• Communications of Mathematical Education
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• v.34 no.4
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• pp.587-603
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• 2020

This study is a basic study to effectively develop a mathematics experience object, an important tool and educational tool in mathematics education. Recently, as mathematics education based on action theory is emphasized, various mathematics experience objects are being developed. It is also used through various after-school activities in the school. However, there are insufficient cases in which a mathematics experience teaching tools is developed and used as a tool for explaining mathematics concepts in mathematics classrooms. Also, the mathematical background of the mathematics experience teaching tools used by students is unclear. For this reason, the mathematical understanding of the toolst for mathematics experience is also very insufficient. Therefore, in this study, a development model is proposed as a systematic method for developing a mathematics experience teaching tools. Also, in this study, we developed 'the Great Common Divisor' mathematics experience teaching tool according to the development model. Through the model proposed through this study and the actual mathematics experience teaching tool, the development of various tools for mathematical experience will be practically implemented. In addition, it is expected that various tools for experiencing mathematics based on mathematical foundations will be developed.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.1-9
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• 2001

Since the computer is becoming more and more indispensible tool in every fields of the modern society, it is needed and desirable to utilize the computer as a basic tool from the very early stage of the education process. Recently Maple is gaining its popularity as a comprehensive mathematical software with its power of symbolic calculations and graphics as well as its great numerical computational ability. We demonstrate the suitability of this software as a tool for the mathematical education and presents several examples of the applications of Maple. For the middle and the high school mathematics courses, we give the application examples for the quadratic functions and their graphs, statistics, the three dimensional shapes, algebraic problems. Through the examples, we confirm that mathematical education can be much more effective and simple by using Maple. If we establish computer-assisted mathematical classes, we can draw more attention and excitement from the attendants than traditional classes and eventually improve more rapidly their problem-solving ability On the other hand, the excess of the computer-aided education give to obstacle of psychological, not to be passing over the fact.

• Research in Mathematical Education
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• v.10 no.2 s.26
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• pp.125-134
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• 2006

We study on the mathematical disposition of mathematically gifted students in the middle school of Korea. For this purpose, we use a tool which is a psychological test about disposition of mathematics disliking. The tool was developed by Kim et al. (2001: Studies on Exploring Mathematics Disliking Factors and Devising Tools to Analyze Students' Disliking Trends about School Mathematics. J. Korea Soc. Math. Ed. Ser. A Mathematical Education. 40(2), 217-239) to analyze the mathematical disposition of underachievers and we investigate the characteristic of it.

• Research in Mathematical Education
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• v.9 no.3 s.23
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• pp.187-201
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• 2005

The spreadsheet Microsoft Excel is the most widely used mathematical tool in today's workplace. Moreover, it is also an outstanding means for developing a surprisingly wide range of creative and innovative educational uses within such areas as mathematical modeling, visualization, and instruction. The spreadsheet's format provides us with a tool that closely parallels the way in which we naturally carry out problem solving, while the spreadsheet creation process itself illuminates the underlying mathematical concepts. In addition, the spreadsheet's visual layout allows us to introduce a broad variety of challenging and interesting topics, and to design creative demonstrations through eye-catching animated graphics. The material presented comes from actual classroom mathematics teaching experience in both industrially advanced and developing nations. A series of highly visual interactive illustrations from mathematics, the natural and social sciences, computing, engineering, and the arts provide a number of usable examples. The material discussed is applicable at diverse levels, ranging from schools and universities through adult education and in-service teacher development programs.

• Structural Engineering and Mechanics
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• v.73 no.5
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• pp.501-513
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• 2020

In the present work, the optimization of machining parameters to achieve the desired technological parameters such as surface roughness, tool radial vibration and material removal rate have been carried out using response surface methodology (RSM). The hard turning of EN19 alloy steel with coated carbide (GC3015) cutting tools was studied. The main problem faced in manufacturer of hard and high precision components is the selection of optimum combination of cutting parameters for achieving required quality of surface finish with maximum production rate. This problem can be solved by development of mathematical model and execution of experiments by RSM. A face centred central composite design (FCCD), which comes under the RSM approach, with cutting parameters (cutting speed, feed rate and depth of cut) was used for statistical analysis. A second-order regression model were developed to correlate the cutting parameters with surface roughness, tool vibration and material removal rate. Consequently, numerical and graphical optimization were performed to obtain the most appropriate cutting parameters to produce the lowest surface roughness with minimal tool vibration and maximum material removal rate using desirability function approach. Finally, confirmation experiments were performed to verify the pertinence of the developed mathematical models.

• Education of Primary School Mathematics
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• v.23 no.2
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• pp.63-72
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• 2020

The purpose of this study is to develop a mathematics self-efficacy test tool for elementary school students based on the sub-factors of mathematical self-efficacy derived from current studies. In this study, I verified the validity and reliability of the test tool by statistically evaluating the results of applying the test tool to the 3rd-6th grade students. In this study, Principal Component Analysis was performed on the tool for measuring the self efficacy of mathematics for elementary school students. For the validity test, the mathematics anxiety status of the participants was measured. The mathematics anxiety who were known to have a negative correlation with the mathematical self efficacy. The mathematics self efficacy tool developed in this study consists of 16 items with three subcategories: master experience, social persuasions, and emotional and physiological state. The mathematical self efficacy test tool developed in this study is expected to provide grounds for diagnosing the mathematics self-efficacy status of elementary school students and looking for ways to improve it.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2007.10a
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• pp.11-18
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• 2007

• Communications of Mathematical Education
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• v.33 no.4
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• pp.471-488
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• 2019

This paper aims to examine how mathematical history is used in $ textbooks according to the 2015-Revised Curriculum. We analyze the distribution and characteristics of making use of the mathematical history in the nine textbooks, using the framework suggested by Jankvist (2009) on the whys and hows of using historical tasks. First, the tasks related to mathematical history in the textbooks are mostly used as an affective tool, while few tasks are used as a cognitive tool. Second, most of the historical tasks of the type of an affective tool are introducing the anecdotes of mathematicians or in the history of mathematics, and only one case is trying to show human nature of mathematics by illuminating the difficulties mathematicians were faced with. Third, all the mathematical history tasks used as affective tools and goals are illumination materials, while only two out of the ten tasks in the category of a cognitive tool are illumination materials, yet eight others are modular ones. Considering the importance and value of using mathematical history in the math education, this paper recommends that more modular materials on mathematical history tasks in the category of cognitive tools and goals should be developed and their deployment in the textbooks or courses should be promoted. $

• Journal of the Korea Computer Graphics Society
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• v.21 no.5
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• pp.1-10
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• 2015

This study proposes a method of developing authoring tool that can easily and intuitively generate diverse digital leaves that compose virtual landscape. The main system of the proposed authoring tool consists of deformation method for the contour of leaf blade based on image warping, procedural modeling of leaf vein and visualization method based on mathematical model that expresses the color and brightness of leaves. First, the proposed authoring tool receives leaf input image and searches for contour information on the leaf blades. It then designs leaf blade deformation method that can generate diverse shapes of leaf blades in an intuitive structure using feature-based image warping. Based on the computed leaf blade contour, the system implements the generalized procedural modeling method suitable for the authoring tool that generates natural vein patterns appropriate for the leaf blade shape. Finally, the system applies visualization function that can express color and brightness of leaves and their changes over time using a mathematical model based on convolution sums of divisor functions. This paper provides texture support function so that the digital leaves that were generated using the proposed authoring tool can be used in a variety of three-dimensional digital contents field.

• Research in Mathematical Education
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• v.1 no.1
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• pp.23-34
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• 1997

For the balanced realization of these values of mathematical culture, we need to innovate mathematics classrooms, for which we need to make use of portfolio assessment. First, portfolio assessment can be regarded as a method of synthesizing a variety of resources for systematic evaluation. Second, portfolio assessment can be used as a tool of building up learners' positive attitude toward mathematics, by which we can identify the latent possibility of learners' development and help them develop confidence in mathematics. Third, portfolio assessment can play an important role as a tool for exploring the method of teaching and learning in which learners recognize the value of mathematics and are interested in mathematical activities, as we have seen in the report on the Gulliver's Travels Project.