• Research in Mathematical Education
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• v.5 no.1
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• pp.1-12
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• 2001

Generating fractal images by graphing calculators such as TI_92 combines several important features, which convey the excitement of a living, changing mathematics appropriate to secondary or post-secondary students. The topic of fractal geometry can be illustrated using natural objects such as snowflakes, leaves and ferns. These complex and natural forms are often striking fantastic and beautiful. The examples highlight the fact that complex, natural behaviors can result from simple mathematical rules such as those embodied in iterated function systems(IFS). The visual splendor beauty of fractals, in concert with their ubiquity in nature, revels the intellectual beauty of nonlinear mathematics in a compelling way. The window is now open for students to experience and explore some of the wonder of fractal geometry.

• The Mathematical Education
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• v.40 no.1
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• pp.93-102
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• 2001

The world we live in is called the age of information. Thus communication and computers are doing the central role in it. When one studies the mathematical problem, the use of tools such as computers, calculators and technology is available for all students, and then students are actively engaged in reasoning, communicating, problem solving, and making connections with mathematics, between mathematics and other disciplines. The use of technology extends to include computer algebra systems, spreadsheets, dynamic geometry software and the Internet and help active learning of students by analyzing data and realizing mathematical models visually. In this paper, we explain concepts of transformation, linear transformation, congruence transformation and homothety, and introduce interesting, meaningful and visual models for teaching of a plane transformation geomeoy which are obtained by using Mathematica. Moreover, this study will show how to visualize linear transformation for student's better understanding in teaching a plane transformation geometry in classroom. New development of these kinds of teaching-learning methods can simulate student's curiosity about mathematics and their interest. Therefore these models will give teachers the active teaching and also give students the successful loaming for obtaining the concept of linear transformation.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.121-139
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• 2006

This study identified the problems of teaching quadratic functions using a translation and a vertex form by completing squares of which method make teaching contents not to be interconnected and tend to interfere students' conceptual understanding. This seems to generated from which the current mathematics curriculum is not organized to deliver the related contents of quadratic functions from polynomial expressions students have already known. To resolve it this study investigates the properties of quadratic functions from a polynomial perspective and discusses classroom implications with a couple of concrete applications.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.31-41
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• 2000

There has been much concern and worry about executing school curriculum from the year 2000 because the seventh curriculum is based on the complicated' differentiated education' concept. Now the new textbook has been developed according to the curriculum. This paper will reinforce the understanding of the curriculum and textbook in school math. In order to do this, this paper will present questions on three subjects to help school teachers and people related to math education to probe and discuss the benefits and problems of teaching math using the new textbook. The three subjects are based on the contents included in certain chapters of the math textbook. These are 1) understanding mathematics concepts using manipulatives or concrete objects, 2) doing math projects or problem solving activities 3) learning mathematics using calculators. furthermore, it is emphasized in this paper that math teachers must keep in mind that they should execute instruction in their own way using the 'textbook' not as a bible but as a guideline.

• School Mathematics
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• v.4 no.3
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• pp.375-399
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• 2002

When a curriculum change is being an issue, the editorships and the promotive directions reflect to supplement the social requests. However it is often criticized that such changes in the textbook itself are not satisfactory enough as to coherent to the editoships. And we set the following research questions; (1) One of the most important changes in the new 7th curriculum is to encourage the students' activities. We checked if it is well suited in the new textbooks. (2) Often textbook itself is not important In class, while instructor or students want something else other than the one suggested in the textbook. We asked 187 teachers how they use the textbooks in class. To answer (1), we checked up the introductory - activity - contents with 7 categories, which are ${\circled1}$ of real life sources ${\circled2}$ in use of concrete manipulative ${\circled3}$ in use of computers or calculators ${\circled4}$ in use of historical resources ${\circled5}$ stimulating to recall a relevant previous knowledges ${\circled6}$ of coherence between the activity and the exploratory contexts. ${\circled2}$ were increased, rewarding to the decrease of ${\circled5}$, in the new textbooks, while changes in ${\circled3}$ and ${\circled4}$ were not enough to talk about increments. Especially slight decrease in ${\circled6}$ were detected and it seemed to attribute to the unmatchable use of ${\circled1}$ and ${\circled2}$ with the explanation of mathematical subjects, which also implies how difficult to match ${\circled1}$ and ${\circled2}$ with ${\circled6}$. Analyzing the reponses of (2), about 70% of the teachers used the introductory activities in the textbook, which led better attention of sudents, while 30% of teachers do not use it because they felt that its inroductory activities had not been adequate for their purposes. Teachers counted inadequacy reasons for not being helpful in class, lack of time or lack of support of students, etc. Those teachers use introductory activities invented of their own for classes. As some results of the study, we suggest firstly that authors of textbooks have to get more informations to provide ways to entcourage students' interest in mathematics classes. The ways must be practical and brain storming as well as More use of computers and calculators and mathematical history are expected. Secondly, we are emphasizing the feedbacks between the textbook authors and the users(teachers and students) through internet. Which, we anticipate, will get better communications between them and be a good foundations of continuous modifications of textbooks.

• School Mathematics
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• v.15 no.4
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• pp.975-994
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• 2013

In this paper, we analyzed the utilization trend of technology in the secondary mathematics textbooks based on the 6th, 7th and 2007 revised mathematics curriculums in Korea. We analyzed 30, 60 and 90 mathematics books based on the 6th, 7th and 2007 revised mathematics curriculums respectively. The analysis focused on three aspects of using technology, i.e., contents areas in which technology used, technological tools and programs used, and methods of using technology in teaching and learning mathematics. The results shows that the frequency of using technology in mathematics books has been increased as mathematics curriculum has been revised. In the mathematics books based on th 6th curriculum, only 25 scenes were found, but in 7th and 2007 revised curriculum 248 and 355 scenes were found. In the 6th curriculum, calculators and graphing calculators were used mainly, but in the 7th and 2007 revised curriculum many kinds of technological tools and softwares were used including CAS, dynamic geometry software, spreadsheets, programming language, and the Internet. Especially the internet was used frequently in the 7th curriculum. And the methods of using technology has been diversified as time passed. In the 6th curriculum, the technology mainly used for introducing technology and simple calculation, but in the 7th and 2007 revised curriculum the technologies and software were also used for understanding mathematical laws, principles and concepts and students-centered exploring the mathematical properties.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.14 no.3
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• pp.487-493
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• 1994

Moment distribution procedure in the elastic analysis of rigid frames can be easily expressed with the adjusting moment equations(or relaxation equations) by using the concept of total adjusting moment at each joint after infinite cycles of moment distribution. Adjusting moment equations are a set of simultaneous equations from which the total adjusting moments at each joints after infinite cycles of physical relaxation can be determined. The form of simultaneous equations is a kind of relaxation equations and can be easily solved by the hand calculators. A unique and simplified procedure for the influence line analysis of a continuous beam is presented as an application of the method.

• International Journal of Reliability and Applications
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• v.7 no.2
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• pp.167-175
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• 2006

Effective and quick methods that are easy to carry out even by hand, or easy to be programmed by hand-held calculators are needed for assessing the sizes of contrasts of unreplicated $2^P$ factorial designs. Moreover, they have the advantage to use the original numerical measurements which makes the analysis easier to explain. Basically, Lenth (1989) is one of the most familiar of such quick and powerful methods. Later on, Aboukalam (2001) proposes under constant effects an alternative sophisticated method to Lenth's method. The proposed method is the supreme from two considerable powers. The first utmost indicates less inflation deficiency while the other utmost indicates less shrinkage deficiency. Also under constant effects, Al-Shiha (2006) introduces an alternative quick method which is less shrinkage deficiency while the inflation deficiency is the same. If effects are random, Aboukalam (2005) introduces an alternative quick method in which the first power is favored as long as the second power is within a small margin. In the spirit of quickness and fixed effects, this article adds another method which is supreme from the two considerable powers. The method is based on a one step of the scale-part of a suggested M-estimate for location. Explicitly, we suggest adapting the skipped median (ASKM) estimate. Critical values of ASKM-method, for several sample sizes often used, are empirically computed.

• The Mathematical Education
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• v.40 no.2
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• pp.265-289
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• 2001

The elementary and middle school curriculum in Korea has been modified periodically to reach today's 7th national curriculum. Although the intent of each new curriculum was to improve education, lack of proper preparation for teachers and students has not made the new curriculums as effective as it could be. Goodlad et al.(1979) suggested that curriculum should encompass all practices including not only knowledge but all the elements of the curriculum and experiences of the student and teachers. The purpose of this paper is to investigate the actual practices of the current curriculum with focus on the use of instructional media in mathematics teaching and learning. A nationwide curriculum survey was carried out with the Goodlad's curriculum inquiry model as the framework. The result shows that elementary and secondary mathematics teachers used textbook manual (for teachers) and practice books most frequently for their class preparation. In addition to these, mathematics teachers also used manipulatives, visual aids, computers, internet, and calculators in a decreasing order. In general, many mathematics teachers did not use much instructional media in their classes and said that there are not enough effective instructional media to use. However, the teachers have positive attitude toward the educational media that they have used. In this study, we analyzed the survey data regarding educational tools, their use and effects to support the development of a new curriculum model in mathematics for a knowledge-based society.

• Journal of Radiation Protection and Research
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• v.49 no.1
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• pp.1-18
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• 2024

Exponential growth has been observed in nuclear medicine procedures worldwide in the past decades. The considerable increase is attributed to the advance of positron emission tomography and single photon emission computed tomography, as well as the introduction of new radiopharmaceuticals. Although nuclear medicine procedures provide undisputable diagnostic and therapeutic benefits to patients, the substantial increase in radiation exposure to nuclear medicine patients raises concerns about potential adverse health effects and calls for the urgent need to monitor exposure levels. In the current article, model-based internal dosimetry methods were reviewed, focusing on Medical Internal Radiation Dose (MIRD) formalism, biokinetic data, human anatomy models (stylized, voxel, and hybrid computational human phantoms), and energy spectrum data of radionuclides. Key results from many articles on nuclear medicine dosimetry and comparisons of dosimetry quantities based on different types of human anatomy models were summarized. Key characteristics of seven model-based dose calculation tools were tabulated and discussed, including dose quantities, computational human phantoms used for dose calculations, decay data for radionuclides, biokinetic data, and user interface. Lastly, future research needs in nuclear medicine dosimetry were discussed. Model-based internal dosimetry methods were reviewed focusing on MIRD formalism, biokinetic data, human anatomy models, and energy spectrum data of radionuclides. Future research should focus on updating biokinetic data, revising energy transfer quantities for alimentary and gastrointestinal tracts, accounting for body size in nuclear medicine dosimetry, and recalculating dose coefficients based on the latest biokinetic and energy transfer data.