• Kyungpook Mathematical Journal
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• v.62 no.2
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• pp.271-287
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• 2022

In this paper, starting with the geometric constants that can characterize Hilbert spaces, combined with the isosceles orthogonality of Banach spaces, the orthogonal geometric constant Ω_X(α) is defined, and some theorems on the geometric properties of Banach spaces are derived. Firstly, this paper reviews the research progress of orthogonal geometric constants in recent years. Then, this paper explores the basic properties of the new geometric constants and their relationship with conventional geometric constants, and deduces the identity of Ω_X(α) and γ_X(α). Finally, according to the identities, the relationship between these the new orthogonal geometric constant and the geometric properties of Banach Spaces (such as uniformly non-squareness, smoothness, convexity, normal structure, etc.) is studied, and some necessary and sufficient conditions are obtained.

• Education of Primary School Mathematics
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• v.6 no.2
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• pp.85-91
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• 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.

• Korean Journal of Remote Sensing
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• v.19 no.3
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• pp.247-253
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• 2003

The mainly used technique to correct satellite images with geometric distortion is to develop a mathematical relationship between pixels on the image and corresponding points on the ground. Polynomial models with various transformations have been designed for defining the relationship between two coordinate systems. GCP based geometric correction has peformed overall plane to plane mapping. In the overall plane mapping, overall structure of a scene is considered, but local variation is discarded. The Region with highly variant height is rectified with distortion on overall plane mapping. To consider locally variable region in satellite image, TIN-based rectification on a satellite image is proposed in this paper. This paper describes the relationship between GCP distribution and rectification model through experimental result and analysis about each rectification model. We can choose a geometric correction model as the structural characteristic of a satellite image and the acquired GCP distribution.

• 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.

• Transactions of the Korean Society of Machine Tool Engineers
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• v.13 no.2
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• pp.9-16
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• 2004

Because a generated heat during grinding operation makes a serious deformation on a ground surface as a convex form, a real depth of cut in deformed zone has larger than an ideal depth of cut. Consequently, the ground surface has a geometric error as a concave form after cooling the workpiece. In this study, the force and the geometric error of surface grinding were examined. From evaluating magnitude and mode of the geometric error according to grinding conditions, an optimal grinding condition was proposed to minimize the geometric error. In addiction the relationship between the geometric error and the grinding force was found out. Due to least square regression it was able to predict the geometric error by using the grinding force.

• Research in Mathematical Education
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• v.19 no.4
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• pp.229-245
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• 2015

In this study, I investigated how pre-service teachers (PSTs) proved three geometric problems by using Geometer's SketchPad (GSP) software. Based on observations in class and results from a test of geometric reasoning, eight PSTs were sorted into four of the five van Hiele levels of geometric reasoning, which were then used to predict the PSTs' levels of reasoning on three tasks involving proofs using GSP. Findings suggested that the ways the PSTs justified their geometric reasoning across the three questions demonstrated their different uses of GSP depending on their van Hiele levels. These findings also led to the insight that the notion of "proof" had somewhat different meanings for students at different van Hiele levels of thought. Implications for the effective integration of technology into pre-service teacher education programs are discussed.

• Journal of the Korean Society of Manufacturing Process Engineers
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• v.3 no.2
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• pp.10-17
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• 2004

A real depth of cut in deformed zone has larger than an ideal depth of cut. So the heat generated during grinding operation makes the deformation of a workpiece surface as convex farm. Consequently the workpiece surface remains a geometric error as concave form after cooling In this study, the grinding force and the geometric error were examined in surface grinding. Through magnitude and mode of geometric error were evaluated according to grinding conditions, an optimal grinding condition was proposed to minimize the geometric error In addition, the relationship between the geometric error and the grinding force was examined. Due to least square regression, It was possible to predict the geometric error by using the grinding force.

• East Asian mathematical journal
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• v.26 no.4
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• pp.553-579
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• 2010

Geometric education emphasize reasoning ability and spatial sense through development of logical thinking and intuitions in space. Researches about space understanding go along with investigations of space perception ability which is composed of space relationship, space visualization, space direction etc. Especially space visualization is one of the factors which try conclusion with geometric problem solving. But studies about space visualization are limited to middle school geometric education, studies in elementary level haven't been done until now. Namely, discussions about elementary students' space visualization process and ability in plane or space figures is deficient in relation to geometric problem solving. This paper examines these aspects, especially in relation to plane and space problem solving in elementary levels. Firstly we propose the analysis frame to investigate a visualization process for plane problem solving and a visualization ability for space problem solving. Nextly we select 13 elementary students, and observe closely how a visualization process is progress and how a visualization ability is played role in geometric problem solving. Together with these analyses, we propose concrete examples of visualization ability which make a road to geometric problem solving. Through these analysis, this paper aims at deriving various discussions about visualization in geometric problem solving of the elementary mathematics.

• The Mathematical Education
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• v.43 no.2
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• pp.177-186
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• 2004

In this paper, we introduce new functional definitions for school geometry based on DGS (dynamic geometry system) teaching-learning environment. For the vertices forming a geometric figure, we first consider the relationship between the independent vertices and dependent vertices, and using this relationship and educational considerations in DGS, we introduce functional definitions for the geometric figures in terms of its independent vertices. For this purpose, we design a new DGS called JavaMAL MicroWorld. Based on the needs of new definitions in DGS environment for the student's construction activities in learning geometry, we also design a new DGS based geometry curriculum in which the definitions of the school geometry are newly defined and reconnected in a new way. Using these funct onal definitions, we have taught the new geometry contents emphasizing the sequential expressions for the student's geometric activities.

• International Journal of Naval Architecture and Ocean Engineering
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• v.12 no.1
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• pp.60-70
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• 2020

The outfitting design of ships and offshore structures is mainly undertaken in a restricted space. Pipes occupying a large portion of outfitting design are normally manufactured outside the shipyard. This complicated manufacturing process results in frequent delivery delays. Inevitable design modifications and material changes have also resulted in inefficient pipe installation works. In this study, an algorithm is proposed to systematically determine the pipe installation sequence. An accurate and fast algorithm to identify the geometric relationship of piping materials is presented. To improve the calculation efficiency, the interference is gradually examined from simplified to complicated shapes. It is demonstrated that the calculation efficiency is significantly improved with successive geometric operations such as back-face culling and use of bounding boxes. After the final installation sequence is determined, the entire installation process is visualized in a virtual reality environment so that the process can be rendered and understood for a full-scale model.