• Journal of Digital Convergence
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• v.10 no.5
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• pp.1-6
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• 2012

This study is for using applications on smart devices at school class which designed by professor himself due to nonexistent of applications which related to textbook or course work even though fast developing smart devices and plenty of educational applications are in rapid ubiquitous environment. That is reason to make a learning environments of study course work anywhere at anytime and also make smooth communication between professor and learner with the smart devices advantages of being free of location and time. Also develop the application with the tools which the computer beginner can handle easily and quickly without contracting the work to commercial firms, it will lead to save money and time, be easily updated and modified from place of study, and increase the effectiveness and efficiency of study.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.65-79
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• 2014

The present study seeks to provide an easy path to differential perceptions of students at the upper high school level by applying a story telling method and also, characteristically, to earn some time for class discussion by reducing learning time for simple calculational procedure through Computer Algebra System(CAS) tools. This study offers a clear example of storytelling textbooks through Sage. Hence, the study aims at enabling students who have practiced contents with Sage tools to deal with diverse and complicated calculation problems, if they learn to build up mathematical formulas for those problems.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.7
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• pp.1633-1638
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• 2013

The mobile phone has now evolved into an effective multimedia devices to watch video content with your PC in addition to the calling features. Thus, the effectiveness of the video content streaming services smartphone will be available. And content should be able to deliver effectively. Be provided with textbook images and video of the speaker means that the effective content delivery. In this paper, we propose a integrated video management system that can be real-time VOD services on the Internet as input Multi-Source of audio-video, video content encoding system to meet the requirements of the above two.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.495-507
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• 1998

This article intends to review what problems the terms in calculus have and how those problems are caused. For this purpose We make examinations on the considerations in the analysis of mathematical terminology, which includes the problems of general and technical terms, the meaning and the boundary of words, their consistency, the name and meaning, concept and their concept images, translations and qwerty effects. And in chapter 3, We analyse the textbook which are currently used, through which I was able to find out that the terms in calculus have some problems, In other words, the key terms such as "differentiable", "differential coefficient", "differential" have their roots in the term "differential" but the term "derived function" is very distinct from other terms and thus obstructs the consistency of terms. And the central term "differential" is being used without clear definition. In particular, the fact that "differential", when used in its arbitrary definition, has the image of "splitting minutely" can be an obstacle to understanding the exact concepts of calculus. In chapter 4, We make a review on the history of calculus and the term "differential" currently used in modern mathematics so that I can identify the origin of the problem connected with the usage of the term "differential". We should recognize the specified problems and its causes and keep their instructional implications in mind. Furthermore, following researches and discussions should be made on whether the terminology system of calculus should be reestablished and how the reestablishment should be made.e terminology system of calculus should be reestablished and how the reestablishment should be made.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.158-169
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• 2008

The purpose of this study was to analyze the uses of the external representations in the $3{\sim}6th$ grade science textbooks developed under the 7th National Curriculum on the basis of the theories and the research results on learning with the multiple representations. The results showed that the frequencies of the macroscopic external representations were higher than those of the symbolic external representations. The external representations with drawing and/or writing, especially writing, were used more frequently than those without drawing and/or writing. However, the most of the external representations were rarely used according to the principles and/or the theories (e.g., personalization principle, dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the multiple external representations in the science textbooks. The present study provides the guideline to establish the effective uses of the external representations in the science textbooks that not only meet learners but also teachers.

• Journal of the Korean earth science society
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• v.28 no.5
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• pp.620-634
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• 2007

The purpose of this study was to investigate the effectiveness of EarthComm implementation in the U.S. high schools in terms of demographic background including school size, urban/rural area, and teachers' teaching experiences. In addition, this study examined impact of students' higher-order thinking skills by using the visions of National Science Education Standards. Two modular of the EarthComm curriculum were used for this purpose with thirty one teachers and around thousand students involved across four states. Findings were that EarthComm did not significantly impact student achievement differentially in schools of varying sizes and school location, i.e., urban and rural areas. The years of teaching experiences did not impact student achievement scores for Module I but did significantly impact for Module II. It is noted that the two results seemingly conflict with each other similar to other research findings (Ferguson, 1998; Yager et al., 1988). Student higher-order thinking skills, on the other hand, were significantly improved as a result of studying with EarthComm. Implications were discussed at the end of the paper.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.627-658
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• 2010

The introduce and accurate understanding of the concept of tangent line is very important in Mathematics education and its applications. In this study, we investigated the introduction method in the textbook for tangent line and its concepts. And we studied the effective teaching methods for the accurate understanding using Lakatos learning theory, GSP and related precedence studies. Finally we suggest the teaching plan for the equation of for the tangent line in the high school and apply to the High school students.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.473-491
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• 2002

This article analyzes mathematics education from dialectical materialism acknowledging the objectivity of knowledge. The thesis that knowledge is objective advances to the recognition that knowledge will be internalized, and an idea of zone of proximal development(ZPD) is established as a practice program of internalization. The lower side of ZPD, i.e. the early stage of internalization takes imitation in a large portion. And in the process of internalization the mediational means play an important role. Hereupon the role of mathematics teacher, the object of imitation, stands out significantly. In this article, treating the contents of study as follows, I make manifest that teaching and learning in mathematics classroom are united dialectically: I hope to findout the method of teaching-learning to mathematical knowledge from the point of view that mathematical knowledge is objective; I look into how analysis into units, as the analytical method of Vygotsky, has been developed from the side of mathematical teaching-learning; I discuss the significance of mediational means to play a key role in attaining the internalization in connection with ZPD and re-illuminate imitation. Based on them, I propose how the role of mathematics teachers, and the principle of organization to mathematics textbook should be.

• Korean Journal of Agricultural and Forest Meteorology
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• v.10 no.3
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• pp.107-112
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• 2008

"Jeung-Bo-San-Lim-Gyeong-Je" (meaning "Revised Forest Management") has been well recognized as the informative document that introduces scientific knowledge and experiences of Korean ancestors regarding weather and climate. The tradition of Gwan-Cheon-Mang-Gi(i.e., empirical forecasting of short-term weather phenomena based on the status of cloud or sky) has been continuously utilized as a civilian weather forecasting method and even for very short-term weather prediction by operational forecasters these days. This agricultural technology textbook, published during the Great King Youngjo in Chosun-Dynasty, may be regarded as a poorly written document from the modern standpoint. Nonetheless, this study demonstrates that by and large the empirical knowledge contained in the book is indeed science based although their applications are limited to several hours for local forecasts in agricultural practices and daily living. For example, the wisdom of keeping water at an optimum level in a paddy field after sowing to prevent young seedlings from late frost damages was not at all different from the present technique of vinyl covered seedling nursery.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.803-822
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• 2009

Creativity is emerging as one of the key components in every areas. In mathematics education, creativity or mathematical creativity is emphasized even though the definition of the term is inconsistence among every research. The purpose of this research was to identify the nature of mathematical creativity and provide the ways of strengthening it in the mathematics classroom. For this, students' mathematical strategies and problems in the elementary mathematics textbook were analyzed. The results showed that mathematically gifted students used a limited strategies and the problems in the textbooks were too simple to stimulate students' mathematical creativity. For the enhancement of students' mathematical creativity, we need to develop mathematically rich tasks and refine teacher education programs.