• Communications of Mathematical Education
• /
• v.36 no.4
• /
• pp.611-626
• /
• 2022

In this study, we introduced the case of college calculus course for vocational high school graduates with coding. We suggest this case as an alternative to overcome mathematics anxiety. Contents, python/SageMath codes, and textbook for this course, which help students to easily and quickly review middle and high school mathematics, were newly developed by authors. Due to the use of codes and chat with classmates in learning management system, most of the students who took this course reported that they no longer felt anxious in complex mathematics problems, had a full understanding of calculus concepts, could solve almost problems in any calculus textbooks with or without codes, and could explain calculus concepts to other students in their own words. In this way if mathematics and coding is properly used in mathematics education, it helps students with weak mathematical backgrounds or mathematics anxiety to restore confidence in mathematics in college. This could be applicable in secondary mathematics education.

• Journal of the Chungcheong Mathematical Society
• /
• v.19 no.4
• /
• pp.357-364
• /
• 2006

We study Hausdorff and packing dimensions of subsets of a general coding space with a generalized ultra metric from a multifractal spectrum induced by a self-similar measure on a self-similar Cantor set using a function satisfying a H${\ddot{o}}$older condition.

• Journal of applied mathematics & informatics
• /
• v.5 no.1
• /
• pp.191-200
• /
• 1998

There are two types of composition systems for the Korean alphabet: a combined system and a composite system. This paper decribes an efficient coding method for both of these two types. Using this coding method with the combined system yields about 10.5% code-length savings per a Korean character while it yields about 45% savings with the composite system. In other words the coding method produces a better result(i.e. 34.5% better) with the composite system than with the combined system. The simulation has been performed on a MasPar machine having 64 processors. The results show that the combined system achieved a 45.851-fold speedup while the composite system achieved a 47.274-fold speedup.

• Research in Mathematical Education
• /
• v.14 no.2
• /
• pp.123-141
• /
• 2010

This study introduced a coding method for mathematical problems in the TIMSS 1999 Video Study, which used sixteen indicators to analyze mathematical problems in a lesson. Based on this framework for coding, the researcher analyzed three lesson videos on Binomial Theorem taught respectively by three Chinese teachers, and got some features of mathematical problems in these three lessons.

• Research in Mathematical Education
• /
• v.11 no.2
• /
• pp.143-151
• /
• 2007

Nowadays there are practically no mathematical courses in which Computer Algebra Systems (CAS) programs, such as MATHEMATlCA, Maple, and TI-89/92, are not used to some extent. However, generally the usage of these programs is reduced to illustration of computing processes: calculation of integrals, differentiation, solution of various equations, etc. This is obtained by usage of standard command of type: Solve [...] in MATHEMATICA. At the same time the main difficulties arise at teaching nonconventional mathematical courses such as coding theory, discrete mathematics, cryptography, Scientific computing, which are gaining the increasing popularity now. Now it is impossible to imagine a modern engineer not having basic knowledge in discrete mathematics, Cryptography, coding theory. Digital processing of signals (digital sound, digital TV) has been introduced in our lives.

• Communications of Mathematical Education
• /
• v.34 no.4
• /
• pp.563-585
• /
• 2020

This study developed teaching-learning materials for mathematics and coding convergence classes using Python, focusing on 'Prime Factorization' of seventh graders. After applying the teaching methods and contents to the students, they analyzed whether the learners achieved their learning goals. The results were used to modify and supplement teaching and learning materials. Affective domain of learners were also analyzed. The results are that the teaching methods and contents of the developed teaching-learning materials were generally appropriate for learners. The learners understood most of the lessons according to the set teaching methods of all classes. And learners have mostly reached their learning goals. In addition, as a result of analyzing the definition characteristics of learners through follow-up interviews, the interest in mathematics and programming has improved. The developed teaching and learning materials of this study are well consisted mostly of the teaching methods and the contents of the classes, and are organized so that learners can reach most of the learning goals. It also brought positive changes to the affective domain of mathematics and coding, demonstrating the potential for useful use in school.

• The Mathematical Education
• /
• v.63 no.2
• /
• pp.233-254
• /
• 2024

This paper delves into the symbiotic integration of coding and mathematics education, aimed at cultivating computational thinking and enriching mathematical problem-solving proficiencies. We have identified a corpus of scholarly articles (n=38) disseminated within the preceding two decades, subsequently culling a portion thereof, ultimately engendering a contemplative analysis of the extant remnants. In a swiftly evolving society driven by the Fourth Industrial Revolution and the ascendancy of Artificial Intelligence (AI), understanding the synergy between these domains has become paramount. Mathematics education stands at the crossroads of this transformation, witnessing a profound influence of AI. This paper explores the evolving landscape of mathematical cognition propelled by AI, accentuating how AI empowers advanced analytical and problem-solving capabilities, particularly in the realm of big data-driven scenarios. Given this shifting paradigm, it becomes imperative to investigate and assess AI's impact on mathematics education, a pivotal endeavor in forging an education system aligned with the future. The symbiosis of AI and human cognition doesn't merely amplify AI-centric thinking but also fosters personalized cognitive processes by facilitating interaction with AI and encouraging critical contemplation of AI's algorithmic underpinnings. This necessitates a broader conception of educational tools, encompassing AI as a catalyst for mathematical cognition, transcending conventional linguistic and symbolic instruments.

• Journal of the Chungcheong Mathematical Society
• /
• v.21 no.4
• /
• pp.527-532
• /
• 2008

We compare a coding space which has an ultra metric with the unit interval which has an associated generalized dyadic expansion. The two spaces are not homeomorphic but dimensionally equivalent in the sense that the Hausdorff and packing dimensions of the corresponding distribution sets in the two spaces coincide.

• Research in Mathematical Education
• /
• v.18 no.4
• /
• pp.273-288
• /
• 2014

In recent years, coding education has been globally emphasized and the Free Semester System will be executed to the public schools in Korea from 2016. With the introduction of the Free Semester System and the rising demand of Computational Thinking (CT) capacity, this research aims to design 'learning environment' in which learners can design and construct mathematical objects through computers and print them out through 3D printers. Furthermore, it will design learning mathematics by constructing the figurate number patterns from 'soma cubes' in the playing context and connecting those to algebraic and combinatorial patterns, which will allow students to experience mathematical connectivity. It is expected that the activities of designing figurate number patterns suggested in this research will not only strengthen CT capacity in relation to mathematical thinking but also serve as a meaningful program for the Free Semester System in terms of career experience as 3D printers can be widely used.

• Communications of Mathematical Education
• /
• v.38 no.2
• /
• pp.231-246
• /
• 2024

In this paper, we present the development and a case study on 'Mathematics & Coding Mobile Contents' tailored for secondary education. These innovative resources aim to alleviate the burden of laborious calculations, enabling students to allocate more time to engage in discussions and visualize complex mathematical concepts. By integrating these contents into the curriculum, students can effectively meet the national standards for achievement in mathematics. They are empowered to develop their mathematical thinking skills through active engagement with the material. When properly integrated into secondary mathematics education, these resources not only facilitate attainment of national curriculum standards but also foster students' confidence in their mathematical abilities. Furthermore, they serve as valuable tools for nurturing both computational and mathematical thinking among students.