• Education of Primary School Mathematics
• /
• v.14 no.3
• /
• pp.237-259
• /
• 2011

Mathematics learning disabilities is a specific learning disorder affecting the normal acquisition of arithmetic and spatial skills. Reported prevalence rates range from 5 to 10 percent and show high rates of comorbid disabilities, such as dyslexia and ADHD. In this study, the characteristics and the causes of this disorder has been examined. The core cause of mathematics learning disabilities is not clear yet: it can come from general cognitive problems, or disorder of innate intuitive number module could be the cause. Recently, researchers try to subdivide mathematics learning disabilities as (1) semantic/memory type, (2) procedural/skill type, (3) visuospatial type, and (4) reasoning type. Each subtype is related to specific brain areas subserving mathematical cognition. Based on these findings, the author has performed a basic research to develop grade specific diagnostic tests: number processing test and math word problems for lower grades and comprehensive math knowledge tests for the upper grades. The results should help teachers to find out prior knowledge, specific weaknesses of students, and plan personalized intervention program. The author suggest diagnostic tests are organized into 6 components. They are number sense, conceptual knowledge, arithmetic facts retrieval, procedural skills, mathematical reasoning/word problem solving, and visuospatial perception tests. This grouping will also help the examiner to figure out the processing time for each component.

• School Mathematics
• /
• v.3 no.2
• /
• pp.249-265
• /
• 2001

In this information-oriented society of the 21st century, our education should combine the knowledge from the past and present in order to have students be ready to solve “the problems in the future”. But nowadays, our social situation makes much importance of the “cramming” education just for the College Scholastic Ability Test rather than the “whole man” education for making creative citizens of the future society. So does mathematics education. In a high school, mathematics education should be toward these aims: recognizing the value of math, applying mathematical principles to actual lives, promoting students' thinking ability. Also, it should focus on teaching higher level of mathematical knowledge which includes more logical and abstract idea so that students can prepare for the global society of the future. This study is about development and utilization of the teaching materials for mathematics class which usually deviates from the routine right after the Scholastic Ability Test finished. These materials are the result of a complete survey of the 3rd graders and their teachers and designed to use for 30 periods of class from after-the-test-finished to graduation. The materials consist of a history of mathematics, puzzles, magic number squares, and so on. Remarkably different from the current textbooks which deal with sets, equations, functions, these materials proved to be useful for their variety and attraction. Consequently, the materials are considered to keep the 3rd graders from forgetting mathematics even after the Scholastic Ability Test, and to help them recognize that mathematics is a kind of basic and cultural study and a tool of daily lives.

• Journal of Educational Research in Mathematics
• /
• v.12 no.1
• /
• pp.49-70
• /
• 2002

There have recently been increasing exchanges between South and North Korea in many areas of society, involving politics, economics, culture, education. In response to these developments, research activities are more strongly demanded in each of these areas to help prepare for the final unification of the two parts of the nation. In the area of mathematics education, scholars have started to conduct comparative studies of mathematics education in South and North Korea. As a response to the growing demand of the time, in this thesis we compared the secondary mathematics education in South Korea with that in North Korea. To begin with, we examined the background of education, in North Korea, particularly predominant ideological, epistemological and teaching theoretical aspects of education in North Korea. Thereafter, we compared the mathematics curriculum of South Korea with that of North Korea. On the basis of these examinations, we compared the secondary school mathematics textbooks of South and North Korea, and we attempted to suggest a guideline for researches preparing for the unification of the mathematics curriculum of South and North Korea. As a communist society, North Korea awards the socialist ideology the supreme rank and treats all school subjects as instrumental tools that are subordinated to the dominant communist ideology. On the other hand, under the socialist ideology North Korea also emphasizes the achievement of the objective of socialist economic development by expanding the production of material wealth. As such, mathematics in North Korea is seen as a tool subject for training skilled technical hands and fostering science and technology, hence promoting the socialist material production and economic development. Hence, the mathematics education of North Korea adopts a so-called "awakening teaching method," and emphasizes the approaches that combine intuition with logical explanation using materials related with the ideology or actual life. These basic viewpoints of North Korea on mathematics education are different from those of South Korea, which emphasize the problem-solving ability and acquisition of academic mathematical knowledge, and which focus on organizing as well as discovering knowledge of learners' own accord. In comparison of the secondary school mathematics textbooks used in South and North Korea, we looked through external forms, contents, quantity of each area of school mathematics, viewpoints of teaching, and term. We have identified similarities in algebra area and differences in geometry area especially in teaching sequence and approaching method. Many differences are also found in mathematical terms. Especially, it is found that North Korea uses mathematical terms in Hangul more actively than South Korea. We examined the specific topics that are treated in both South and North Korea, "outer-center & inner-center of triangle" and "mathematical induction", and identified such differences more concretely. Through this comparison, it was found that the concrete heterogeneity in the textbooks largely derive from the differences in the basic ideological viewpoints between South and North Korea. On the basis of the above findings, we attempted to make some suggestions for the researches preparing for the unification in the area of secondary mathematics education.

• Korean Journal of Cognitive Science
• /
• v.27 no.2
• /
• pp.159-219
• /
• 2016

Mathematical ability is important for academic achievement and technological renovations in the STEM disciplines. This study concentrated on the relationship between neural basis of mathematical cognition and its mechanisms. These cognitive functions include domain specific abilities such as numerical skills and visuospatial abilities, as well as domain general abilities which include language, long term memory, and working memory capacity. Individuals can perform higher cognitive functions such as abstract thinking and reasoning based on these basic cognitive functions. The next topic covered in this study is about individual differences in mathematical abilities. Neural efficiency theory was incorporated in this study to view mathematical talent. According to the theory, a person with mathematical talent uses his or her brain more efficiently than the effortful endeavour of the average human being. Mathematically gifted students show different brain activities when compared to average students. Interhemispheric and intrahemispheric connectivities are enhanced in those students, particularly in the right brain along fronto-parietal longitudinal fasciculus. The third topic deals with growth and development in mathematical capacity. As individuals mature, practice mathematical skills, and gain knowledge, such changes are reflected in cortical activation, which include changes in the activation level, redistribution, and reorganization in the supporting cortex. Among these, reorganization can be related to neural plasticity. Neural plasticity was observed in professional mathematicians and children with mathematical learning disabilities. Last topic is about mathematical creativity viewed from Neural Darwinism. When the brain is faced with a novel problem, it needs to collect all of the necessary concepts(knowledge) from long term memory, make multitudes of connections, and test which ones have the highest probability in helping solve the unusual problem. Having followed the above brain modifying steps, once the brain finally finds the correct response to the novel problem, the final response comes as a form of inspiration. For a novice, the first step of acquisition of knowledge structure is the most important. However, as expertise increases, the latter two stages of making connections and selection become more important.

• Honam Mathematical Journal
• /
• v.36 no.4
• /
• pp.831-852
• /
• 2014

The obstacle shape reconstruction problem has been known to be difficult to solve since it is highly nonlinear and severely ill-posed. The use of local or locally supported basis functions for the problem has been addressed for many years. However, to the authors' knowledge, any research report on the proper usage of local or locally supported basis functions for the shape reconstruction has not been appeared in the literature due to many difficulties. The aim of this paper is to introduce the general concepts and methodologies for the proper choice and their implementation of locally supported basis functions through the two-dimensional Helmholtz equation. The implementations are based on the complex nonlinear parameter estimation (CNPE) formula and its robust algorithm developed recently by the authors. The basic concepts and ideas are simple. The derivation of the necessary properties needed for the shape reconstructions are elementary. However, the capturing abilities for the local geometry of the obstacle are superior to those by conventional methods, the trial and errors, due to the proper implementation and the CNPE algorithm. Several numerical experiments are performed to show the power of the proposed method. The fundamental ideas and methodologies described in this paper can be applied to many other shape reconstruction problems.

• School Mathematics
• /
• v.1 no.2
• /
• pp.617-636
• /
• 1999

This study was executed with the intention of guiding ‘open education’ toward a desirable school innovation. The basic two directions of curriculum reconstruction essential for implementing ‘open education’ are one toward intra-subject (within a subject) and inter-subject (among subjects). This study showed an example of intra-subject curriculum reconstruction with a problem solving area included in elementary mathematics curriculum. In the curriculum, diverse strategies to enhance ability to solve problems are included at each grade level. In every elementary math textbook, those strategies are suggested in two chapters called ‘diverse problem solving’, in which problems only dealing with several strategies are introduced. Through this method, students begin to learn problem solving strategies not as something related to mathematical knowledge or contents but only as a skill or method for solving problems. Therefore, problems of ‘diverse problem solving’ chapter should not be dealt with separatedly but while students are learning the mathematical contents connected to those problems. Namely, students must have a chance to solve those problems while learning the contents related to the problem content(subject). By this reasoning, in the name of curriculum reconstruction toward intra-subject, this study showed such case with two ‘diverse problem solving’ chapters of the 4th grade second semester's math textbook.

• Journal of Biomedical Engineering Research
• /
• v.13 no.3
• /
• pp.181-188
• /
• 1992

This paper provides an overview of system analysis of immunology. The theoretical research in this area is aimed at an understanding of the precise manner by which the immune system controls Infec pious diseases, cancer, and AIDS. This can provide a systematic plan for immunological experimentation by means of an integrated program of immune system analysis, mathematical modeling and computer simulation. Biochemical reactions and cellular fission are naturally modeled as nonlinear dynamical processes to synthesize the human immune system! as well as the complete organism it is intended to protect. A foundation for the control of tumors is presented, based upon the formulation of a realistic, knowledge based mathematical model of the interaction between tumor cells and the immune system. Ordinary bilinear differential equations which are coupled by such nonlinear term as saturation are derived from the basic physical phenomena of cellular and molecular conservation. The parametric control variables relevant to the latest experimental data are also considered. The model consists of 12 states, each composed of first-order, nonlinear differential equations based on cellular kinetics and each of which can be modeled bilinearly. Finally, tumor control as an application of immunotherapy is analyzed from the basis established.

• Journal of Biomedical Engineering Research
• /
• v.15 no.3
• /
• pp.295-304
• /
• 1994

This paper describes some preliminary attempts to formulate simple mathematical models of the transmission dynamics of HIV infection in homosexual communities. In conjunction with a survey of the available epidemiological data on HIV infection and the incidence of AIDS, the model is used to assess how various processes influence the course of the initial epidemic following the introduction of the virus. Models of the early stages of viral spread provide crude methods for estimating the basic reproductive rate of the virus, given a knowledge of the incubation period of AIDS and the initial doubling time of the epidemic. More complex models are formulated to assess the influence of heterogeneity in sexual activity. This latter factor is shown to have a major effect on the predicted pattern of the epidemic.

• Journal of applied mathematics & informatics
• /
• v.41 no.6
• /
• pp.1181-1191
• /
• 2023

This paper investigates Young inequalities for matrices, a problem closely linked to operator theory, mathematical physics, and the arithmetic-geometric mean inequality. By obtaining new inequalities for unitarily invariant norms, we aim to derive a fresh Young inequality specifically designed for matrices.To lay the foundation for our study, we provide an overview of basic notation related to matrices. Additionally, we review previous advancements made by researchers in the field, focusing on Young improvements.Building upon this existing knowledge, we present several new enhancements of the classical Young inequality for nonnegative real numbers. Furthermore, we establish a matrix version of these improvements, tailored to the specific characteristics of matrices. Through our research, we contribute to a deeper understanding of Young inequalities in the context of matrices.

• Journal of Educational Research in Mathematics
• /
• v.13 no.3
• /
• pp.329-349
• /
• 2003

Mathematics education is accomplished by systems such as mathematical curriculum and tools such as a textbook which reflects such systems. Human beings make such systems and tools. Therefore, a viewpoint of mathematics of those who make them is an important factor. The view point of mathematics is formed during doing and learning mathematics, but the already formed viewpoint of mathematics affects doing and teaching mathematics. Hence, it will be a factor which affects basically that those who employ themselves on mathematics education have a certain viewpoint of mathematics. This article presents dialectical materialistic viewpoint as the viewpoint of mathematics which affects fundamentally on mathematical teaching-learning practice. The dialectical materialism is carried through the process and result of mathematics development. This shows that mathematical knowledge is objective. Mathematical knowledge has developed according to three basic rules of dialectical materialism i.e. the transformation of quantity into quality, the unification of antagonistic objects, and the negation of negation. This viewpoint of mathematics should offer the viewpoint of mathematics education which is different from the view point of absolutism, relativism or formal logic. In this article I considered mathematics separating standpoint of mathematics into materialistic viewpoint and dialectical viewpoint. 1 did so for the convenience of analysis, but you will be able to look at the unified viewpoint of dialectical materialism. 1 will make mention of teaching-learning method on another occasion.