• 대한수학교육학회지:학교수학
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• 제3권2호
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• pp.295-324
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• 2001

Until now, There have been few studies to investigate a degree of abilities or interesting about mathematical problem-posing of first and second grades in elementary school. This is due to the fact that this students(1st and 2nd grades) have a limited amount of study time and their minds are not fully developed, and are lacking in their representation of ability to use the national language. This being the case, it is difficult to investigate their Mathematical problem-posing in a practical manner. However, our 7th elementary school Mathematics curriculum emphasizes the teaching and learning of Mathematical problem-posing from a basic level of first and second grade with emphasis on activity in teaming Mathematics. Through this study, having analysed the problems those children posed, I have found out they improved in numbers and correctness of their posed problems. And I too could found out showing to their much interesting and confidence to mathematical problem-posing and could confirmed for the children to admit themselves its merits through analyzing some questions to ask their opinions to it. I expect that this study can help to develop the teaching and learning materials for mathematical problem-posing and also to improve its methods of elementary school mathematics. The next study task is, I think, that it is necessary to accumulate the studies to investigate and analyse the practical learning activities of children for problem-posing contents of mathematics text books.

• 대한수학교육학회지:학교수학
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• 제4권4호
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• pp.633-642
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• 2002

This paper focuses on the concepts of a value of ratio and a rate in elementary school mathematics. Although the concept of a value of ratio can be distinguished meaningfully from that of a rate by phenomenological analyses, this distinction is impossible at the elementary school level. Two concepts tend to be treated as identical, therefore they need to be classified by the other methods. By analyzing the series of mathematics textbooks from the first curriculum to the present 7th curriculum, this paper investigated how two concepts have been transposed into the products of school mathematics. In addition, we discussed how the difference of two concepts in the changing process of definitions have been presented clearly to the students. As a result, this paper concluded that the difference of two concepts has not been developed clearly for elementary students in general, except the textbook by the 7th curriculum. The definitions of two concepts were described obscurely so that the students may confuse the concept of a value of ratio with that of a rate. The role of a value of ratio needs to be reconsidered when it is applied to set proportional expressions. Therefore, this paper suggests not adhering to the terminology ‘value of ratio’ to present the ratio as a quotient or the rate as a fractional representation in school mathematics.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.281-300
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• 2012

This study has examined the current status of mathematics education departments by analyzing its curriculum and teaching methods. We analyzed data set of the number of faculty and students, curricula, textbooks and instructional methods among 23 mathematics education department in Korea. The data reveals that the curricula of the universities of education has shown that more content knowledge subjects are taught than pedagogy knowledge subjects. However, it is important to note that there is increasing emphasis on pedagogical content knowledge. In addition, the curricula of mathematics education departments deal with various aspects of pedagogical content knowledge. What matters is whether the system works for developing a sound and deep understanding of fundamental aspects of the subject matter in future mathematics teachers. The results of the study point to the importance of pedagogical content knowledge and to the essential components that can promote further understanding of effective teaching for preparing future teachers in mathematics education departments.

• 한국초등수학교육학회지
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• 제7권1호
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• pp.1-22
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• 2003

단계형, 수준별 교육과정의 효율적인 운영을 위해서는 개별화 학습이 가능하도록 자기 주도적 학습 시스템이 구축되어야 한다, 이러한 시스템 구축을 통한 교육과정의 효과적 운영과 교수-학습의 질적 향상을 도모할 수 있는 방안의 하나로 초등수학 전자 교과서 개발은 중요한 의미를 갖는다. 본 연구에서는 초등 수학 전자 교과서의 구성 및 개발 전략에 대한 기본 방향을 설정하고, 이러한 기본 방향에 기초하여 유사 자료 사례 분석, 내용 분석, 기능 분석을 통해 종합적인 초등 수학 전자 교과서의 구성 모델을 제시하였다. 또한 실제적인 개발 전략의 일환으로 단계적 개발 모형과 컨텐트 확보 방안도 함께 제시하였다.

• 대한수학회논문집
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• 제20권4호
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• pp.751-763
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• 2005

For a given gauge invariant state $\omega$ on the CAR algebra A isomorphic with the C$\ast$ -algebra of $2{\times}2$ complex matrices, we construct a family of quantum Markov semigroups on A which leave w invariant. By analyzing their generators, we decompose the algebra A into four eigenspaces of the semigroups and show some properties.

• Journal of the Korean Data and Information Science Society
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• 제22권5호
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• pp.967-976
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• 2011

The Box-Cox transformation is a well known family of power transformations that brings a set of data into agreement with the normality assumption of the residuals and hence the response variable of a postulated model in regression analysis. Normalization (studentization) of the regressors is a common practice in analyzing microarray data. Here, we implement Box-Cox transformation in normalizing regressors in microarray data. Pridictabilty of the model can be improved using data transformation compared to studentization.

• Journal of applied mathematics & informatics
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• 제20권1_2호
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• pp.569-573
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• 2006

Nagata and Higman proved that any nil-algebra of finite nilindex is nilpotent of finite index. The Nagata-Higman Theorem can be formulated in terms of T-ideals. TheT-ideal generated by $a^n$ for all $a{\in}A$ is also generated by the symmetric polynomials. The symmetric polynomials play an importmant role in analyzing nil-algebra. We construct the incidence matrix with the symmetric polynomials. Using this incidence matrix, we determine the nilpotency index of nil-algebra of nil-index 3.

• Journal of applied mathematics & informatics
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• 제29권1_2호
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• pp.1-22
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• 2011

In this paper, a Lotka-Volterra model with time delays is considered. A set of sufficient conditions for the existence of Hopf bifurcation are obtained via analyzing the associated characteristic transcendental equation. Some explicit formulae for determining the stability and the direction of the Hopf bifurcation periodic solutions bifurcating from Hopf bifurcations are obtained by applying the normal form method and center manifold theory. Finally, the main results are illustrated by some numerical simulations.

• Journal of applied mathematics & informatics
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• 제24권1_2호
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• pp.305-312
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• 2007

Using a weaker version of the Newton-Kantorovich theorem [6] given by us in [3], we show how to refine the results given in [8] dealing with the analyzing of the effect of small perturbations in problem data on the solution. The new results are obtained under weaker hypotheses and the same computational cost as in [8].

• 대한수학교육학회지:학교수학
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• 제1권2호
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• pp.451-459
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• 1999

The teaching through the graphics in the newspaper which students look at easily, will encourage the student's interest and make them learn the principle of representing the statistics graphics. In this paper, we analyzed the cases of the bar chart and the graph of broken lines which is seen many in the newspaper. Through showing the good point and fault of the graphic cases, we intend that students know the principle of analyzing or making the statistics graphics.