mood, spiritual meaning and value, are perpetually infused with matter. Any concept of space, if it is to be meaningful to lift has to somehow acknowledge this fact. Empty space and matter cannot be conceived as mutually exclusive and independent as in classical physics. Rather they should be seen as two different manifestations of an underlying dynamism which permeates the world. The 'properties' of space can only be understood in terms of the 'impact' of material presence. The object cannot be seen as an isolated entity, but the 'conditioning' of its surrounding space has to be understood as an integral part of its being. Lived space can thus be viewed as an emotionally charged field, or a field of emotional energy, whose properties may be described in terms of concentration, mobility and resonance.

• Proceedings of the Computational Structural Engineering Institute Conference
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• 2007.04a
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• pp.68-73
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• 2007

Civil engineering construction work has always been accompanied by a high proportion of tasks that are either dangerous or unpleasant or both. Enhancing the general working environment and boosting safety levels are critical issues for the industry. In addition to that, the industry has been slow to utilize automation & robot technology, and there is substantial scope for the use of technology th boost efficiency, cut costs and improve quality levels in construction. In a bid to address this issue, Ministry of Construction & Transportation launched a five-year project in 2003 entitled Development of Intelligent Excavating System. The aim of the project is to use telecommunications and robotics technology to minimize inefficiencies and eliminate the dangerous and unpleasant aspects of tile construction process through the development of specific applications such as IT-equipped construction machinery and advanced construction management systems. In this paper, the project introduces on the research and development content related to multi-disciplinary, a intuitive operator control unit(Robot Technology) included.

• Journal of the Korean Data and Information Science Society
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• v.18 no.4
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• pp.859-868
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• 2007

The present paper deals with the ordering problem for how to teach mathematical concepts successfully. Main object is the concept of continuous functions which is fundamental in analysis and topology. At first, the theoretical organization of this concept is investigated through several texts in related field, calculus, analysis and topology. And next, the historical order for this concept from the viewpoint of problem-solving is considered. Based on these two materials, we suggest a lecturing organization order in order to establish a balanced unification of three concepts - intuitive, logical and formal concepts.

• The Mathematical Education
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• v.40 no.1
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• pp.15-25
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• 2001

The purpose of this thesis is to search the situation of an outbreak of the fallacy and methods of its treatment. We regard intuition as origins of genuine knowledge, but it sometimes raises the fallacy by intrinsic characters of itself. It makes an examination of the fallacy of the sense of sight like an optical illusion to instance that of sense. The sense of sight is an important factor in an intuitive cognition. However, its activity without thinking raises the fallacy of intuition in the process to observe and judge the things. I point out the fallacy of intuition which originates from terms and concepts in mathematical problems. The concept of mean velocity is representative. In this case, students make a mistake which means velocity can be solved by dividing the sum of v$_1$ and v$_2$ into two. The methods which overcome the fallacy of intuition are balance of intuition and logic, overcome of functional fixedness, the development of intuitive models and the development of metacognitive ability.

• Journal for History of Mathematics
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• v.20 no.3
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• pp.105-126
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• 2007

The present paper considers how to teach mathematical concepts. In particular, we aim to a balanced, unified achievement for three elements of concept loaming such as concept understanding, computation and application through one's mathematical intuition. In order to do this, we classify concepts into three patterns, that is, intuitive concepts, logical concepts and formal concepts. Such classification is based on three kinds of philosophy of mathematics : intuitionism, logicism, fomalism. We provide a concrete, practical investigation with important nine concepts in theory of vectors from the viewpoint of three patterns of concepts. As a consequence, we suggest certain solutions for an effective concept learning in teaching theory of vectors.

• East Asian mathematical journal
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• v.27 no.4
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• pp.453-470
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• 2011

Arithmetic education is based not only on concept but also fundamentally on intuition. Pestalozzi understood time, a Kant's transcendental intuition, as numbers, a form of cognition, so that he considered intuition essential in arithmetic education. Pestalozzi and Herbart also recommended the intuitive arithmetic education. Significance of the arithmetic education based on intuition resides in the fact that arithmetic, an expression of nature and the world, is succeeded to modern arithmetic education because numbers, a cornerstone of mathematics, are symbolized as a law of mind reasoning.

• Proceedings of the KIEE Conference
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• 2007.11b
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• pp.184-186
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• 2007

Visualization has a strong capability to manage and display a large volume of data. It makes system analysis more intuitive and helps an operator in monitoring system status, understanding its phenomena, identifying its problems, and performing corrective action to maintain the security of the system. In this paper visualization program is developed based on a COTS-based software development concept in a distributed environment using open-source application software and development tools.

• The Mathematical Education
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• v.40 no.2
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• pp.345-350
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• 2001

This study suggested a teaching method to improve intuitive understanding of the statistical basic concepts about the central limit theorem with experiment. It is very hard to understand about the concept of the central limit theorem in the school mathematics class. The result of this study experiment for the class of statistics education shows that the students and mathematics teachers were interesting at this experiment. They corrected their misunderstanding about the central limit theorem by discussion for the result of experiment with team members. I think that this study can help teachers to teach the students using the experiment method.