• Communications of the Korean Mathematical Society
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• v.17 no.4
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• pp.741-754
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• 2002

In this paper we present an error bound for cubic spline approximation of conic section curve. We compare it to the error bound proposed by Floater [1]. The error estimating function proposed in this paper is sharper than Floater's at the mid-point of parameter, which means the overall error bound is sharper than Floater's if the estimating function has the maximum at the midpoint.

• Honam Mathematical Journal
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• v.33 no.3
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• pp.335-340
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• 2011

We study some properties of tangent lines of conic sections. As a result, we establish a characterization of conic sections.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.731-744
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• 2010

Nowadays in school mathematics, the skill and method for solving problems are often emphasized in preference to the theoretical principles of mathematics. Students pay attention to how to make an equation mechanically before even understanding the meaning of the given problem. Furthermore they do not get to really know about the principle or theorem that were used to solve the problem, or the meaning of the answer that they have obtained. In contemporary textbooks the conic section such as circle, ellipse, parabola and hyperbola are introduced as the cross section of a cone. But they do not mention how conic section are connected with the quadratic equation or how these curves are related mutually. Students learn the quadratic equations of the conic sections introduced geometrically and are used to manipulating it algebraically through finding a focal point, vertex, and directrix of the cross section of a cone. But they are not familiar with relating these equations with the cross section of a cone. In this paper, we try to understand the quadratic curves better through the analysis of the discussion made in the process of the discovery and eventual development of the conic section and then seek for way to improve the teaching and learning methods of quadratic curves.

• Journal for History of Mathematics
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• v.25 no.4
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• pp.83-99
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• 2012

The conic sections are defined as algebraic expressions using the focus and the directrix in the high school curriculum. However it is difficult that students understand the conic sections without environment which they can manipulate the conic sections. To make up for this weak point, we have found the evidence for generating method of a conic section through a sundial and investigated the history of terms 'focus', 'directrix' and the tool of drawing them continuously.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.567-580
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• 2013

As integrated essay writing is performed in university entrance examinations, teachers and students recognize the importance of integrated essay, but teachers have still difficulties of teaching methods. The purpose of this study is to derive educational implications through case of mathematics instruction for integrated essay education to pre-service mathematics teachers. The content knowledge of this class is a definition of conic section in mathematics and properties of conic section in an antenna reflector. The students have to discover them using the history of math, manipulative material, paper-folding and computer simulation. In this teaching and learning process the students can realize mathematical knowledge invented by humans through history of mathematics. The students can evaluate the validity of that as create and justify a mathematical proposition. Also, the students can explain the relation between them logically and descript cause or basis convincingly in the process of justifying. We should keep our study to instructional materials and teaching methods in integrated essay education.

• The Pure and Applied Mathematics
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• v.19 no.4
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• pp.315-325
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• 2012

Let A and B denote a point, a line or a circle, respectively. For a positive constant $a$, we examine the locus $C_{AB}$($a$) of points P whose distances from A and B are, respectively, in a constant ratio $a$. As a result, we establish some equivalent conditions for conic sections. As a byproduct, we give an easy way to plot points of conic sections exactly by a compass and a straightedge.

• Korean Journal of Computational Design and Engineering
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• v.5 no.4
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• pp.336-346
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• 2000

This paper presents a geometric method that can detect and compute all conic sections in the intersection of two tori. Conic sections contained in a torus must be circles. Thus, when two tori intersect in a conic section, the intersection curve must be a circle as well. Circles in a torus are classified into profile circles, cross-sectional circlet, and Yvone-Villarceau circles. Based on a geometric classification of these circles, we present a procedural method that can detect and construct all intersection circles between two tori. All computations can be carried out using simple geometric operations only: e.g., circle-circle intersections, circle-line intersections, vector additions, and inner products. Consequently, this simple structure makes our algorithm robust and efficient, which is an important advantage of our geometric approach over other conventional methods of surface intersection.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.103-121
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• 2017

Taxicab geometry was a typical non-Euclid geometry for mathematically gifted. Most educational material related quadratic curves on taxicab geometry for mathematically gifted served them to inquire the graph of the curves defined by focis and constant. In this study, we provide a shape of quadratic curves on taxicab geometry by applying three definitions(geometric algebraic definition, eccentricity definition, conic section definition).

• School Mathematics
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• v.13 no.3
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• pp.447-468
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• 2011

For the instruction of units dealing with the conic section, the most important factor that we need to consider is the connections. In other words, the algebraic approach and the geometric approach should be instructed in parallel at the same time. In particular, for the students of low proficiency who are not good at algebraic operation, the geometric approach that employs visual representation, expressing the conic section's characteristic in a dynamic manner, is an important and effective method. For this, during this research, to suggest the importance of dynamic visual representation based on GeoGebra in teaching Quadratic Curve, we taught an experimental class that suggests the instruction method which maximizes the visual representation and analyzed changes in the representation of students by analyzing the part related to the unit of a parabola from units dealing with a conic section in the "Geometry and Vector" textbook and activity book.

• Honam Mathematical Journal
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• v.29 no.3
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• pp.475-480
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• 2007

In this paper we find the point at which the rational B$\'{e}$zier curve has the given tangent direction. We also analyze the geometric properties of the point of quadratic rational B$\'{e}$zier curve.