• The Mathematical Education
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• v.47 no.1
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• pp.11-25
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• 2008

The characteristics of the pseudo-conceptual or the pseudo-analytical behaviors according to the achievement level(i.e. advanced group, proficient group, basic group, and below-basic group) in grade 9 are as follows. The pseudo-conceptual or pseudo-analytical behaviors to get credit from teachers become conspicuous in lower achievement level. The high achieving students showed more pseudo-conceptual or pseudo-analytical behaviors without undergoing the process of reflection or control. The proficient group was short of control in computation, and the advanced group didn't control well in representation. The proficient group tended to depend on a past successful algorithm and behave habitually. Therefore, it is needed to teach mathematics according to the characteristic of pseudo-conceptual or pseudo-analytic behaviors shown in each achievement level.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.483-502
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• 2006

In this research, we try to accomplish the main purpose of managing the special supplementary curriculum and set a model for its organization and management to the other schools by analyzing the result from the management of the special supplementary curriculum through mentoring lessons that are proposed in the 7th curriculum to provide the underachieved students with opportunities to study the subjects they couldn't understand during the regular curriculum.

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.525-534
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• 2005

The purpose of this study is to analyze difficulties in the density word problem solving process of seventh graders and to search for the way to increase their problem solving ability in the density word problem. The results of this study could help teachers diagnose students' difficulties involved in density word problem and remedy the understanding of the concept of density, algebraic expressions, and algebraic symbols.

• The Mathematical Education
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• v.46 no.4
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• pp.423-443
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• 2007

Based on the framework of Huffered-Ackles, Fuson and Sherin(2004), data were analyzed in terms of 3 components: explaining(E), questioning(Q) and justifying(J) of students' mathematical concepts and problem solving in a math classroom. The students used varied presentations to explain and justify their mathematical concepts and ideas. They corrected their mathematical errors or misconceptions through discourses. In addition, they constructed and clarified their concepts and thinking while they were interacted. We were able to recognize there was a special feature in discourses that encouraged the students to construct and develop their mathematical concepts. As they participated in math class and received feedback on their learning, the whole class worked cooperatively in a positive way. Their discourse was improved from the level of the actual development to the level of the potential development and the pattern of interaction moved from ERE(Elicitaion-Response-Elaboration to PD(Proposition Discussion).

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.6 no.1
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• pp.85-93
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• 2006

We study the conditions under which a given intuitionistic fuzzy subgroup of a given group can or can not be realized as a union of two proper intuitionistic fuzzy subgroups. Moreover, we provide a simple necessary and sufficient condition for the union of an arbitrary family of intuitionistic fuzzy subgroups to be an intuitionistic fuzzy subgroup. Also we formulate the concept of intuitionistic fuzzy subgroup generated by a given intuitionistic fuzzy set by level subgroups. Furthermore we give characterizations of intuitionistic fuzzy conjugate subgroups and intuitionistic fuzzy characteristic subgroups by their level subgroups. Also we investigate the level subgroups of the homomorphic image of a given intuitionistic fuzzy subgroup.

• East Asian mathematical journal
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• v.33 no.4
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• pp.413-429
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• 2017

This study is a basic study for developing a mathematical learning application program that can be used in smart devices for adaptive learning. We selected 20 mathematical learning applications including middle school contents and analyzed learning types. And we analyzed the contents and the learning process. As a result, most learning types of mathematics learning applications were problem-centered. Contents analysis results showed that the most applications have achievement goals. The factors that induce interest in learning were lacking and feedback was not provided sufficiently. Analysis of the learning process showed that most of the math learning applications were classified according to their purpose and characteristics.

• Journal of the Korean Institute of Intelligent Systems
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• v.15 no.6
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• pp.771-779
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• 2005

We introduce two concepts of intuitionistic fuzzy Rees congruence on a semigroup and intuitionistic fuzzy Rees con-gruence semigroup. As an important result, we prove that for a intuitionistic fuzzy Rees congruence semigroup S, the set of all intuitionistic fuzzy ideals of S and the set of all intuitionistic fuzzy congruences on S are lattice isomorphic. Moreover, we show that a homomorphic image of an intuitionistic fuzzy Rees congruence semigroup is an intuitionistic fuzzy Rees congruence semigroup.

• Bulletin of the Korean Mathematical Society
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• v.50 no.4
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• pp.1235-1242
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• 2013

We give area and height estimates for cmc-graphs over a bounded planar $C^{2,{\alpha}}$ domain ${\Omega}{\subset}\mathbb{R}^3$. For a constant H satisfying $H^2{\mid}{\Omega}{\mid}{\leq}9{\pi}/16$, we show that the height $h$ of H-graphs over ${\Omega}$ with vanishing boundary satisfies ${\mid}h{\mid}$ < $(\tilde{r}/2{\pi})H{\mid}{\Omega}{\mid}$, where $\tilde{r}$ is the middle zero of $(x-1)(H^2{\mid}{\Omega}{\mid}(x+2)^2-9{\pi}(x-1))$. We use this height estimate to prove the following existence result for cmc H-graphs: for a constant H satisfying $H^2{\mid}{\Omega}{\mid}$ < $(\sqrt{297}-13){\pi}/8$, there exists an H-graph with vanishing boundary.

• The Mathematical Education
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• v.51 no.4
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• pp.351-375
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• 2012

This research is a case study of the changes of students's problem solving ability and affective characteristics when we apply to general students MG-CPS model which is creative problem solving model for gifted students. MG-CPS model which was developed by Kim and Lee(2008) is a problem solving model with 7-steps. For this study, we selected 7 first grade students from girl's high school in Seoul. They consisted of three high level students, two middle level students, and two low level students and then we applied MG-CPS model to these 7 students for 5 weeks. From the study results, we found that most students's describing ability in problem understanding and problem solving process were improved. Also we observed that high level students had improvements in overall problem solving ability, middle level students in problem understanding ability and guideline planning ability, and that low level students had improvements in the problem understanding ability. In affective characteristics, there were no significant changes in high and middle level classes but in low level class students showed some progress in all 6 factors of affective characteristics. In particular, we knew that the cause of such positive changes comes from the effects of information collection step and presenting step of MG-CPS model.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.569-590
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• 2023

The purpose of this case study is to compare and analyze the covariational reasoning levels of two middle school students revealed in the process of solving and generalizing algebra word problems. A class was conducted with two middle school students who had not learned quadratic equations in school mathematics. During the retrospective analysis after the class was over, a noticeable difference between the two students was revealed in solving algebra word problems, including situations where speed changes. Accordingly, this study compared and analyzed the level of covariational reasoning revealed in the process of solving or generalizing algebra word problems including situations where speed is constant or changing, based on the theoretical framework proposed by Thompson & Carlson(2017). As a result, this study confirmed that students' covariational reasoning levels may be different even if the problem-solving methods and results of algebra word problems are similar, and the similarity of problem-solving revealed in the process of solving and generalizing algebra word problems was analyzed from a covariation perspective. This study suggests that in the teaching and learning algebra word problems, rather than focusing on finding solutions by quickly converting problem situations into equations, activities of finding changing quantities and representing the relationships between them in various ways.