• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.23-40
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• 2002

Historically, the use of algorithms has been emphasized in the mathematics curriculum at the elementary school mathematics. The current reform movement in our country are seemed to emphasize the importance of algorithms in favor of problem-solving approaches, the conceptualization of mathematical processes and applications of mathematics in real world situations. Recently, children may come to school with a fairly well-developed attitude about mathematics and mathematical ideas. That is, they do not come to school and to learning mathematics with a clean slate. Because they have already formed some partial mathematical concepts in a wide variety of contexts. Many kindergarten children have attended pre-school programs where they played with blocks, made patterns, and started adding and subtracting. It seems that there are psychological change attitudes of the children in upper grades toward learning mathematics. In our elementary school mathematics, almost every student are still math anxious or have developed math anxiety because of paper-pencil test. In these views, this paper is devoted to introduce and apply to second grade students in ND-elementary school in Taegu City the new method for learning addition and subtraction so called ‘Mrs Weill's Hill’, which is believed as a suitable method for children with mathematical teaming disabilities and Math anxiety.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.325-337
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• 2011

There have been several studies regarding strict and formal proof in the field of geometry in middle school curriculum, and the level of proof has been gradually lowered along with the changes in the curriculum. In the 2011 Revised Middle School Math Curriculum, there have been efforts to eliminate the term 'proof' and instead to replace it with the new one, 'justification'. Therefore, this study intends to present specific and practical examples of justification by analyzing the current math textbook especially in the field of geometry. As a result, it identified that strict and practical proof has been sharply increased in the second year of middle school. It also witnessed the possibility of justification from the various examples presented in the first, second, and the third year of the middle school math textbook.

• The Mathematical Education
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• v.63 no.2
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• pp.273-294
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• 2024

Recently, interest in Edu-Tech, which applies new technologies to the educational field, is growing. Edu-Tech is now being naturally used in schools, allowing both teachers and students to adapt to these changes. Particularly, there's significant attention on using Edu-Tech to bridge the educational gap through various teaching and learning strategies. This study focuses on the importance of self-directed task management by students for supplementary learning. It developed and utilized a math learning platform that enables teachers to easily provide and manage necessary tasks for students. Initially, the study developed "Sussam-MathTeacher" a problem-based learning application for middle school students, aimed at enhancing problem-solving abilities. This platform operates as a task management system, allowing teachers to assign or recommend problems to either the entire class or individual students. It aims to improve students' problem-solving abilities through a process that includes presenting necessary tasks, monitoring their own progress in solving problems, and self-assessing growth. Through this study, students demonstrated improved problem-solving skills by tackling tasks suited to their levels using "Sussam" highlighting the critical role of teachers in the digital educational environment.

• Interdisciplinary Bio Central
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• v.4 no.3
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• pp.10.1-10.12
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• 2012

Introduction: We investigated frameshift suppressor tRNAs previously reported to use five-base anticodon-codon interactions in order to provide a collection of frameshift suppressor tRNAs to the synthetic biology community and to develop modular frameshift suppressor logic devices for use in synthetic biology applications. Results and Discussion: We adapted eleven previously described frameshift suppressor tRNAs to the BioBrick cloning format, and built three genetic logic circuits to detect frameshift suppression. The three circuits employed three different mechanisms: direct frameshift suppression of reporter gene mutations, frameshift suppression leading to positive feedback via quorum sensing, and enzymatic amplification of frameshift suppression signals. In the course of testing frameshift suppressor logic, we uncovered unexpected behavior in the frameshift suppressor tRNAs. The results led us to posit a four-base binding hypothesis for the frameshift suppressor tRNA interactions with mRNA as an alternative to the published five-base binding model. Conclusion and Prospects: The published five-base anticodon/codon rule explained only 17 of the 58 frameshift suppression experiments we conducted. Our deduced four-base binding rule successfully explained 56 out of our 58 frameshift suppression results. In the process of applying biological knowledge about frameshift suppressor tRNAs to the engineering application of frameshift suppressor logic, we discovered new biological knowledge. This knowledge leads to a redesign of the original engineering application and encourages new ones. Our study reinforces the concept that synthetic biology is often a winding path from science to engineering and back again; scientific investigations spark engineering applications, the implementation of which suggests new scientific investigations.

• Communications of Mathematical Education
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• v.22 no.1
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• pp.65-77
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• 2008

In this paper we study new proofs and generalization of Haga theorem in paper folding. We analyze developed new proofs of Haga theorem, compare new proofs with existing proof, and describe some difference of these proofs. We generalize Haga second theorem, and suggest simple proof of generalized Haga second theorem.

• Research in Mathematical Education
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• v.14 no.3
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• pp.309-322
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• 2010

What is learning in the math classroom? Does a new term need to be coined for learning? Is the term over-used and it has lost it meaning? The responses of one hundred five teacher-candidates and graduate students were coded using the five levels researcher designed rubric which was modeled after Bloom's Taxonomy for depth of knowledge. The effects of understanding learning include the preparation of lesson plans, classroom instruction, the guiding of student learning, and the professional development of teacher leaders.

• Journal of applied mathematics & informatics
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• v.8 no.3
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• pp.881-888
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• 2001

Recently, Hooda and Ram [7] have proposed and characterized a new generalized measure of R-norm entropy. In the present communication we have studied its application in coding theory. Various mean codeword lengths and their bounds have been defined and a coding theorem on lower and upper bounds of a generalized mean codeword length in term of the generalized R-norm entropy has been proved.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.351-362
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• 2001

Piaget's genetic epistemology has been known as the basis of the 'New Math' and as the opposite point of view to the historico-genetic principle. But these days Piaget's theory is considered to support the historico-genetic principle so that it influences many studies. This study shows the reason of the difference of interpretations of Piaget's theory.

• Kyungpook Mathematical Journal
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• v.50 no.2
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• pp.297-306
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• 2010

In this paper, the integral operator is used. We give a new Hilbert-type integral inequality, whose kernel is the homogeneous form with degree - $\lambda$ and with three pairs of conjugate exponents and the best constant factor and its reverse form are also derived. It is shown that the results of this paper represent an extension as well as some improvements of the earlier results.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2003.05a
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• pp.25-28
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• 2003

The notion of generalized intuitionistic fuzzy sets (GIF sets) was introduced by Mondal and Samanta [J. Fuzzy Math. 10(4) (2002) 839-861]. By this notion, a notion of GIF filters is introduced and studied. Also a new notion of of Hausdorffness is defined on GIF filters and tlleir properties are studied to some extent.