• The Mathematical Education
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• v.44 no.3 s.110
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• pp.435-456
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• 2005

This research aims to analyse implementation effects of the Real mathematics Education(RME) in the high school probability and statistics For this aim, two research questions are estabilished as fellows. (1) Is there any improvement of mathematical achievement in the class by RME's lecture than in the class by the mathematics text's lecture ? (2) Is there any improvement of mathematisation level in the class by RME's lecture than in the class by the mathematics text's lecture ? Before answering the above research questions, RME.`s lecture notes and ordinary lecture notes are developed based on the learning principles of the RME and mathematics textbook respectively. Two classes are randomly chosen from a high school located at midium size city and assigned as the experimental group and the control group respectively. The 20 hours of the RME's lecture notes is administerd to the experimental group and the 20 hours of the odinary lecture notes is administerd to the control group. It is shown that the class by RME's lecture is more effective in both of the mathematical achievement and the mathematisation activity than the class by the ordinary lecture. Hence, it is urged from the result of this research that RME's context will be developed and the RME's lecture will be implemented in the other field of high school mathematics.

• Communications of Mathematical Education
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• v.16
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• pp.163-164
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• 2003

최근 수학교육에서는 네덜란드의 수학교육이론인 현실적 수학교육(Realistic Mathematics Education: 이하 RME) 이론에 대한 관심이 증대되고 있다. RME 이론의 관점에서 학생들은 만들어져 있는 수학을 수용하는 사람이 아니라 스스로 모든 종류의 수학적 도구와 통찰을 개발하는 활동적 참여자로서 다루어져야 한다. 따라서 수학 학습은 수학화될 수 있는 풍부한 맥락으로부터 시작해야하며, 이러한 수학화를 실제(reality)에 둘 수 있도록 기여할 수 있는 교재로 시작해야 한다. 최근 발간된 'Mathematics In Context(이하 MIC)'는 RME 이론을 반영한 중등학교용 교과서로 맥락 문제가 그 중심이 되고 있으므로 RME 이론의 구체화된 실제를 볼 수 있는 예가 될 수 있다. 지금까지 Freudenthal의 교육철학을 소개하는 문헌 연구를 비롯하여 RME 이론을 기반으로 하는 교수 학습의 효과 분석에 관한 연구가 초등학교를 중심으로 이루어지고 있으나 중등학교 이상의 수준에서 수행된 RME 관련 연구가 부족한 실정이다. 이에 본 연구는 RME 이론이 중등학교 이상에서 수행되는 예를 찾기 위해 MIC 대수 교과서 중 'Comparing Quantities(Kindt, Abels, Meyer, & Pligge, 1998)'를 중심으로 Treffers(1991)의 다섯 가지 교수 학습 원리(구성하기와 구체화하기, 여러 가지 수준과 모델, 반성과 특별한 과제, 사회적 맥락과 상호작용, 구조화와 연결성)가 어떻게 구현되고 있는지 살펴보고자 한다. RME의 수학 학습 이론은 학생들이 맥락과 모델을 사용하면서 다양한 수준의 수학화를 통해서 자신의 수학을 개발할 수 있도록 하는 것이다. MIC 교과서는 맥락 문제와 여러 가지 해결 전략을 제시함으로써 그러한 수학 수업을 할 수 있도록 안내하는 교재가 될 수 있다.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.737-760
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• 2016

This study analyzed the 2009 revised curriculum 6th grade math geometric domain and developed virtual operation tool contents based RME theory. These materials were examine to find out how to effect on the spatial sense and mathematical attitudes by applying it to teach the 6th grade students. The results were as follows. First, it is more effective for improving spatial sense to study mathematics based RME theory with virtual operation tool contents than normal one. This means that mathematics study based RME theory with virtual operation contents overcomes the limitations of flat learning environment. And it is great educational and effective method for students to improve their spatial sense. Second, it is more effective for improving mathematical attitudes to study mathematics based RME theory with virtual operation tool contents than normal one. This means that Mathematics study based RME theory with virtual operation contents makes student more participate learning actively. It helps the students who have passive learning habits to have self-directed learning habits, ability to cooperation and communicate. The results of this study suggest that mathematics study based RME theory is very helpful for student to improve their spatial sense and have positive effect on self-concept in mathematics, attitudes toward mathematics and improving study habits in mathematical attitudes.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.323-345
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• 2015

This study is intended to establish and apply a program created with RME for mathematising instruction and learning and identify how it influences on the mathematical thinking process in the field. In order to deal with this study inquiries, related theories have been analyzed establishing a program for mathematising instruction and learning method based on a model of them and RME theory principles and re-organizing education courses for instruction on the fields concerned. Study subjects were limited to two classes consisting of fifth graders in S elementary school located in the city of Daegu and divided them in an experiment group and a control group. An experiment group was given a mathematising learning method applied with RME, while a control group had a class with regular methods of learning and instruction during the period of experiment. As a summary of aforementioned results of the study, mathematising learning method applied with RME had an effect on improving mathematical thinking ability for students and also on promoting mathematising outcome through a repetitive experience in each procedure obtained on a regular basis.

• The korean journal of orthodontics
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• v.51 no.4
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• pp.241-249
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• 2021

Objective: This study aimed to evaluate the volume, amount, and localization of root resorption in the maxillary first premolars using micro-computed tomography (micro-CT) after expansion with four different rapid maxillary expansion (RME) appliances. Methods: In total, 20 patients who required RME and extraction of the maxillary first premolars were recruited for this study. The patients were divided into four groups according to the appliance used: mini-implant-supported hybrid RME appliance, hyrax RME appliance, acrylic-bonded RME appliance, and full-coverage RME appliance. The same activation protocol (one activation daily) was implemented in all groups. For each group, the left and right maxillary first premolars were scanned using micro-CT, and each root were divided into six regions. Resorption craters in the six regions were analyzed using special CTAn software for direct volumetric measurements. Data were statistically analyzed using Kruskal-Wallis one-way analysis of variance and Mann-Whitney U test with Bonferroni adjustment. Results: The hybrid expansion appliance resulted in the lowest volume of root resorption and the smallest number of craters (p < 0.001). In terms of overall root resorption, no significant difference was found among the other groups (p > 0.05). Resorption was greater on the buccal surface than on the lingual surface in all groups except the hybrid appliance group (p < 0.05). Conclusions: The findings of this study suggest that all expansion appliances cause root resorption, with resorption craters generally concentrated on the buccal surface. However, the mini-implant-supported hybrid RME appliance causes lesser root resorption than do other conventional appliances.

• The Mathematical Education
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• v.42 no.3
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• pp.387-402
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• 2003

Realistic Mathematics Education (RME) focuses on guided reinvention through which students explore experientially realistic context problems to develop informal problem solving strategies and solutions. This research applied this philosophy of RME to design a differential equation course at a university level. In particular, the course encouraged the students of the course to use numerical methods to solve differential equations. In this context, the purpose of this research was to describe the developmental process in which the students constructed and reinvented Euler algorithm in the class. For the purpose, this paper will present the didactical principle of RME and describe the process of developmental research to investigate the inferential process of students in solving the first order differential equation numerically. Finally, the qualitative analysis of the students' reasoning and use of symbols reveals how the students reinvent Euler algorithm under the didactical principle of guided reinvention. In this research, it has been found that the students developed deep understanding of Euler algorithm in the class. Moreover, it has been shown that the experience of doing mathematics in the course had a positive impact on students' mathematical belief and attitude. These findings imply that the didactical principle of RME can be applied to design university mathematical courses and in general, provide a perspective on how to reform mathematics curriculum at a university level.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.221-237
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• 2004

This research analyzed mathematical discourse of the students in an RME-based differential equations course at a university in order to investigate the social transformation of the students' conceptual model of differential equations. The analysis focused on the change in the students' use of conceptual metaphor for differential equations and pedagogical factors promoting the change. The analysis shows that discrete and quantitative conceptual model was prevalent in the beginning of the semester However, continuous and qualitative conceptual model emerged through the negotiation of mathematical meaning based on the inquiry of context problems. The participation in the project class has a positive impact on the extension of the students' conceptual model of differential equations and increases the fluency of the students' problem solving in differential equations. Moreover, this paper provides a discussion to identify the pedagogical factors Involved with the transformation of the students' conceptual model. The discussion highlights the sociocultural aspect of teaching and learning of mathematics and provides implications to improve teaching of mathematics in school.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.31 no.1
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• pp.60-69
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• 2005

Orthopedic rapid maxillary expansion(RME) has been a common treatment modality used to widen narrow maxillae in young children. However, since more skeletally matured adolescents or adults has closed midpalatal suture, the result of RME was undesirable because of dental tipping with little or no basal skeletal movement and resulted to many other complications. After such treatment, complications often occurred such as alveolar bending, compression of periodontal ligament, extrusion, buccal tipping, and severe relapse. Thus, surgically assisted rapid maxillary expansion(SA-RME) is required, especially for patients over 14 years old, to skeletally release maxillary expansion. We used two methods of maxillary expansion surgery. Surgically assisted rapid maxillary expansion(SA-RME) & surgically assisted posterior segmental expansion(SA-PSE) were used for narrow maxilla. The study was divided into two groups(SA-RME group and SA-PSE group). SA-RME group was consisted of 2 males and 4 females, and the ages of materials ranged from 15 years to 25 years with a mean of 20.2 years. SA-PSE group was consisted of 1 male and 5 females, and the ages ranged from 13 years to 23 years with a mean of 18.7 years. Dental study models were fabricated before starting the expansion and immediately after the expansion was completed. It was fabricated again 1 month later, 3 months later when the expansion device was removed, and 6 months later after the expansion was completed. A repeated measures analysis of variance(ANOVA) test was applied to assess changes between each groups over time. The amount of expansion and the amount of tipping movement each in both groups were compared by using paired t-test and it was also compared between each subjects within the group by using independent t-test. Both SA-RME and SA-PSE group showed stable results, but SA-PSE group showed statical significance in tipping movement of second premolar. We compared 6 patients who recieved SA-RME with 6 patients who received SA-PSE, and appraised the clinical usefulness.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.3
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• pp.491-499
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• 2007

In this paper, we present a design method of the ternary logic circuits based on Reed-Muller expansions. The design method of the presented ternary logic circuits checks the degree of each variable for the coefficients of Reed-Holler Expansions(RME) and determines the order of optimal control input variables that minimize the number of Reed-Muller Expansions modules. The order of optimal control input variables is utilized the computation of circuit cost matrix. The ternary logic circuits of the minimized tree structures to be constructed by RME modules based on Reed-Muller Expansions are realized using the computation results of its circuit cost matrix. This method is only performed under unit time in order to search for the optimal control input variables. Also, this method is able to be programmed by computer and the run time on programming is $3^n$.

• The Journal of Internal Korean Medicine
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• v.43 no.1
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• pp.68-78
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• 2022

Objective: In this study, we investigated the protective effect of rhododendron mucronulatum extract (RME) on allergic reactions and inflammation. Methods: The effect of RME was determined using ELISA and RT-PCR in RBL-2H3 mast cells and RAW 264.7 macrophage cells. We determined cell viability, β-hexosaminidase release, and the synthesis of IL-4 and TNF-α in RBL-2H3 cells. In addition, we determined NO from RAW 264.7 and the gene expression of IL-1β, iNOS, IL-6, TNF-α, and IL-10. Results: RME inhibited β-hexosaminidase release and synthesis of IL-4 and TNF-α in RBL-2H3 by the anti-DNP IgE plus DNP-HSA stimulation. In addition, RME inhibited the production of NO and the gene expression of IL-1β, iNOS, IL-6, and TNF-α in LPS-stimulated RAW 264.7 cells. Conclusion: From these results, we concluded that RME possesses anti-allergic activity and anti-inflammatory activity due to the inhibition of mast cells and macrophage function.