• 한국초등수학교육학회지
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• 제22권4호
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• pp.427-451
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• 2018

이 연구는 제2차 수학교육 종합계획에 따라 가족들이 참여하여 체험할 수 있는 수학 프로그램을 개발하고 실제 가족단위를 대상으로 운영함으로써 국민들에게 수학에 대한 긍정적 인식을 확산하고 구체적인 가족단위 수학공감 프로그램 개발 및 운영 방안을 제안하는 것을 목적으로 한다. 이를 위해 연령별로 유아 자녀, 초등 저학년 자녀, 초등 고학년 자녀, 중 고등학생 자녀가 있는 가족들이 즐길 수 있는 수학나들이, 수학게임, 수학활동, 우리집수학, 역사속수학, e-세상수학의 6가지 유형으로 총 33개의 활동을 개발하였고, 8차에 걸쳐 175가족을 대상으로 프로그램을 운영하였다. 프로그램의 개발 및 운영 과정 분석, 설문 조사 결과를 토대로 수학에 대한 긍정적 문화 확산을 위한 가족단위 수학공감 프로그램의 개발 및 운영에 대한 몇 가지 시사점을 도출하였다.

• 대한수학회보
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• 제55권6호
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• pp.1811-1822
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• 2018

In this paper, we exhibit the explicit forms of continued fraction expansions of a family of algebraic power series over a finite field and we study their asymptotic distribution of approximation exponents.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제2권2호
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• pp.75-83
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• 1998

The present study investigated why students do not like math using deep-level interview method. The reasons of why students dislike math were classified into three： socio-cultural, and individual factors, and math itself. Socio-cultural factors include the environments where students are reared, family, and school culture. Individual factors mean competitive disposition, preconception of math, active disposition, and conflicts with friends or teachers. Finally, students seem to dislike math because math itself is a difficult subject. In addition, textbook and instruction are also difficult, or they are lack of fundamental math knowledge. There may be other reasons of why students do not like math subject. In spite of those reasons, there should be some efforts to analyze why students dislike math and to help the students have interests in math.

• 영재교육연구
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• 제7권2호
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• pp.19-45
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• 1997

Twenty-three of International Math Olympians raised in Korea were served as the subjects to answer the following questions: (1) What family and school factors contribute to the development of the math talent of the Olympians\ulcorner (2) What impacts have the Olympiad program on the mathematically talented students\ulcorner By means of questionnaire survey and in-depth interview, the related data were collected. The questionnaires were developed by James Campbell for cross-cultural studies. The major findings were as follows: (1) the olympians were mostly 1st-born child and were "discovered" in an early age; (2) most olympians ranked highly in the class; (3) the SES of the Olympians' family were varied, though the majority were high; (4) the Olympians' family support and learning environment were reported strong and positive; (5) the Olympiad experiences were, in general, positive to the subjects, especially in learning attitude toward math and science, self-esteem and in autonomous learning and creative problem solving; (6) there were almost none special program designed for the Olympians during their school years; (7) the degree of computer literacy were varied according to the subject's personal interest and the accessibility to the computer; (8) most Olympians had not yet showed special achievement other than math as there were still students; (9) the Olympians were individuals with unique characteristics.teristics.

• 대한수학회보
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• 제33권4호
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• pp.565-585
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• 1996

In 1976, Caristi [1] established a celebrated fixed point theorem in complete metric spaces, which is a very useful tool in the theory of nonlinear analysis. Since then, several generalizations of the theorem were given by a number of authors: for instances, generalizations for single-valued mappings were given by Downing and Kirk [4], Park [11] and Siegel [13], and the multi-valued versions of the theorem were obtained by Chang and Luo [3], and Mizoguchi and Takahashi [10].

• East Asian mathematical journal
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• 제24권1호
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• pp.105-110
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• 2008

The aim of this paper is to prove convergence of implicit iteration process to a common fixed point for a finite family of strong successive $\Phi$-pseudocontractive mappings. The results presented in this paper extend and improve the corresponding results of S. S. Chang [On the convergence of implicit iteration process with error for a finite family of asymptotically nonexpansive mappings, J. Math. Anal. Appl. 313(2006), 273-283], M. O. Osilike[Implicit iteration process for common fixed points of a finite finite family of strictly pseudocontractive maps, Appl. Math. Comput. 189(2) (2007), 1058-1065].

• Human Ecology Research
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• 제55권2호
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• pp.193-204
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• 2017

This study examines the effect of 5-year-old children's mathematical problem solving ability and their self-esteem based on the Havruta method using math storybooks. The subjects of this study were 40 5-year-old students attending a kindergarten in the Incheon area: 20 students comprised the treatment group and 20 students comprised the control group. An instrument originally created by Ward (1993) but adapted by Hwang (1997) and later modified by Ryu (2003) was used to test the children's mathematical problem solving abilities. A modified version (Kim, 1997) of an instrument developed by Harter and Pike (1984) was used to measure children's self-esteem. Test results were analyzed using SPSS ver. 18.0 for Windows. The findings are as follows. First, the treatment group that had Havruta classes utilizing math story books was found to improve significantly more than the control group in their mathematical problem solving ability. Havruta classes had positive effects on children's mathematical problem solving abilities. Second, there was no significant difference found between the two groups in terms of self-esteem when the children's self-esteem was compared after Havruta classes that utilize math storybooks. It may not be possible to see immediate changes in children's self-esteem because positive parent and teacher feedback had the strongest influence on 5-year-old children's self-esteem, as opposed to self-learning. The results of this study provide meaningful basic data for Havruta classes that focus on questions and discussions through math story books to increase children's mathematical problem solving abilities in the child education field.

• Kyungpook Mathematical Journal
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• 제59권3호
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• pp.445-464
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• 2019

In this paper, we propose a new iterative algorithm generated by a finite family of accretive operators in a q-uniformly smooth Banach space. We prove the strong convergence of the proposed iterative algorithm. The results presented in this paper are interesting extensions and improvements of known results of Qin et al. [Fixed Point Theory Appl. 2014(2014): 166], Kim and Xu [Nonlinear Anal. 61(2005), 51-60] and Benavides et al. [Math. Nachr. 248(2003), 62-71].

• 아동학회지
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• 제26권5호
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• pp.59-72
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• 2005

This study used secondary data of the Illinois Subsidized Guardianship Waiver Demonstration, Chicago Public Schools and administrative data of the Illinois Department of Child and Family Services. Multiple regression analysis was the main statistical method. Results revealed a positive effect of foster parents' expectations on educational achievement of foster children without disabilities. Among types of educational involvement, 'direct educational activities' showed a positive effect on math and 'supervision reported by children' showed a positive effect on reading achievement. Among indices of the quality of relationship: the presence of kinship ties, permanence achievement, and level of affection between foster parents and children, only level of affection had a significant positive association with both math and reading achievement.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.188-205
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• 2018

For STEM education science teachers usually choose topics which are related to both science and other disciplinary contents. Nevertheless it is not clear for the teachers to adopt what kind of criteria for their choices. Interdisciplinary teaching is not a mixture of science content with another one from different disciplines as resources for the content teaching. Instead the criteria and perspectives for the integration need to be clearly defined. In this study we investigated how to integrate science and other disciplines in terms of interdisciplinary teaching. Family resemblance approach by Wittgenstein, recently revised by Erduran and Dagher, was applied to comparative analysis of science, math, and physical education curriculum documents in Korea. Aim and value, methodological rules and methods, knowledge, and activities in each discipline were compared and analyzed with the view of FRA. Results of the study described alternative criteria of how to find appropriate topics for interdisciplinary teaching.