• Education of Primary School Mathematics
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• v.5 no.1
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• pp.57-69
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• 2001

A new initiative in the 7th curriculum of mathematics is the inclusion of spatial sense in geometry. The purpose of this study is threefold: a) to identify the concepts of spatial sense; b) to systematize the contents of spatial sense by analysis the curricular and texbooks; and c) to explore an effective way of teaching-leaning of spatial sense.

• East Asian mathematical journal
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• v.27 no.2
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• pp.203-222
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• 2011

In this paper, we investigate the methodology to calculate the volume of sphere in SanHakSeos. Comparing and analyzing content in Korean and Chinese mathematics education textbooks that uses as a foundation the aforementioned methodology, it is proposed that in future development of mathematics education curriculum the area of solid geometry be taught in greater depth in basic study guides.

• Journal of the Chungcheong Mathematical Society
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• v.20 no.1
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• pp.31-35
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• 2007

In dealing with transformation group, topological approach is very natural. But, it is not sufficient to investigate geometric properties of transformation group and we need geometric method. Frankel-McDuff Conjecture is very interesting in the point that it shows struggling between topological method and geometric method. In this paper, the author suggest generalized Frankel-McDuff conjecture as a topological version of the conjecture and construct a counterexample for the generalized version, and from this we assert that topological method does not work for Frankel-McDuff Conjecture.

• Communications of Mathematical Education
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• v.16
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• pp.81-91
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• 2003

이 논문에서는 학습자가 동적 수학 개념과 관련하여 오개념을 가지고 있는 현상에 주목하여 대학생들이 가지고 있는 동적 개념과 관계된 오개념을 분석하고 지도방법을 제시하고 있다. 오개념 분석은 대학생을 대상으로 한 설문조사결과를 바탕으로 하였으며, 그 결과 많은 학생들이 동적인 개념을 정적인 개념으로 이해하고 있는 것으로 나타났다. 이러한 오개념을 진단하고 처방하는 방법으로 동적 기하(Dynamic Geometry System)을 택하고, 이를 이용한 동적 수학 탐구학습이 가지는 특징을 살펴본다.

• Journal of the Korean Mathematical Society
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• v.61 no.1
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• pp.161-181
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• 2024

We describe the moduli space of Higgs pairs on an irreducible nodal curve of arithmetic genus one and its geometric structures in terms of the Hitchin map and a flat degeneration of the moduli space of Higgs bundles on an elliptic curve.

• Research in Mathematical Education
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• v.4 no.2
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• pp.63-77
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• 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.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.85-108
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• 2012

The comprehensive implication in justification activity that includes the proof in the elementary school level where the logical and formative verification is hard to come has to be instructed. Therefore, this study has set the following issues. First, what is the mathematical justification type shown in the Number and Operations, and Geometry? Second, what are the errors shown by students in the justification process? In order to solve these research issues, the test was implemented on 62 third grade elementary school students in D City and analyzed the mathematical justification type. The research result could be summarized as follows. First, in solving the justification type test for the number and operations, students evenly used the empirical justification type and the analytical justification type. Second, in the geometry, the ratio of the empirical justification was shown to be higher than the analytical justification, and it had a difference from the number and operations that evenly disclosed the ratio of the empirical justification and the analytical justification. And third, as a result of analyzing the errors of students occurring during the justification process, it was shown to show in the order of the error of omitting the problem solving process, error of concept and principle, error in understanding the questions, and technical error. Therefore, it is prudent to provide substantial justification experiences to students. And, since it is difficult to correct the erroneous concept and mistaken principle once it is accepted as familiar content that it is required to find out the principle accepted in error or mistake and re-instruct to correct it.

• The Pure and Applied Mathematics
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• v.19 no.1
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• pp.73-86
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• 2012

This is a survey on the volume entropy and its rigidity of various metric spaces. This survey is aimed to summarize recent results as well as remaining open questions and possible directions on this subject.

• Bulletin of the Korean Mathematical Society
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• v.35 no.2
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• pp.301-309
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• 1998

The purpose of this paper is to give a theorem of Liouvilletype for complete Riemannian manifolds as an extension of the Theorem of Nishikawa [6].

• The Pure and Applied Mathematics
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• v.14 no.4
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• pp.231-253
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• 2007

The purpose of this paper is to study the geometry of null curves in a semi-Riemannian manifold (M, g) of index 2. We show that it is possible to construct new Frenet equations of two types of null curves in M.