• 한국데이터정보과학회:학술대회논문집
• /
• 2005.10a
• /
• pp.103-115
• /
• 2005

Mathematical packages have the advantages of symbolic computation and powerful graphics interface in contrast with statistical packages. We can use mathematical packages as a support tool in education of mathematics for statistics.

• Journal of the Chungcheong Mathematical Society
• /
• v.7 no.1
• /
• pp.47-51
• /
• 1994

The purpose of this note is to give a new selection theorem which is an essential tool for proving the new kind of existence theorem of the equilibrium price comparable to the Debreu-Gale-Nikaido theorem.

• The Mathematical Education
• /
• v.50 no.1
• /
• pp.13-25
• /
• 2011

The Goals of mathematics education for the lower grades of primary school is to shape the basic concepts and the skills of mathematics. To achieve this goal, it is necessary an assessment which is able to help the students' learning activities by precisely diagnosing their basic mathematical capability. It should lend the students an assistance in diagnosing and revising their problems throughout teacher's cognitive participation in the process of mathematical problem solving. I would like to suggest the dynamic assessment as one of these kinds of approaches. In order to prove the utilities of this way, it was examined the necessity of dynamic assessment on the basis of the Vygotsky's theory after looking into the characteristics of the contents and methods of the mathematics education for the lower grades of primary school. Next, I researched the principles of the dynamic assessment and embodied the assessment tool to evaluate the mathematical achievement of the lower grades of the primary school. Lastly, it was provided the examples of the dynamic assessment tool in order to assist the practice of it.

• Proceedings of the Korean Society of Precision Engineering Conference
• /
• 1996.04a
• /
• pp.135-139
• /
• 1996

In this a paper, a new method to measure the wear of the single crystal diamond(SCD) tool using image processing is presented. To increase resoultion, high magnifying lens is used and to enlarge the measurement field of view, a image region matching method is applied. The shape of SCD tool is modeled by mathematical analysis. Cutting edge chipping and wear are calculated by the model. This method is proved to be efficient in detecting a few micron of wear and cutting edge loss by chipping along the whole cutting edge.

• Research in Mathematical Education
• /
• v.7 no.1
• /
• pp.11-24
• /
• 2003

The key features of our integrated approach to teaching and loaming college mathematics include interactive and discussion-based teaching, small group work, computer as a tool, problem solving approach, open approach, mathematics in context, emphasis on mathematical thinking and creativity, and writing/communicating about mathematics. In this paper we report a few examples to illustrate the type of problems we use in our integrated approach.

• Journal of Korean Society of Industrial and Systems Engineering
• /
• v.23 no.58
• /
• pp.17-27
• /
• 2000

In FMS where tool movement policy is adopted, a mathematical model has been developed which determines the selection of a tool type for each operation and tool loading-part assignment simultaneouly. The objective is to minimize the total cost of operation including machining time cost, tool cost, tool replacement and loading time cost, and tool change time cost. Due to the complexity of the problem, an approximate solution procedure has been developed utilizing the special structure of the model. Tool selection was determined first to allocate one tool type to each operation considering more than one tool type alternatives for each operation. Tool loading-part assignment was determined to minimize tile total number of tool changes due to part mix based on the tool selection.

• 제어로봇시스템학회:학술대회논문집
• /
• 1991.10b
• /
• pp.1576-1579
• /
• 1991

This paper discusses on the machine loading and tool allocation (MLTA) problem. Mathematical formulation of the problem is given first. Then a heuristic approach based on Group Technology (GT) is presented to deal with the MLTA problem effectively. By using this approach, part-tool group generation and their assignment to adequate machines can easily be obtained in consideration of the work load on each machine, the number of tool-set replacement, and the total number of cutting tools required through the interactive setting of the desired machine utilization rate.

• The Mathematical Education
• /
• v.48 no.4
• /
• pp.419-442
• /
• 2009

This study was to find the difficulties students faced in their mathematical learning and to identify the instructional dimensions a teacher provided for the students from multi-cultural background. Since the study was focused on the process of students' learning, the qualitative method was chosen through clinical interviews with 2 students in a total of 11 units which played a role of compensating their learning of mathematics as an extra curriculum. The students solved the computational problems relying on formal procedure without understanding of concepts and principles and solved the word problems based on own interpretation of certain words without semantic comprehension out of math sentences. As the instructional dimensions of teaching mathematics, tasks, a tool and classroom norm were found in the activities they performed. For the tasks, situated tasks, challenging tasks, tasks with lack of conditions, and open-ended exploratory tasks were used. As the tool, pictorial representations were very useful to describe their ideas. Finally, as the classroom norm, consider equity for everyone, and cooperate and encourage each other were found.

• The Mathematical Education
• /
• v.56 no.1
• /
• pp.41-62
• /
• 2017

The purpose of this study is to propose the possibility of integrating creativity and character education and its need in mathematics education by developing and validating a testing tool assessing students' perceptions of mathematical creativity and character. For this purpose, we developed sixty questions in total to extract factors of mathematical creativity and character based on a literature review. Then, questionnaire data were collected for 1258 middle school students. After the collected data were randomly divided into two (n1=615, n2=643), the first group of data was used for exploratory factor analysis and the second one was employed for confirmatory factor analysis. As a result, 45 problems showing nine factors were extracted. The cognitive components of creativity includes divergent thinking, convergent thinking, imagination/visualization, and reasoning, whereas its affective components are interest, motivation, and openness. The character components contain participation, communication, responsibility, and promise. In addition, it is concluded that the developed testing tool, in which character in the model of this study impacts creativity meaningfully, has a measurement consistency which is not affected by gender and grade differences. These results have implications for a guide to curriculum development promoting creativity and character at school by showing objective and practical foundations of helping how to integrate creativity and character education.

• The Mathematical Education
• /
• v.63 no.2
• /
• pp.139-163
• /
• 2024

The purpose of this study is to examine the capabilities of ChatGPT as a tool for supporting students in generating mathematical arguments that can be considered proofs. To examine this, we engaged students enrolled in a mathematics pathways course in evaluating and revising their original arguments using ChatGPT feedback. Students attempted to find and prove a method for the area of a triangle given its side lengths. Instead of directly asking students to prove a formula, we asked them to explore a method to find the area of a triangle given the lengths of its sides and justify why their methods work. Students completed these ChatGPT-embedded proving activities as class homework. To investigate the capabilities of ChatGPT as a proof tutor, we used these student homework responses as data for this study. We analyzed and compared original and revised arguments students constructed with and without ChatGPT assistance. We also analyzed student-written responses about their perspectives on mathematical proof and proving and their thoughts on using ChatGPT as a proof assistant. Our analysis shows that our participants' approaches to constructing, evaluating, and revising their arguments aligned with their perspectives on proof and proving. They saw ChatGPT's evaluations of their arguments as similar to how they usually evaluate arguments of themselves and others. Mostly, they agreed with ChatGPT's suggestions to make their original arguments more proof-like. They, therefore, revised their original arguments following ChatGPT's suggestions, focusing on improving clarity, providing additional justifications, and showing the generality of their arguments. Further investigation is needed to explore how ChatGPT can be effectively used as a tool in teaching and learning mathematical proof and proof-writing.