• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권3호
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• pp.189-199
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• 2022

A debate about the importance of geometry courses has existed for years. The questions have revolved around its significance to students and teachers alike. This study looks to determine whether a teacher taking a college-level geometry course has a positive relationship with their students' algebraic reasoning skills. Using data from the High School Longitudinal Study 2009 (HSLS09: Ingels et al., 2011, 2014), it was determined that 9th-grade teachers who took a college-level geometry course had a significant positive association with their students' 11th-grade algebraic reasoning scores. This study suggests that teachers who take geometry during college have a lasting effect on their students. The implications of these findings and how they may affect higher education are discussed.

• 대한수학교육학회지:수학교육학연구
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• 제27권3호
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• pp.491-510
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• 2017

본 연구에서는 2007 개정 수학과 교육과정과 2009 개정 수학과 교육과정에 따른 초등 수학 4학년 교과서의 사각형의 정의와 성질에 대한 내용에서 다루어지는 수학 과제들을 각각 분석하고 비교하였다. 구체적으로, 각 교과서에서 어떠한 과제를 활용하여 학생들의 추측하기 활동을 촉진하고자 시도하고 있으며, 이 과제들이 학생들로 하여금 추측을 제기하고 이에 대해 탐구하도록 하는 데 적절한지의 여부를 분석하였다. 연구 결과, 두 교과서에서 제공하고 있는 추측하기 과제의 유형이나 형태가 다소 상이하였으나, 공통적으로 학생들의 다이어그램적 추론을 충분히 촉진하지 못하고 있는 것으로 확인되었으며, 학생들이 제기한 추측에 대한 귀납적 검증 기회도 적절하게 제공하지 못하는 것으로 드러났다. 또한, 학생들로 하여금 주어진 도형들의 공통점에 대해서 주로 추측하도록 하고 있었으며, 도형들 사이의 차이에 대해서는 비교적 주목하지 않고 있는 것으로 드러났다.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권4호
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• pp.365-385
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• 2017

This study aims to explore mathematics teachers' pedagogical design capacity. For this purpose, we googled and collected 327 lesson plans for middle-school mathematics and investigated how mathematics teachers plan and design their mathematics lessons through the format and structures, objectives and mathematical tasks, anticipation for students' thinking, and assessment and technology use. The findings from the data analysis suggest as follows: a) all the lesson plans are structured in a very similar way; b) the lesson plans seem to be based on the textbooks exclusively, that is, the mathematical tasks and flow is strictly followed and kept in the lesson plans in the way the textbooks suggested; c) the lesson plans do not include any evidence of what teachers anticipate for students' thinking and would do to resolve the students' issues; and d) the lesson plans do not contain any specific plans to assess students' thinking processes and reasoning qualitatively, and not intend to use technology in order to promote effective teaching and meaningful understanding.

• Journal of applied mathematics & informatics
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• 제8권2호
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• pp.505-518
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• 2001

The huge and complicated plants such as nuclear power stations are likely to cause the operators to make mistakes due to a variety of inexplicable reasons and symptoms in case of emergency. That’s why the prevention system assisting the operators is being developed for. First of all. I suggest an improved fuzzy diagnosis. Secondly, I want to demonstrate that a classification system of nuclear plant’s accident investigating the causes of accidents foresees possible problems, and maintains the reliability of the diagnostic reports in spite of improper working in part. In the event of emergency in a nuclear plant, a lot of operational steps enable the operators to find out what caused the problems based on an emergent operating plan. Our system is able to classify their types within twenty to thirty seconds. As so, we expect the system to put down the accidents right after the rapid detection of the damage control-method concerned.

• 대한수학교육학회지:학교수학
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• 제4권1호
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• pp.1-13
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• 2002

The purpose of this study is to investigate the reasons and backgrounds of drawing auxiliary lines in the proof of geometry. In most of proofs in geometry, drawing auxiliary lines provide important clues, thus they play a key role in deductive proof. However, many student tend to have difficulties of drawing auxiliary lines because there seems to be no general rule to produce auxiliary lines. To alleviate such difficulties, informal activities need to be encouraged prior to draw auxiliary lines in rigorous deductive proof. Informal activities are considered to be contrasting to deductive proof, but at the same time they are connected to deductive proof because each in formal activity can be mathematically represented. For example, the informal activities such as fliping and superimposing can be mathematically translated into bisecting line and congruence. To elaborate this idea, some examples from the middle school mathematics were chosen to corroborate the relation between informal activities and deductive proof. This attempt could be a stepping stone to the discussion of how to teach auxiliary lines and deductive reasoning.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권1호
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• pp.93-102
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• 2001

The world we live in is called the age of information. Thus communication and computers are doing the central role in it. When one studies the mathematical problem, the use of tools such as computers, calculators and technology is available for all students, and then students are actively engaged in reasoning, communicating, problem solving, and making connections with mathematics, between mathematics and other disciplines. The use of technology extends to include computer algebra systems, spreadsheets, dynamic geometry software and the Internet and help active learning of students by analyzing data and realizing mathematical models visually. In this paper, we explain concepts of transformation, linear transformation, congruence transformation and homothety, and introduce interesting, meaningful and visual models for teaching of a plane transformation geomeoy which are obtained by using Mathematica. Moreover, this study will show how to visualize linear transformation for student's better understanding in teaching a plane transformation geometry in classroom. New development of these kinds of teaching-learning methods can simulate student's curiosity about mathematics and their interest. Therefore these models will give teachers the active teaching and also give students the successful loaming for obtaining the concept of linear transformation.

• 한국지능시스템학회논문지
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• 제16권2호
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• pp.198-202
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• 2006

본 논문에서는 Baldwin의 근사추론법과 Baldwin의 방법에서 주로 사용되는 진리함수사상을 소개하였다. 그리고 근사추론의 평가 기준을 소개하고 기존의 진리함수사상보다. 더 많은 평가기준을 만족시키는 진리함수사상을 정의하였다.

• 대한수학교육학회지:수학교육학연구
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• 제10권1호
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• pp.139-159
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• 2000

The experimental software such as Cabri II, The Geometer's Sketchpad, etc. provides dynamic environment which construct and explore geometric objects interactively and inductively. It has the effects on mathematics itself differently from other technologies that are used in instruction. What is its characteristics\ulcorner What are the educational implication of it for the learning of geometry\ulcorner How is mental reasoning of geometric problems changed by transformation of the means of representation and the environment to manipulate them\ulcorner In this study, we answer these questions through the review of the related literatures and the analysis of textbooks, teaching materials using it and curricular materials. Also, we identify implications about how the criteria for choosing geometic content and the ways of constructing context, for orchestrating the students' exploration with the secondary geometry curriculum, can be changed.

• 한국지능시스템학회논문지
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• 제17권5호
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• pp.674-678
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• 2007

Baldwin은 진리함수사상을 이용하는 근사추론법을 정의하였다. 우리는 논문[4]에서 기존에 사용되는 진리함수사상 이외에 새로운 진리함수사상 두 가지를 정의하여 일반화된 연역추론에 적용한 결과를 소개하였다. 이 논문에서는 이 진리함수사상을 적용한 일반화된 대우추론에 대하여 알아보고 그 결과를 소개하였다.

• Journal of applied mathematics & informatics
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• 제39권5_6호
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• pp.769-783
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• 2021

Demirci ((1999) Vague groups. J. Math. Anal. Appl. 230, 142-156) introduced the concept of vague groups as one of uncertain reasoning structures where indistinguishable operators separate points. In this paper, we consider vague groups in which an indistinguishable operator does not need to separate points because it seems more appropriate to handle ambiguous situations. For our purposes we generalize or redefine some notions such as: vague closed subset, vague subgroup, vague kernel and vague injectiveness. Consequently we generalize most of the known results and obtain some new additional fundamental properties of vague groups, some of which are similar to ones of ordinary groups.