• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.

• Structural Engineering and Mechanics
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• v.27 no.6
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• pp.713-739
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• 2007

Nowadays computers can perform symbolic computations in addition to mere number crunching operations for which they were originally designed. Symbolic computation opens up exciting possibilities in Structural Mechanics and engineering. Classical areas have been increasingly neglected due to the advent of computers as well as general purpose finite element software. But now, classical analysis has reemerged as an attractive computer option due to the capabilities of symbolic computation. The repetitive cycles of simultaneous - equation sets required by the finite element technique can be eliminated by solving a single set in symbolic form, thus generating a truly closed-form solution. This consequently saves in data preparation, storage and execution time. The power of Symbolic computation is demonstrated by six examples by applying symbolic computation 1) to solve coupled shear wall 2) to generate beam element matrices 3) to find the natural frequency of a shear frame using transfer matrix method 4) to find the stresses of a plate subjected to in-plane loading using Levy's approach 5) to draw the influence surface for deflection of an isotropic plate simply supported on all sides 6) to get dynamic equilibrium equations from Lagrange equation. This paper also presents yet another computationally efficient and accurate numerical method which is based on the concept of derivative of a function expressed as a weighted linear sum of the function values at all the mesh points. Again this method is applied to solve the problems of 1) coupled shear wall 2) lateral buckling of thin-walled beams due to moment gradient 3) buckling of a column and 4) static and buckling analysis of circular plates of uniform or non-uniform thickness. The numerical results obtained are compared with those available in existing literature in order to verify their accuracy.

• Communications of Mathematical Education
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• v.10
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• pp.505-517
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• 2000

수학 학습에서 컴퓨터와 계산기의 활용은 시각화의 강화로부터 직관력과 사고력의 향상을 가져왔다. 컴퓨터 대수체계(Computer Algebra System)가 탑재된 수학 학습용 컴퓨터 프로그램과 계산기가 활발히 사용되고 있으며, 교수매체로서의 활용은 지식 정보전달 체계와 학습자의 지식 구성방법에 새로운 패러다임을 형성하였다. 특히 수학학습용 그래픽 계산기(Graphing Calculator)는 휴대형(Hand-held Technology)으로 학습공간의 이동(Mobil Education)이 가능하며, 수학학습 전용기라는데 의미를 둘 수 있다. Symbolic Graphing Calculator를 활용한 수업에서 학습자는 계산기를 가지고, 기호연산 실행 조작을 통해 자신의 사고과정을 표현하고, Symbolic Graphing Calculator는 실행 조작에 즉각적으로 과정과 결과를 제공하며, 다른 표상과 상호작용을 함으로써 학습자 스스로의 규제가 강화된 과정을 통해 지식을 구성하게 된다. 이때 교사는 지식 정보전달 체계인 대화형 실행매체(IMTs)를 작성하여 학습자의 지식 형성에 안내자의 역할을 하게 된다. 이번 워크샵에서는 CASIO fx 2.0을 활용한 교실 수업모형을 그래프 표상과 연계한 방정식의 풀이과정을 통해 알아본다.

• Research in Mathematical Education
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• v.15 no.4
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• pp.311-325
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• 2011

In this paper I propose that teaching students the most efficient method of problem solving may curtail students' creativity. Instead it is important to arm students with a variety of problem solving heuristics. It is the students' responsibility to decide which heuristic will solve the problem. The chosen heuristic is the one which is meaningful to the students.

• School Mathematics
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• v.10 no.2
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• pp.297-317
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• 2008

This study was designed to gain insight to adopt CAS into secondary level algebra education in Korea. Most inactive usage of calculators in math and most negative effects of calculators on their achievements of Korean students were shown in International studies such as TIMSS-R. A comparative study was carried out with consideration of mathematical backgrounds and technological environments. 8 Korean students and 26 US students in Grade 11 were participated in this study. Subjects' Problem solving process and their strategies of CAS usage in classical Box-problem with CAS were analyzed. CAS helped modeling by providing symbolic manipulation commands and graphs with students' mathematical knowledge. Results indicates that CAS requires shifts focus in algebraic contents: recognition of decimal & algebraic presentations of numbers; linking various presentations, etc. The extent of instrumentation effects on the selection of problem solving strategies among Korea and US students. Instrumentation

• The Transactions of the Korean Institute of Electrical Engineers
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• v.37 no.4
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• pp.226-231
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• 1988

A program is developed for generating the dynamic equations for the robotic manipulators using the symbolic language muSIMP/ MATH. The muSIMP/ MATH is a LISP-based computer. algebra package, devoted to the manipulation of algebraic expressions including numbers, variables, functions, and matrices. The muSIMP-MATH can operate on personal computer such as IBM-PC. The program is developed, based on the Lagrange-Euler formulation. This program is applicable to the manipulators with any number of degrees of freedom, and maximum number of degrees of freedom is set to be six in this program.

• Journal of KIISE:Databases
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• v.32 no.4
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• pp.383-393
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• 2005

Retrieval of images from image databases by spatial relationship can be effectively performed through visual interface systems. In these systems, the representation of image with 2D strings, which are derived from symbolic projections, provides an efficient and natural way to construct image index and is also an ideal representation for the visual query. With this approach, retrieval is reduced to matching two symbolic strings. However, using 2D-string representations, spatial relationships between the objects in the image might not be exactly specified. Ambiguities arise for the retrieval of images of 3D scenes. In order to remove ambiguous description of object spatial relationships, in this paper, images are referred by considering spatial relationships using the spatial location algebra for the 3D image scene. Also, we remove the repetitive spatial relationships using the several reduction rules. A reduction mechanism using these rules can be used in query processing systems that retrieve images by content. This could give better precision and flexibility in image retrieval.

• School Mathematics
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• v.1 no.1
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• pp.135-156
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• 1999

The purpose of this study is to discuss about the role of the visualization as an effective method of teaching abstracted mathematics, to analyze visual materials in middle and high school mathematics and to suggest various visualized materials for teaching mathematics effectively. Though formal, symbolic and analytical teaching method is a major characteristic of mathematics, the students should be taught to understand through intuition and insight, and formalize the mathematical concepts progressively. Especially the sight is one of the most important basics of cognition for intuition and insight. Therefore, suggesting mathematical contents through the visual method makes the students understand and formalize the mathematical concepts more easily. In this study, we tried to investigate the meaning and role of visualization in mathematics teaching. And, we discussed about the four roles of visualization in the process of mathematics teaching and learning confirmation and memorization of the mathematical truth, proving theorem and solving problems which is one of the most important purposes of teaching mathematics, According to the roles of visualization, we analyzed visual materials currently taught in middle and high school, and suggested various visual materials useful in teaching mathematics. The investigated fields are algebra where visual materials are little used, and geometry where they are use the most. The paper-made-textbook can't show moving animation vigorously. Hence we suggested visual materials made by GSP and applets in IES .

• Communications of the Korean Mathematical Society
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• v.9 no.4
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• pp.881-889
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• 1994

Let ($X, \Beta, \mu$) be a measure space with the $\sigma$-algebra $\Beta$ and the probability measure $\mu$. Throughouth this article set equalities and inclusions are understood as being so modulo measure zero sets. A transformation T defined on a probability space X is said to be measure preserving if $\mu(T^{-1}E) = \mu(E)$ for $E \in B$. It is said to be ergodic if $\mu(E) = 0$ or i whenever $T^{-1}E = E$ for $E \in B$. Consider the sequence ${x, Tx, T^2x,...}$ for $x \in X$. One may ask the following questions: What is the relative frequency of the points $T^nx$ which visit the set E\ulcorner Birkhoff Ergodic Theorem states that for an ergodic transformation T the time average $lim_{n \to \infty}(1/N)\sum^{N-1}_{n=0}{f(T^nx)}$ equals for almost every x the space average $(1/\mu(X)) \int_X f(x)d\mu(x)$. In the special case when f is the characteristic function $\chi E$ of a set E and T is ergodic we have the following formula for the frequency of visits of T-iterates to E : $$ lim_{N \to \infty} \frac{$\mid${n : T^n x \in E, 0 \leq n $\mid$}{N} = \mu(E) $$ for almost all $x \in X$ where $$\mid$\cdot$\mid$$ denotes cardinality of a set. For the details, see [8], [10].

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.27-43
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• 2007

The aim of this paper is to develop a web-based learning system in order to motivate college students in the area of science and engineering to study college calculus. We designed and developed web-based contents, named MathBooster, using Mathematica, webMathematica and phpMath taking advantages of rapid computation and symbolic computation. The features of MathBooster consists of four parts: graphical representation of calculus concepts, textual illustrations of conceptual understanding, example-based step-by-step learning with phpMath, and quizzes with diagnostic feedback. After the MathBooster was practiced with engineering students, the formative evaluation was conducted with survey items composed in four categories: user responses, screen layout, practicing examples and diagnostic feedback in solving quizzes. The overall level of user satisfaction was statistically measured using SPSS. Those results indicate which parts of MathBooster are needed for future enhancement.