• Education of Primary School Mathematics
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• v.26 no.1
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• pp.65-82
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• 2023

The purpose of this study is to examine how pre-service teachers' digital capabilities and content knowledge for teaching pi appear and are strengthened in the process of developing digital-based teaching and learning materials of pi, and to derive implications for pre-service teacher education. To this end, the researchers analyzed the process of two pre-service teachers developing exploratory activity materials for teaching pi using block coding of AlgeoMath program. Through the analysis results, it was confirmed that AlgeoMath' block coding activities provided an experience of expressing and expanding the digital capabilities of pre-service teachers, an opportunity to deepen the content knowledge of pi, and to recognize the problems and limitations of the digital learning environment. It was also suggested that the development of digital materials using block coding needs to be used to strengthen digital capabilities of pre-service teachers, and that the curriculum knowledge needs to be emphasized as knowledge necessary for the development of digital teaching and learning materials in pre-service teacher education.

• Journal of the Korean Mathematical Society
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• v.44 no.5
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• pp.1139-1162
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• 2007

We examine the main linear coding theory problem and study the structure of optimal linear codes over the ring ${\mathbb{Z}}_m$. We derive bounds on the maximum Hamming weight of these codes. We give bounds on the best linear codes over ${\mathbb{Z}}_8$ and ${\mathbb{Z}}_9$ of lengths up to 6. We determine the minimum distances of optimal linear codes over ${\mathbb{Z}}_4$ for lengths up to 7. Some examples of optimal codes are given.

• Research in Mathematical Education
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• v.19 no.1
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• pp.43-59
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• 2015

In the present study, the changes of mathematics teachers' verbal feedback between ten years ago and later were examined using a coding scheme on the types of teacher verbal feedback. Based on the analysis, it is found that teachers intend to use encouraging strategies to make responses to students ten years later. In addition, the duration used in communication between the teacher and individual student is being longer while the frequency of communication becomes less compared ten years ago. Meanwhile, the difference between good lesson ten years ago and common lesson ten years later is not so apparent. It can be inferred that the quality of teaching has being developed.

• Bulletin of the Korean Mathematical Society
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• v.57 no.2
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• pp.459-479
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• 2020

In the last two decades, codes over noncommutative rings have been one of the main trends in coding theory. Due to the fact that noncommutativity brings many challenging problems in its nature, still there are many open problems to be addressed. In 2015, generator polynomial matrices and parity-check polynomial matrices of generalized quasi-cyclic (GQC) codes were investigated by Matsui. We extended these results to the noncommutative case. Exploring the dual structures of skew constacyclic codes, we present a direct way of obtaining parity-check polynomials of skew multi-twisted codes in terms of their generators. Further, we lay out the algebraic structures of skew multipolycyclic codes and their duals and we give some examples to illustrate the theorems.

• Bulletin of the Korean Mathematical Society
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• v.56 no.2
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• pp.285-301
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• 2019

Let $p_1$ and $p_2$ be two distinct odd primes with gcd($p_1-1$, $p_2-1$) = 6. In this paper, we compute the linear complexity of the first class two-prime Whiteman's generalized cyclotomic sequence (WGCS-I) of order d = 6. Our results show that their linear complexity is quite good. So, the sequence can be used in many domains such as cryptography and coding theory. This article enrich a method to construct several classes of cyclic codes over GF(q) with length $n=p_1p_2$ using the two-prime WGCS-I of order 6. We also obtain the lower bounds on the minimum distance of these cyclic codes.

• Bulletin of the Korean Mathematical Society
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• v.56 no.3
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• pp.609-619
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• 2019

The methods for constructing quantum codes is not always sufficient by itself. Also, the constructed quantum codes as in the classical coding theory have to enjoy a quality of its parameters that play a very important role in recovering data efficiently. In a very recent study quantum construction and examples of quantum codes over a finite field of order q are presented by La Garcia in [14]. Being inspired by La Garcia's the paper, here we extend the results over a finite field with $q^2$ elements by studying necessary and sufficient conditions for constructions quantum codes over this field. We determine a criteria for the existence of $q^2$-cyclotomic cosets containing at least three elements and present a construction method for quantum maximum-distance separable (MDS) codes. Moreover, we derive a way to construct quantum codes and show that this construction method leads to quantum codes with better parameters than the ones in [14].

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.253-266
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• 2017

The purpose of the study was to investigate the perceptions of Elementary school teachers on mathematics instruction. To do this, 7 test items were developed to obtain data on teacher's perception of mathematics instruction and 73 teachers who take mathematical lesson analysis lectures were selected and conducted a survey. Since the data obtained are all qualitative data, they were analyzed through coding and similar responses were grouped into the same category. As a result of the survey, several facts were found as follow; First, When teachers thought about 'mathematics', the first words that come to mind were 'calculation', 'difficult', and 'logic'. It is necessary for the teacher to have positive thoughts on mathematics and mathematics learning, and this needs to be stressed enough in teacher education and teacher retraining. Second, the reason why mathematics is an important subject is 'because it is related to the real life', followed by 'because it gives rise to logical thinking ability' and 'because it gives rise to mathematical thinking ability'. These ideas are related to the cultivating mind value and the practical value of mathematics. In order for students to understand the various values of mathematics, teachers must understand the various values of mathematics. Third, the responses for reasons why elementary school students hate mathematics and are hard are because teachers demand 'thinking', 'because they repeat simple calculations', 'children hate complicated things', 'bother', 'Because mathematics itself is difficult', 'the level of curriculum and textbooks is high', and 'the amount of time and activity is too much'. These problems are likely to be improved by the implementation of revised 2015 national curriculum that emphasize core competence and process-based evaluation including mathematical processes. Fourth, the most common reason for failing elementary school mathematics instruction was 'because the process was difficult' and 'because of the results-based evaluation'. In addition, 'Results-oriented evaluation,' 'iterative calculation,' 'infused education,' 'failure to consider the level difference,' 'lack of conceptual and principle-centered education' were mentioned as a failure factor. Most of these factors can be changed by improving and changing teachers' teaching practice. Fifth, the responses for what does a desirable mathematics instruction look like are 'classroom related to real life', 'easy and fun mathematics lessons', 'class emphasizing understanding of principle', etc. Therefore, it is necessary to deeply deal with the related contents in the training courses for the improvement of the teachers' teaching practice, and it is necessary to support not only the one-time training but also the continuous professional development of teachers.

• Research in Mathematical Education
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• v.26 no.3
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• pp.253-270
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• 2023

This study aims to investigate the extent to which Korean high school textbooks incorporate opportunities for students to engage in the mathematical modeling process through tasks related to exponential and logarithmic functions. The tasks in three textbooks were analyzed based on the actions required for each stage in the mathematical modeling process, which includes identifying essential variables, formulating models, performing operations, interpreting results, and validating the outcomes. The study identified 324 units across the three textbooks, and the reliability coefficient was 0.869, indicating a high level of agreement in the coding process. The analysis revealed that the distribution of tasks requiring engagement in each of the five stages was similar in all three textbooks, reflecting the 2015 revised curriculum and national curriculum system. Among the 324 analyzed tasks, the highest proportion of the units required performing operations found in the mathematical modeling process. The findings suggest a need to include high-quality tasks that allow students to experience the entire process of mathematical modeling and to acknowledge the limitations of textbooks in providing appropriate opportunities for mathematical modeling with a heavy emphasis on performing operations. These results provide implications for the development of mathematical modeling activities and the reconstruction of textbook tasks in school mathematics, emphasizing the need to enhance opportunities for students to engage in mathematical modeling tasks and for teachers to provide support for students in the tasks.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.512-523
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• 2014

The purpose of this study is to provide useful information for improving interaction between teacher and student by analysing gifted class in mathematics with the Flanders Category System. Research questions are as follow. In gifted class in mathematics, How is the result of analysis regarding interactions between the teacher and students, according to 1) Flanders' Coding system? 2) Flanders' language pattern? 3) Flanders' Index system? For this, 3 gifted classes in mathematics were recorded by video camera and analyzed by Advanced Flanders(AF) analysis program version 3.54. Results are as follow. 1) Code Category Analysis mostly consists of lecture, voluntary speaking and chaos, silence work. 2) Most class patterns are not in accordance with effective class pattern models. So teacher needs to accept student's opinion actively and give appropriate feedback. 3) In Indices Results, revised I/d ratio, teacher's question ratio, student's speaking ratio, Student question and wide answer ratio are higher than analysis standard, indirect ratio is lower than analysis standard.

• Communications of Mathematical Education
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• v.34 no.1
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• pp.1-15
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• 2020

Today's healthcare, intelligent robots, smart home systems, and car sharing are already innovating with cutting-edge information and communication technologies such as Artificial Intelligence (AI), the Internet of Things, the Internet of Intelligent Things, and Big data. It is deeply affecting our lives. In the factory, robots have been working for humans more than several decades (FA, OA), AI doctors are also working in hospitals (Dr. Watson), AI speakers (Giga Genie) and AI assistants (Siri, Bixby, Google Assistant) are working to improve Natural Language Process. Now, in order to understand AI, knowledge of mathematics becomes essential, not a choice. Thus, mathematicians have been given a role in explaining such mathematics that make these things possible behind AI. Therefore, the authors wrote a textbook 'Basic Mathematics for Artificial Intelligence' by arranging the mathematics concepts and tools needed to understand AI and machine learning in one or two semesters, and organized lectures for undergraduate and graduate students of various majors to explore careers in artificial intelligence. In this paper, we share our experience of conducting this class with the full contents in http://matrix.skku.ac.kr/math4ai/.