• Journal for History of Mathematics
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• v.36 no.4
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• pp.61-78
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• 2023

By virtue of the characteristics inherent in diagrams, diagrammatic reasoning has potential and limitations that distinguish it from general thinking. It is natural that diagrams rarely appeared in Joseon mathematical books, which were heavily focused on computation and algebra in content, and preferred linguistic expressions in form. However, as the late Joseon Dynasty unfolded, there emerged a noticeable increase in the frequency of employing diagrams, due to the educational purposes to facilitate explanations and the influence of Western mathematics. Analyzing the role of diagrams included in Jo Taegu's 'JuseoGwangyeon', an exemplary book, this study includes discussions on the utilization of diagrams from the perspective of mathematics education, based on the findings of the analysis.

• Proceedings of the Korean Society for Bioinformatics Conference
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• 2005.09a
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• pp.373-378
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• 2005

The diagrammatic language for pathways is widely used for representing systems knowledge as a network of causal relations. Biologists infer and hypothesize with pathways to design experiments and verify models, and to identify potential drug targets. Although there have been many approaches to formalize pathways to simulate a system, reasoning with incomplete and high level knowledge has not been possible. We present a qualitative formalization of a pathway language with incomplete causal descriptions and its translation into propositional temporal logic to automate the reasoning process. Such automation accelerates the identification of drug targets in pathways.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.491-510
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• 2017

This study analyzes on conjecturing tasks in elementary mathematics textbook. We adopted Peircean semiotic perspective and variation theory to analyze conjecturing tasks in elementary mathematics textbook. We specifically analyzed mathematical tasks designed to support students' inquiries into definitions and properties of quardrilaterals. As a result, we found that conjecturing tasks in textbooks do not focus on supporting students' diagrammatic reasoning and inductive verification on provisional abductions. These tasks were mainly designed to support students' conjecturing on commonalities of mathematical objects rather than differences between objects.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.770-787
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• 2011

The purpose of this study was to analyze science-gifted students' knowledge-generation processes by analyzing students' inquiry journal. As a result, first, science-gifted students showed various knowledge-generation processes, but they were limited to inductive thinking and abductive thinking, and their thinking processes were very simple. Second, most of the knowledge-generation processes of science gifted were simple, repetitive and diagrammatic processes because of observation and empirical situation of a limited scope. And a simple and repetitive diagram was generated by a simple variable selection and design, observation in limited scope, unbiased intervention by subjective thinking, and absence of exploration or finding errors. And they showed often a logical leap of reasoning.