• Journal of Industrial Technology
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• v.28 no.B
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• pp.193-198
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• 2008

When the existing polder levee was constructed, the river's numerical analysis decided the bank raise by applying the planned flood stage or by using the result from the sectional 1st dimensional numerical analysis. But, it was presented that there is a limitation in the 1st dimensional value analysis when the structure like the polder levee obstructs the special shaped running water flow. Therefore, in order to verify the numerical value applicability when the polder levee is constructed, this report compared each other through the 1st and 2nd dimensional numerical analysis and the mathematical principle model laboratory. In case of the polder levee construction through the numerical analysis and the mathematical principle model laboratory, it was decided that there was no big problem in the 1st dimensional numerical analysis applied design, considering the uncertainty of mathematical principle analysis though the first dimensional numerical analysis was calculated a little bigger than the second. But, after construction, it was found that the water level deviation of the 1st, 2nd occurred biggest at the place where the flow was divided into two. Also, as a result of comparing the 1st, 2nd dimensional numerical analysis with the mathematical principle model laboratory, it was confirmed that the 1st numerical analysis applied design decreased the modal safety largely, as the left side water level was calculated smaller more than 0.5m in case of the 1st dimensional numerical analysis.

• The Mathematical Education
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• v.53 no.4
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• pp.525-539
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• 2014

In this study, we suggest implications for teaching mathematical justification with analysis of 6th grade students' awareness of why they needed mathematical justification and their levels of mathematics justification in Algebra and Geometry. Also how their levels of mathematical justification were related to mathematic achievement. 96% of students thought mathematical justification was needed, the reasons were limited for checking their solutions and answers. The level of mathematical justification in Algebra was higher than in Geometry. Students who had higher mathematic achievement had higher levels of mathematical justification. In conclusion, we searched the possibility of teaching mathematical justification to students, and we found some practical methods for teaching.

• Research in Mathematical Education
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• v.15 no.2
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• pp.181-196
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• 2011

In mathematical modeling tasks, where students are exposed to model-eliciting for real and open problems, students are supposed to formulate and use a variety of mathematical skills and tools at hand to achieve feasible and meaningful solutions using appropriate problem solving strategies. In contrast to problem solving activities in conventional math classes, math modeling tasks call for varieties of mathematical ability including mathematical creativity. Mathematical creativity encompasses complex and compound traits. Many researchers suggest the exhaustive list of criterions of mathematical creativity. With regard to the research considering the possibility of enhancing creativity via math modeling instruction, a quantitative scheme to scale and calibrate the creativity was investigated and the assessment of math modeling activity was suggested for practical purposes.

• The Mathematical Education
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• v.57 no.2
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• pp.111-136
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• 2018

This study suggests a framework for analyzing items based on the characteristics, and shows the relationship among the characteristics, difficulty, percentage of correct answers, academic achievement and the actual mathematical problem solving competency. Three mathematics educators' classification of 30 items of Mathematics 'Ga' type, on 2017 College Scholastic Ability Test, and the responses given by 148 high school students on the survey examining mathematical problem solving competency were statistically analyzed. The results show that there are only few items satisfying the characteristics for mathematical problem solving competency, and students feel ill-defined and non-routine items difficult, but in actual percentage of correct answers, routineness alone has an effect. For the items satisfying the characteristics, low-achieving group has difficulty in understanding problem, and low and intermediate-achieving group have difficulty in mathematical modelling. The findings can suggest criteria for mathematics teachers to use when developing mathematics questions evaluating problem solving competency.

• Journal of Korean Library and Information Science Society
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• v.21
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• pp.431-457
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• 1994

The aim of this thesis is to attempt a bibliographical analysis of mathematical materials that were published during Yi-Dynasty. In this study, matters that were treated concretely are the same as follows: 1. Formulation of a system about mathematical materials that were published from Three Kingdoms to Yi-Dynasty. 2. Background of each period about compilation and publication of mathematical materials. 3. Investigation to transition, block book and domain of subject of mathematical materials through analysis on each period of publication. But it was not easy to contrast materials on each catalogue with existed books one by one. In further, we must a new chance for better a n.0, ppreciation about Yi-Dynasty's mathematical materials through continuous studies to this field.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.37-57
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• 2018

In the early days, the use of concept maps in mathematics education focused on how to represent mathematical ideas in the concept map. In recent years, however, concept maps have proved beneficial for improving problem solving ability. Conceptual diagrams can be used for collaboration among students, tools for exploring problems, tools for introducing problem structures, tools for developing and systematizing knowledge systems. In this study, we focused on the structure analysis of mathematical problems using Concept Map based on the analysis of previous research. In addition, we have devised a method of using concept maps for problem analysis and a method of analysis of systematic mathematical problem structure. The method developed in this study was found to have significant value by applying to the university scholastic ability test.

• Research in Mathematical Education
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• v.9 no.4 s.24
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• pp.329-333
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• 2005

Based on author's practice of instructing Chinese gifted students to join the Chinese Mathematics Olympic (CMO), the paper adopted test analysis model of the Scholastic Aptitude Test of Mathematics (SAT-M), tested mathematics ability of 212 mathematical gifted students to join the CMO, applied correlation analysis and factor analysis and proposed the mathematics ability structure in Chinese gifted students including comprehensive operation ability, logic thinking ability, abstract generalization ability, spatial imagination ability, memory ability, transfer ability and intuition thinking ability. And it analyzed the expression form of these abilities respectively and gave some suggestion on mathematics teaching about gifted Chinese students.

• The Journal of Korean Medicine
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• v.33 no.3
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• pp.105-119
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• 2012

Background: In contrast to the increased interest in constitutional medicine evidenced by clinical experiences, there has been no theoretical or mathematical analysis on the stability or number of constitutional types. Objectives: The purpose of the study was to evaluate the stability of possible constitutional types and to find stable constitutional types based on imbalanced structure of five energy elements using mathematical analysis. Methods: For the 120 constitutional types which are possible by the imbalanced combination of five energy elements, vitality, stability and continuity were evaluated mathematically based on mutual activation and suppression between the five energy elements. Results: 10 constitutional types were derived. They had the highest vitality and stability, and they had permanent continuity, never changing their order of imbalanced structure. Conclusions: 10 constitutional types are logical and most reasonable when we classify the body types based on imbalanced structure of five energy elements.

• East Asian mathematical journal
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• v.33 no.2
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• pp.123-147
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• 2017

This paper discusses and searches for mathematical analysis and efficient algorithm for types of wallpapers. We study some previous classification methods, develop a systematic process, and present some examples of determining types of wallpaper through our algorithm. Through this approach, we expect to introduce a mathematical perspective on relation between real life and mathematics.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.1-14
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• 2003

The purpose of this research is to explore teachers' role actions in teaching mathematical problem solving and to analyze the influences of the teachers'role actions on their students' activities and beliefs about problem solving. The results obtained in this study suggested that the teachers' role actions brought qualitative differences to students' activities, and students' beliefs about mathematical problem solving were consistent with the perspective held by their teachers. Therefore, teachers should help students build up desirable beliefs about problem solving. They should understand teaching mathematical problem solving and play proper roles in various situations of teaching mathematical problem solving.