• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.121-131
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• 1999

Recently our educational methodologies have been changed to an open, student-centered structure. Mathematics is now learned through experiential interaction and less emphasis is placed on abstract theories. For example, the axioms of the geometry in the middle school curriculum have been expressed by using symbolic letters. Students find these abstractions very difficult and it hinders their ability to grasp the significance of geometrical concepts. In an effort to simplify these abstract concepts and enhance the students interest and ability to learn, the GSP (Geometry Sketchpad) is proving to be a useful and effective tool. First, Second and third grade students have found the GSP to be extremely useful. While the pad has no sound function it still enables the students to freely change diagrams without disrupting the integrity of the program. There is also a running order of instructions at the bottom of the screen to facilitate the step by step understanding of mathematical procedures. This function makes the program ideal for use by teachers, students and even beginners. Anyone experiencing difficulty can get immediate assistance from the guidebook which is located at the back of each program. Allowing individuals to manipulate and actually see the changing deductions and axiom proofs on the computer screen provides them with immediate feedback and reinforcement. It also enhances their overall interest in learning geometry. The use of the GSP is proving to be an innovative and effective tool in facilitating the transition of mathematics into an open, student-centered educational forum.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.23-36
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• 2018

Recently, we are working to utilize it in various fields with the expectation of the potential of artificial intelligence. There is also interest in applying to the field of education. In the field of education, machine learning and deep learning, which are used in artificial intelligence technology, are deeply interested in how to learn on their own. We are interested in how artificial intelligence and artificial intelligence technologies can be used in education and we have an interest in how artificial intelligence can be applied to mathematics education. The purpose of this study is to investigate the direction of mathematics education as the change of education paradigm and the development of artificial intelligence according to the development of information and communication technology. Furthermore, we examined how artificial intelligence can be applied to mathematics education.

• The Mathematical Education
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• v.39 no.1
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• pp.11-20
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• 2000

Compared with other subjects, mathematics has great differences in achievement. In hope of solving this problems, most schools the level-movement learning. Although they say it may have some effect because of its homogeneous group, the level groups still have differences in achievement in their students abilities. So, this study aims to present an appropriate tasks for the advanced intermediate and beginner groups and to help self-directed learning by selecting an appropriate tasks for the students' own level. To achieve thiese goals, a great deal of level tasks were developed and given to the students. After lettins them an select appropriate tasks for their own level and perform self-directed teaming, the tasks were measured carefully for their interest attitude and achievement in learning. Consequently, we tried a new method to improve uniformity and to turn teacher-centered learning into student-centered teaming. The following is the conclusion to this study. First self-directed teaming based on the selection of level tasks has meaningful effects on learning achievement in mathematics, especially for the beginner group. Second though the above method did not improve an interest for mathematics, but was very effective in the improvement of learning attitudes.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.125-134
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• 2001

It is necessary that at any rate we try to decrease underachievers by learning deficiency in mathematics to extreme limits under circumstances that mathematics becomes more requisite daily in the 21st century's informative society. However, the traditional teaching method causes a lot of problems in elevating the needed ability for the newly changing society. Accordingly, for the purpose of letting underachievers by learning deficiency have much interest in mathematics, seek the qualitative elevation, have the feelings of self-confidence and accomplishments, escape from desperation, and also teachers choose the activities of small groups, design teaching plans, apply those to teaching-learning activities and finally verify the effect, this researcher sets up a hypothesis as follows: 1. The teaching method through small groups will be effective for the accomplishments of underachievers in mathematics. 2. Its method will bring out the meaningful change in the emotional areas of mathematics. Therefore, so as to prove the above hypothesis, the results through the theoretical approach and practicing teaming by small groups have turned out to be positive.

• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.185-200
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• 2017

Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

• Journal of applied mathematics & informatics
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• v.25 no.1_2
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• pp.495-503
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• 2007

Symmetric interpolating refinable function vectors with compact support are of interest in several applications such as signal processing, image processing and computer graphics. It is known in [13] that orthogonal interpolating refinable function vectors can not be symmetric for multiplicity r = 2 and dilation d = 2. In this paper, we shall investigate symmetric interpolating refinable function vectors with compact support for multiplicity r = 2 and dilation d = 2 by omitting orthogonality. To illustrate our theorems and results in this paper, we shall also present some examples of symmetric interpolating refinable function vectors with compact support and high order of sum rules.

• Journal of applied mathematics & informatics
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• v.27 no.1_2
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• pp.69-78
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• 2009

The accuracy of wavelet approximation at resolution h = $2^{-k}$ to a smooth function f is limited by O($h^M$), where M is the number of vanishing moments of the mother wavelet ${\psi}$; that is, the approximation order of wavelet approximation is M - 1. High accuracy points of wavelet approximation are of interest in some applications such as signal processing and numerical approximation. In this paper, we prove the scaling and translating properties of high accuracy points of wavelet approximation. To illustrate the results in this paper, we also present two examples of high accuracy points of wavelet approximation.

• Research in Mathematical Education
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• v.8 no.3
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• pp.203-213
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• 2004

We developed an enrichment program material for the mathematically gifted students in the first grade. The contents were selected and organized based on creative competency improving, increasing of interest, inquiry various activity, interdisciplinary approaches, and the enrichment contents from modern mathematics.

• Bulletin of the Korean Mathematical Society
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• v.33 no.2
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• pp.233-241
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• 1996

The study of non-self-adjoint operator algebras on Hilbert space was only beginned by W.B. Arveson[1] in 1974. Recently, such algebras have been found to be of use in physics, in electrical engineering, and in general systems theory. Of particular interest to mathematicians are reflexive algebras with commutative lattices of invariant subspaces.

• Journal of applied mathematics & informatics
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• v.13 no.1_2
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• pp.67-84
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• 2003

A quadrature rule for the finite Hilbert Trasnform via trapezoid type inequalities is obtained . Some numerical experiments for different divisions of the interval [a, b] are also presented.