• Journal of the Korean earth science society
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• v.27 no.7
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• pp.757-767
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• 2006

Alluvial-plain deposits in the southeastern part of the Eumsung Basin (Cretaceous) are characterized by coarse-grained channel fills encased in purple siltstone beds. It represents distinct channel geometry, infill organization, and variations in facies distribution. The directions of paleocurrent, sedimentary facies changes, and channel-fill geometry can be used to reconstruct a channel network in the alluvial system developed along the southeastern margin of the basin. The channel-fill facies represent downstream changes: 1) down-sizing and well-sorting in clast and martix of channel fills and 2) internal organization of scour fill or gravel lag and overlying cross-stratified, planar-stratified beds. These findings suggest multiple stages of channel-filling processes according to flooding and subsequent stream flows. In the small-scale pull-apart Eumsung Basin (${\sim}7{\times}33km^2$ in area), vertical-stacked alluvial architecture of the coarse-grained channel fills encased in purple siltstone is expected to result from episodic channel shifting under a rapidly subsiding setting.

• ETRI Journal
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• v.42 no.3
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• pp.420-432
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• 2020

The reconstruction of archaeological fragments in 3D geometry is an important problem in pattern recognition and computer vision. Therefore, we implement an algorithm with the help of a 3D model to perform reconstruction from the real datasets using the slope features. This approach avoids the problem of gaps created through the loss of parts of the artifacts. Therefore, the aim of this study is to assemble the object without previous knowledge about the form of the original object. We utilize the edges of the fragments as an important feature in reconstructing the objects and apply multiple procedures to extract the 3D edge points. In order to assign the positions of the unknown parts that are supposed to match, the contour must be divided into four parts. Furthermore, to classify the fragments under reconstruction, we apply a backpropagation neural network. We test the algorithm on several models of ceramic fragments. It achieves highly accurate results in reconstructing the objects into their original forms, in spite of absent pieces.

• The Mathematical Education
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• v.53 no.4
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• pp.525-539
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• 2014

In this study, we suggest implications for teaching mathematical justification with analysis of 6th grade students' awareness of why they needed mathematical justification and their levels of mathematics justification in Algebra and Geometry. Also how their levels of mathematical justification were related to mathematic achievement. 96% of students thought mathematical justification was needed, the reasons were limited for checking their solutions and answers. The level of mathematical justification in Algebra was higher than in Geometry. Students who had higher mathematic achievement had higher levels of mathematical justification. In conclusion, we searched the possibility of teaching mathematical justification to students, and we found some practical methods for teaching.

• The Mathematical Education
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• v.50 no.4
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• pp.429-440
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• 2011

This paper analysed gifted middle students' conception of the definitions of point and line and the uses of definitions in proving. The findings of this paper suggest that the concept of mathematical definitions is very unnatural to students, therefore teachers and textbooks need to explain explicitly the characteristics of mathematical definitions which are different from dictionary definitions using common sense. Also introducing undefined terms in middle school geometry would give students a critical chance to deal with the transition from dictionary definitions to mathematical definitions.

• Journal for History of Mathematics
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• v.24 no.3
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• pp.23-35
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• 2011

The sphere theorem is one of the main streams in modern Riemannian geometry. In this article, we survey developments of pinching theorems from the classical one to the recent differentiable pinching theorem. Also we include sphere theorems of metric invariants such as diameter and radius with historical view point.

• Journal for History of Mathematics
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• v.30 no.3
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• pp.185-199
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• 2017

In tropical geometry, the sum of two numbers is defined as the minimum, and the multiplication as the sum. As a way to build tropical plane curves, we could use Newton polygons or amoebas. We study one method to convert the representation of an algebraic variety from an image of a rational map to the zero set of some multivariate polynomials. Mikhalkin proved that complex curves can be replaced by tropical curves, and induced a combination formula which counts the number of tropical curves in complex projective plane. In this paper, we present close examinations of this particular combination formula.

• Journal for History of Mathematics
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• v.17 no.4
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• pp.77-86
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• 2004

Felix Klein profoundly influenced mathematical developments throughout the world by showing a new direction for modem geometry. He also influenced the lives of excellent scientists like Einstein by reforming mathematical education. The first Felix Klein medal of the Internal Commission on Mathematical Instruction was awarded at ICME-10 in July of 2004. In this article, we discuss Klein's Erlangen Program and investigate his influence on modem mathematics and mathematical education with this medal as momentum.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.133-145
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• 1994

The purposes of this study are to investigate the relationship between the Piaget’s cognitive developmental theory and the practical course subject in elementary school which have the characteristics of skillful subject and living subject, and to discriminate the suitability of contents of the practical course subject for the childrens’level of cognitive development. This work could serve the theoretical background that the practical course subject presents practical experiences which lead the development of logicomathematical thinking abilities. The results of the content analysis shows that create activities develop the logicomathematical thinking abilities such as projective geometry, topology geometry, area conservation, length & distance conservation, and volume & mass conservation. And the most contents of the practical course subject are suitable for the childrens’level of cognitive development.

• Research in Mathematical Education
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• v.13 no.4
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• pp.349-377
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• 2009

In this work we present a study undertaken with in-service mathematics teachers of primary and secondary school where we describe and analyze the didactical competences needed to implement an innovative design in geometry applying Van Hiele's models. The relationship between such competences and an ideal teacher profile is also studied. Teachers' epistemology is established in terms of didactical competences and we can see that this epistemology is an element that helps us understand the difficulties that teachers face in practice when implementing an innovative curriculum, in this case, geometry based on the Van Hiele theory.

• The Mathematical Education
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• v.52 no.1
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• pp.111-128
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• 2013

The purpose of this study was to examine and analyze the cognitive demand of the mathematical tasks suggested in the middle school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks in the strand of geometry in the textbooks. We adopted the framework for mathematical task analysis suggested by Stein & Smith(1998) and analyzed the mathematical tasks accordingly. The findings from the analysis showed that 95 percent of the mathematical tasks were at high level and the rest at low level in terms of cognitive demand. Most of the mathematical tasks in the textbooks were algorithmic and focused on producing correct answers by using procedures. In particular, the high level tasks were presented at the end of each chapter or unit for wrap up rather than as key resources.