• The Mathematical Education
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• v.50 no.1
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• pp.69-87
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• 2011

The aim of this research is to develop a 'program which improves critical thinking' to improve elementary school students' mathematical thinking, and investigate the effect of program by applying and verifying the program. In order to achieve the objective, the author determined the factors of critical thinking capabilities matched to the discipline of mathematics, and accordingly designed relevant programs and test questions for critical thinking skills which contributes to improving the critical thinking of elementary school students, and thus applied the program the developed program of improving the critical thinking to both preliminary and main experiments, which verified the effects of the test method. The following results have been acquired through this research : In the preliminary inspection that this researcher has developed, it was able to predict that 'the program which improves critical thinking' would have a positive influence on the students' critical thinking. In the main experiment which was performed after modifying and supplementing it, the result showed that the program had a positive influence on the students' critical thinking.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.365-380
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• 1998

Structualist view distinguishes structure(reality) from phenomenon(appearance). Phenomenon is the outside aspect of structure and structure is the inside aspect of phenomenon. From the structualist view, the knowledge could e divided into two parts, the appearance of knowledge(the outside aspect of knowledge)and the structure of knowledge(the inside aspect of knowledge). Structualist view advices teachers to understand knowledge more totally from the inside-outside viewpoint, and not to teach mere the one aspect of knowledge, especially the outside aspect of knowledge, that is, the written expressions in textbook, but to teach the inside and outside aspects fo knowledge totally. In the history of mathematics education, the attempts to teach the structure of knowledge were flourishing in the period of discipline-centered curriculum. 'New Math movement' represents the attempts. The advocators of New Math, however, did not succeed sufficiently to understand the inside-outside view which the term the structure of knowledge represents, and failed to make mathematics teachers to understand the view well. Their attention was put on to introduce the modern mathematics to school math rather than to understand the educational and epistemological perspective which the term the structure of knowledge represents. To teach the structure of knowledge, mathematics teacher should be able to understand mathematical knowledge more totally from the inside-outside viewpoint. Especially, s/he should not regard the outside aspect of mathematical knowledge written in textbook as the totality of knowledge, but inquire into the inside aspect of mathematical knowledge from the outside aspect of mathematical knowledge.

• The Mathematical Education
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• v.59 no.4
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• pp.405-420
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• 2020

There have been mixed reports about the idea of utilization of resources developed from one discipline across disciplinary areas. Grounded with the argument that critical thinking is not domain-specific (Mulnix, 2012; Vaughn, 2005), we developed a theoretical model of intellectual resources (IR) that students develop and use when learning and doing mathematics and science. The theoretical model shows that there are two parallel epistemic practices students engage in science and mathematics - searching for reasons and giving reasons (Bailin, 2002; 2007; Mulnix, 2012). Applying Confirmatory Factor Analysis and Structural Equation Model to the data of 9,300 fourth grade students' responses to standardized science and mathematics assessments, we verified the theoretical model empirically. Empirically, the theoretical model is verified in that fourth graders do use the two epistemic practices, and the development of parallel practices in science impacts the development of the two practices in mathematics: A fourth grader's ability to search for reasons in science affects his or her ability to search for reasons in mathematics, and the ability to give reasons in science affects the same ability use in mathematics. The findings indicate that educators need to open ideas of sharing development of epistemic practices across disciplines because students who developed intellectual resources can utilize these in other settings.

• Journal of Christian Education in Korea
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• v.61
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• pp.37-60
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• 2020

The central proposal of this essay is that religious education in Catholic schools is to educate for living faith and not simply for instruction about Catholic or other religious traditions. For long this claim was taken for granted. Now, however, and for various reasons, there is growing sentiment that formation in faith is exclusively the work of family and parish, whereas religious education in Catholic schools is to proceed solely as an academic discipline, teaching religion as one might teach mathematics or science or any other subject. This essay proposes that we resist this diminution of religious education in Catholic schools (hereafter RECS) and precisely to honor the nature, purpose, and ways of knowing that are inherent to Christian faith, and likewise to reflect the Christian intellectual tradition.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.137-154
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• 2012

Approximation' is one of central conceptions in calculus. A basic conception for explaining 'approximation' is 'tangent', and 'tangent' is a 'line' with special condition. In this study, we will study pedagogically these mathematical knowledge on the ground of a viewpoint on the teaching of secondary geometry, and in connection with these we will suggest the teaching program and the chief end for the probable teaching. For this, we will examine point, line, circle, straight line, tangent line, approximation, and drive meaningfully mathematical knowledge for algebraic operation through the process translating from the above into analytic geometry. And we will construct the stream line of mathematical knowledge for approximation from a view of modern mathematics. This study help mathematics teachers to promote the pedagogical content knowledge, and to provide the basis for development of teaching model guiding the mathematical knowledge. Moreover, this study help students to recognize that mathematics is a systematic discipline and school mathematics are activities constructed under a fixed purpose.

• Journal for History of Mathematics
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• v.19 no.1
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• pp.65-78
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• 2006

The law of refraction, which is called Snell's law in physics, has a significant meaning in mathematics history. After Snell empirically discovered the refraction law $\frac{v_1}{sin{\theta}_1}=\frac{v_2}{sin{\theta}_2$ through countless observations, many mathematicians endeavored to deduce it from the least time principle, and the need to surmount these difficulties was one of the driving forces behind the early development of calculus by Leibniz. Fermat solved it far advance of others by inventing a method that eventually led to the differential calculus. Historically, mathematics has developed in close connection with physics. Physics needs mathematics as an auxiliary discipline, but physics can also belong to the lived-through reality from which mathematics is provided with subject matters and suggestions. The refraction law is a suggestive example of interrelations between mathematical and physical theories. Freudenthal said that a purpose of mathematics education is to learn how to apply mathematics as well as to learn ready-made mathematics. I think that the refraction law could be a relevant content for this purpose. It is pedagogically sound to start in high school with a quasi-empirical approach to refraction. In college, mathematics and physics majors can study diverse mathematical proof including Fermat's original method in the context of discussing the phenomenon of refraction of light. This would be a ideal environment for such pursuit.

• Journal of Information Technology Applications and Management
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• v.27 no.2
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• pp.1-21
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• 2020

The purpose of this study is to investigate the behavioral factors affecting the security attitude and intention to use biometrics password based on the protection motivation theory. This study also investigates security awareness training to understand trust, privacy, and security vulnerability regarding biometric authentication password. This empirical analysis reveals security awareness training boosts the protection motivational factors that affect on the behavior and intention of using biometric authentication passwords. This study also indicates that biometric authentication passwords can be used when the overall belief in a biometric system is present. After all, security awareness training enhances the belief of biometric passwords and increase the motivation to protect security threats. The study will provide insights into protecting security vulnerability with security awareness training.

• The Mathematical Education
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• v.62 no.3
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• pp.303-326
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• 2023

Mathematics is a discipline with a strong systemic structure, and learning deficits in previous stages have a great influence on the next stages of learning. Therefore, it is necessary to frequently check whether students have learned well and to provide immediate feedback, and for this purpose, intelligent tutoring system(ITS) can be used in math education. For this reason, it is necessary to reveal how the intelligent tutoring system is effective in personalized adaptive learning. The purpose of this study is to investigate the functions and applications of intelligent tutoring system for personalized adaptive learning in mathematics. To achieve this goal, literature reviews and surveys with students were applied to derive implications. Based on the literature reviews, the functions of intelligent tutoring system for personalized adaptive learning were derived. They can be broadly divided into diagnosis and evaluation, analysis and prediction, and feedback and content delivery. The learning and lesson plans were designed by them and it was applied to fifth graders in elementary school for about three months. As a result of this study, intelligent tutoring system was mostly supporting personalized adaptive learning in mathematics in several ways. Also, the researcher suggested that more sophisticated materials and technologies should be developed for effective personalized adaptive learning in mathematics by using intelligent tutoring system.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.385-408
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• 2014

The purpose of this study is to find out the actual status of the math after-school program in the elementary school and the content of the program. We survey the 115 math external math lecturers of the 100 elementary schools in Busan and analyze the results. Research questions are set as follows. 1. What is the status of the elementary math after-school? 2. How is the content of the program of the elementary math after-school? The results of the survey are analyzed as follows. First, any of the external math after-school lecturer did not major in math education and 87% of them majored in another discipline. Second, 47% of the external math after-school lecturers are employed by privately-held companies. Third, 64.4% of the content of the after-school programs is the supplement and deepening of the regular math class. Fourth, 76.5% of the time of the first class of the math after-school program is 50 minutes and 46% of the math after-school opens 5 classes per a week. Fifth, most programs consist of the problem-solving style class. Sixth, it is difficult to run the math after-school according to students' level and grade. Based on the above discussion, I suggest the following. First, math after-school class should be the action-oriented class to motivate the positive and interested participation of the students. Second, lecturer training and various math class programs is required to improve the quality of the math after-school class.

• Ecology and Resilient Infrastructure
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• v.2 no.1
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• pp.1-11
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• 2015

The needs for ecological engineering, which can design ecosystems that integrate human society and their natural environment for the benefit of both, has increased. The Korean Society of Ecology and Infrastructure Engineering (KSEIE) was established for this purpose and has contributed to the research and development of theories and technologies in related fields. However, the current state of educational services and contents of ecological engineering is still needed to be standardized and systematized. In this paper, we outlined the trends of ecological engineering education at international and domestic levels and proposed a sample services and curriculum, brought from the discussions and suggestions made during the forum, Founding the Education for Ecological Engineering, held by the KSEIE. Education of ecological engineering can nurture people who can design and manage ecosystems for the benefits of human and natural society and can restore ecosystems disturbed artificially. The services and curriculum have to meet and cover the challenges facing the future of ecological engineering; a. the ethical interpretation of the balance between human and nature, b. developing and strengthening its relationship with other scientific disciplines and societies - business, policy, education, and practitioners, c. identify and fuse the key ecological engineering principles into other discipline. We proposed a three layers curriculum system, basic (mathematics, physics, chemistry, biology, etc.), core (ecology, hydrology, engineering, etc.), and advanced subjects. The first two can belong to an undergraduate program and the last two can be put into graduate program. The selection of subjects is according to the purpose and needs of the major.