• The Mathematical Education
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• v.46 no.3
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• pp.245-261
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• 2007

This paper deals with the possible problems which may arise when students learn the names of elementary geometric figures in the languages of Korean, Chinese, English. The names of some simple geometric figures in these languages are analyzed, and a specially designed test was administered to some grade eight students from the three language groups to explore the possible influence of the characteristics of the languages on students' capability in identifying the figures, the way students define the figures, and students' understanding of the inclusive relationship among figures. It was found that the usage of the terms to describe geometric figures may indeed have affected students' understanding of the figures. The names of geometric figures borrowed from those of everyday life objects may cause students to fix on some attributes of the objects which may not be consistent with the definition of the figures. Even when the names of the geometric figures depict the features of the figures, the words used in the naming of the figures may still affect students' understanding of the inclusive relations. If there is discrepancy between the definition of a geometric figure and the features that the name depicts, it may affect students' understanding of the definition of the figure, and if there is inconsistency in the classification of figures, it may affect students' understanding of the inclusive relationship involving those figures. Some implications of the study are then discussed.

• The Mathematical Education
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• v.50 no.1
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• pp.27-40
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• 2011

The purpose of this paper is to analyze and discuss the viewpoint dealing with the fundamental figures-point, line segment, and angle-of elementary school teachers. In fact, our main subjects in this article are as follows; how do elementary school teachers deal with the fundamental figures?, what is the general notion about the fundamental figures of elementary school teachers? Our such subjects come from the survey results about the 'fundamental figures in J. A. Ko(2009); the elementary school students have a tendency to regard the fundamental figures as not mathematical figures. In this article, we discuss mainly the meta-cognitive shift in the transform of notion, for example, from 'congruent' concept to 'equal' concept, about the fundamental figures.

• Journal of the Korean Society of Costume
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• v.43
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• pp.31-40
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• 1999

This purpose of present study was to examine the figures and colors of hanbok textile. The data were collected from 489 pieces selling at hanbok shops in Taegu pusan and were analysed. Result of this study was as follows: 1) Figures As the hanbok figures tradition figures were used a great many among the figures. The next was natural geometric abstract figures. The reactionism trend was worthy of notice in figures and traditional design occupied most of them. 2) Color In the hue, YR, R, RP group were used concentratedly. Because 5,6,7 level were used a great many among the value value was represented lightly more than midium light. Because 2,3,4 level were used a great many among the chroma chroma was represented duller than midium chroma. Thus hanbok color was used mainly in a several party and korean were tendancy to like natural the sence of color.

• Journal of the Korean Society of Clothing and Textiles
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• v.15 no.2 s.38
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• pp.151-162
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• 1991

The purpose of this study was to examine the point at issue unfitness and unclassification in figures for clothing construction. Comparing measurements of 3 sold figures and physical body by Suck·Go method and 19 items were selected. These items were acquired by factor analysis and cluster analysis an measurements of 200 women in twenties. The results were as follows; 1. Comparison between measurement of figures and physical body; There was not so much difference among figures, but significant difference between figures and physical body. 2. Comparison between measurement of surface area of figures and physical body; There was similar to each figure, but significant difference between figures and physical body. Mostly, figures were bigger than physical body in front parts but smaller in back parts. 3. There were 8 items selected by factor analysis; That is bust girth, waist girth, hip girth, neck base girth, posterior waist length, bust point length, chest breadth and armscye girth. 4. There were 7 clusters selected by cluster analysis.

• Journal of Korean Medical classics
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• v.28 no.3
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• pp.89-106
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• 2015

Objectives : The aims of this paper are finding the meaning of Yanluozi's visceral figures on the internal alchemy and searching the relevance of the internal alchemy and Oriental medicine. And we would like to compare Yanluozi's visceral figures and anatomical knowledge. Methods : The First, we have found existing researches of visceral figures. And then we have selected figures to need in-depth study. So we have compared visceral figures of huangdibashiyinanjingzuantujujie and Yanluozi's. And analyzed informations relationg to internal alchemy in the ten xiuzhen books of zazhujiejing 18th vol. And we were divided something to represent the anatomical knowledge and internal alchemic theories. Results & Conclusions : Visceral figures of huangdibashiyinanjingzuantujujie are that integrated and supplemented Yanluozi's figures. And those were draw a picture to express internal alchemy theories. Front visceral figure and rear visceral figure of both literatures were drawn based on the anatomical knowledge.

• 제어로봇시스템학회:학술대회논문집
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• 1999.10a
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• pp.222-225
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• 1999

We discuss the symmetry for computer-generated figures based on complex dynamics. The figures have not continuous lines, and they axe plotted on a specific region in the complex plane. They have different properties from classical figures. But we believe that they are variety of figures. The symmetric discussions are necessary because of their properties.

• Journal of the Korean Home Economics Association
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• v.34 no.3
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• pp.291-303
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• 1996

Generally fairytales are recognized as very effective educational materials. However, some of them includes negative prejudices on stepparents, especially stepmother. These contents are very harmful to development and adjustment of children in remarried families. Moreover, not so many studies have been done that even the results were insufficient to not only practical but also academical needs. Therefore this study purposed to investigate the parent -and stepparent- figures perceived by children with the knowledge about the related fairytales. Specific research problems are as follows; 1. How many children do know the contents of the 4 related fairytales such as Snow Whit, Sindellera, Kongjui Patjui and Changwha Honglyun? 2. What are the parent -figures perceived by the children with the knowledge about the 4 traditional fairytales? 3. What are the stepparent- figures of the subjects? 4. Is the children's sex the statistically significant variable in their parent -and stepparent- figures? 5. Is the children's age the statistically significant variable in their parent -and stepparent- figures? 6. Is the their parents' educational level the statistically significant variable in their parent -and stepparent- figures? 175 boys and girls of age -9 and- 11 were selected from 2 primary schools in Seoul. All of them were from normal families. As the steadyselling books, 18 fairytales were chosen by 7 booksellers of large scale bookstores in Seoul. And then by 10 teachers and 10 literay persons, 4 Korean and foreign traditional fairytales were seleced at last. The questionaire of 5 subareas was developed and used as the research tools, in which include 40 items. SPSS/pc program were used for data analysis for frequency, percentile, mean, and t-test. The followings are the findings with cronbach α=.80 and .94 parent -and stepparent- figures respectively. 1)The contents of the 4 tradional fairytales were read already or wellknown, even if the children who didn't. 2)The subjects showed very positive their own parent-figures such as sweet, lovely, reliable, and true or good person. 3)The subjects showed very negative stepparent-figures in contrast. 4)They showed significant sex difference(p<0.5) in their own parent-figures. And girls were more positive than boys who were a little more positive(on insignifficant level) than girls in stepmother-figures. 5)All the subjects had positive parent-figures and negative stepparent-figures. 6)Their parents education level was no significant variable in the prediction of their parent -and stepparent- figures.

• The Mathematical Education
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• v.40 no.2
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• pp.317-333
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• 2001

The equations of figures given by rectangular coordinates are used to look into the properties of them, which are very restricted in examining them in the school mathematics. Therefore, it is quite natural to consider the figures in terms of parameters without restriction to coordinates and also, it is possible for the students to analyze them. Thus, the visualization of figures is important for students in mathematics education. In particular, the teaching-learning methods using computers make loose the difficulties of geometry education, and from the viewpoint that various abstract figures can be visualized and that can be obtained by means of this visualization the learning of figures can be accomplished through the direct experience or control. This study is intended to present concretely the aim and its utility to visualize figures represented as parameters with Mathematics. In this paper, we introduce a new teaching-learning method of figures represented by parameters using Mathematica so that the learners establish themselves their knowledge obtained through their search, investigation, supposition and they accomplish the positive transition to advanced learning. So the leasers extend their ability of sensuous intuition to their ability of logical reasoning through their logical intuition. Consequently they can develop the ability of thinking mathematically, so many natural phenomena and physical ones.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.393-406
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• 2016

In the sixth grade mathematics, drawing of development figures of the triangular prism and the quadrangular prism is recommended in terms of the creativity. In this sense, the teacher has the need to check in advance all the possible development figures of the triangular prism and the quadrangular prism before teaching on them. However, previous studies that currently give all the possible development figures of the triangular prism and the quadrangular prism are hard to find. For this reason, in this paper, as a study of teaching materials for the professional development of elementary school teachers, the method of finding all the possible development figures of the triangular prism and all the possible development figures of the quadrangular prism without omissions and overlaps and the number of each of development figures which can be obtained by that method are discussed. Here lengths of the three sides of base planes of the triangular prism are different each other and lengths of the four sides of base planes of the quadrangular prism are different each other. This discussion is needed in terms of a study of teaching materials in order to prepare for predictable questions to ask the number of the possible development figures of the triangular prism and the number of the possible development figures of the quadrangular prism in classes. In addition, through this discussion, this paper presents the development figures of the triangular prism and the development figures of the quadrangular prism without omissions and overlaps. And teachers can take advantage of them for determining the correctness of the development figures drew by students and guiding students to draw the development figures creatively in actual classes.

• East Asian mathematical journal
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• v.37 no.4
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• pp.355-379
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• 2021

In this article, we investigated plane figures introduced in elementary school mathematics in the perspective of traditional classification, and also analyzed plane figures focused on the invariance of plane figures out of traditional classification. In the view of traditional classification, how to treat trapezoids was a key argument. In the current mathematics curriculum of the elementary school mathematics, the concept of sliding, flipping, and turning are introduced as part of development activities of spatial sense, but it is rare to apply them directly to figures. For example, how are squares and rectangles different in terms of symmetry? One of the main purposes of geometry learning is the classification of figures. Thus, the activity of classifying plane figures from a symmetrical point of view has sufficiently educational significance from Klein's point of view.