• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제6권2호
• /
• pp.85-91
• /
• 2002

The purpose of this study is to analyze elementary students' understanding the relationship between perimeter and area in geometric figures. In this study, the questionaries were used. In the survey, the subjects were elementary school students in In-cheon city. They were 86 students of the fifth grade, 86 of the sixth. They were asked to solve the problems which was designed by the researcher and to describe the reasons why they answered like that. Study findings are as following; Students have misbelief about the concept of the relationship between perimeter and area in geometric figures. Therefore, 1 propose the method fur teaching about the relationship between perimeter and area in geometric figures. That is teaching via problem solving.. In teaching via problem solving, problems are valued not only as a purpose fur learning mathematics but also a primary means of doing so. For example, teachers give the problem relating the concepts of area and perimeter using a set of twenty-four square tiles. Students are challenged to determine the number of small tiles needed to make rectangle tables. Using this, students can recognize the concept of the relationship between perimeter and area in geometric figures.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제4권2호
• /
• pp.63-77
• /
• 2000

The purpose of this article is to devise the activities based on van Hiele levels of geometric thought using computer software, Geometer\\\\`s Sketchpad(GSP) as a tool. The most challenging task facing teachers of geometry is the development of student facility for understanding geometric concepts and properties. The National Council of teachers of Mathematics(Curriculum and Evaluation Standards for School Mathematics, 1991; Principles and Standards for School Mathematics, 2000) and the National Re-search Council(Hill, Griffiths, Bucy, et al., Everybody Counts, 1989) have supported the development of exploring and conjecturing ability for helping students to have mathematical power. The examples of the activities built is GSP for students ar designed to illustrate the ways in which van Hiele\\\\`s model can be implemented into classroom practice.

• 대한수학교육학회지:수학교육학연구
• /
• 제8권1호
• /
• pp.291-298
• /
• 1998

This study deals with the problem of proof education in the middle school geometry bby examining van Hiele#s geometric thought level theory and Freudenthal#s mathematization teaching theory. The implications that have been revealed by examining the theory of van Hie이 and Freudenthal are as follows. First of all, the proof education at present that follows the order of #definition-theorem-proof#should be reconsidered. This order of proof-teaching may have the danger that fix the proof education poorly and formally by imposing the ready-made mathematics as the mere record of proof on students rather than suggesting the proof as the real thought activity. Hence we should encourage students in reinventing #proving#as the means of organization and mathematization. Second, proof-learning can not start by introducing the term of proof only. We should recognize proof-learning as a gradual process which forms with understanding the meaning of proof on the basic of the various activities, such as observation of geometric figures, analysis of the properties of geometric figures and construction of the relationship among those properties. Moreover students should be given this natural ground of proof.

• Structural Engineering and Mechanics
• /
• 제61권5호
• /
• pp.663-674
• /
• 2017

The determination of the fundamental period of vibration of a structure is essential to earthquake design. Current codes provide formulas for the approximate estimation of the fundamental period of earthquake-resistant building systems. These formulas are dependent only on the height of the structure or number of storeys without taking into account the presence of infill walls into the structure, despite the fact that infill walls increase the stiffness and mass of the structure leading to significant changes in the fundamental period. Furthermore, such a formulation is overly conservative and unable to account for structures with geometric irregularities. In this study, which comprises the companion paper of previous published research by the authors, the effect of the vertical geometric irregularities on the fundamental periods of masonry infilled structures has been investigated, through a large set of infilled frame structure cases. Based on these results, an attempt to quantify the reduction of the fundamental period due to the vertical geometric irregularities has been made through a proposal of properly reduction factor.

• 한국초등수학교육학회지
• /
• 제16권3호
• /
• pp.451-469
• /
• 2012

본 연구는 초등학교 6학년 학생들의 넓이 개념 이해의 여러 측면을 조사하고 보고하는 데에 그 목적이 있다. 본 연구에서는 넓이의 의미 이해, 평면도형(직사각형, 평행사변형, 삼각형)의 넓이 구하기, 넓이 공식 제시하기, 넓이 공식의 성립 이유 설명하기 등과 관련된 총 4개의 문항들로 검사지를 구성하였으며, 이 검사지를 활용하여 초등학교 6학년 학생 122명의 넓이 개념을 조사하였다. 본 연구의 결과, 학생들은 넓이의 의미 이해에서 가장 낮은 수행 정도를 나타냈으며, 그 다음으로는 넓이 구하기, 넓이 공식 제시하기, 넓이 공식의 성립 이유 설명하기의 순서로 낮은 수행 정도를 나타냈다. 한편, 학생들은 넓이 공식 제시하기에서 직사각형, 삼각형, 평행사변형의 순서로 낮은 수행 정도를 나타냈으며, 넓이 공식의 성립 이유 설명하기에서는 삼각형, 평행사변형, 직사각형의 순서로 낮은 수행 정도를 나타냈다. 이러한 결과를 바탕으로 본 연구에서는 학생들의 이해가 미흡한 것으로 나타난 부분을 개선하기 위한 교수학적 시사점을 제안하였다.

• 컴퓨터교육학회논문지
• /
• 제8권1호
• /
• pp.73-80
• /
• 2005

변형 가능한 물체들 간의 자연스럽고 그럴듯한 상호작용을 얻거나, 시뮬래이션을 사용자가 원하는 시작 조건으로 설정하기 위해서는 이를 제어할 수 있는 기하학적인 제한을 직관적으로 정의하거나 제어 할 수 있어야 한다. 또한 사용자가 시뮬레이터의 중대한 변경 없이 시뮬레이션을 다양한 환경의 시뮬레이션문제를 풀기위한 기반으로 사용할 수 있어야 한다. 본 논문에서 제안된 물리학 기반의 기하학적 제한 시뮬레이션 시스템은 변형 가능한 물체를 표현하기 위혜서 비선형적인 유한요소 해석 방법을 사용하였으며, 제약 조건을 지키기 위해서 물체의 노드에 기하학적인 제한을 설정함으로써 제한 힘이 생성된다. 또한 사용자가 기하학적인 제한을 설정하고 변경 할 수 있도록 해주며, 이러한 제약들은 지속적으로 시뮬레이션 시스템을 통제 할 수 있도록 제한 힘으로 변환된다. 따라서 시뮬레이터는 물체에 적용되는 선형적, 각도, 부동식 등의 기하학적 제한을 통제 할 수 있다. 본 연구의 실험적인 결과들은 전체 시뮬레이션 동안 기하학적 제한이 작은 오차 범위 내에서 잘 지켜지고, 변형 가능한 물체의 원하는 형태를 잘 보존하고 있음을 보여준다.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제18권1호
• /
• pp.41-54
• /
• 2014

This study investigated the visual-mental capability of pre-service and in-service mathematics teachers as well as academicians making a career change to mathematics teachers with regard to manipulations of two geometric shapes (from 2- to 3-dimensional). Moreover, it investigated whether there are differences between the visual-mental capability of these participant groups. Findings illustrate that most of the participants demonstrate an adequate visual capability relating to the task dealing with a cube. Conversely, very low percentage of participants manifested a visual-mental capability in a task requiring the identification of a solid resulting from rotation of a square page, whose diagonal serves as the rotation axis. The study indicates that learners' high visual view should be developed in order to enhance their visual-mental capability.

• 대한수학회보
• /
• 제53권3호
• /
• pp.733-749
• /
• 2016

We aim to compute discretely monitored geometric Asian option prices under the Heston model. This method involves explicit formula for multivariate generalized Fourier transform of volatility process and their integrals over different time intervals using a recursive method. As numerical results, we illustrate efficiency and accuracy of our method. In addition, we simulate scenarios which show evidently practical importance of our work.

• East Asian mathematical journal
• /
• 제26권2호
• /
• pp.151-164
• /
• 2010

This study is to provide improved teaching methods on classical geometric construction education by a straightedge and compass in school mathematics. In this paper, justifications of construction methods of Korean textbooks, for perpendicular bisector of an segment and angle bisector are discussed, which can be directly applicable to teaching geometric construction meaningfully. Based on these considerations, several implications for desirable teaching methods concerning geometric construction were suggested.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제41권2호
• /
• pp.203-213
• /
• 2002

In this paper, we introduce the concepts of geometric and arithmetic triangles. Geometric and arithmetic triangles are special types of rational Heron triangles - triangles with rational sides and area. In addition, the theory illustrated in this paper gives certain theorems on the determination of non-right angled geometric and arithmetic triangles. In the meantime, with the help of Mathematica, we compute the sides and area of several triangles(GRT, IGT, RIGT, RAT). Since the material presented in this paper is within the reach of undergraduates, it can attract attention of mathematics students and may also be of interest to the mathematicians. In this content we believe this paper can help undergraduates to have interests in the new world of mathematics.