• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.283-300
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• 2011

Since elementary students are in the concrete operational stages, they have to learn mathematics using intuitive methods such as visualization, observation, operation, experiment instead of formal approach. For this, we should present the various intuitive methods in curriculum and textbook. It is because that curriculum and textbook are important tools to students when they study mathematics. So, this paper intended to analyze the instructional content by intuitive principle in elementary mathematics curriculum, textbook and curriculum guide. The results are as follows: there is an intuitive principle in only character of mathematics in curriculum. I can't find the intuitive principle in other areas in curriculum. There are 12 intuitive principles in figures area, 1 in measurement area, and 2 in probability and statistics area in curriculum guide. But intuitive principles which are used are inclined to restricted to intuitive principle via representation obtained in the usual experience. Finally, I suggest some implications about teaching via intuitive principles, curriculum, and writing textbook based on the this findings.

• East Asian mathematical journal
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• v.28 no.4
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• pp.403-417
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• 2012

We can understand in the context of kant's philosophy the intuitive geometry education arguing that geometry education should begin with intuition. Both Pestalozzi and Herbart advocate a connection between geometry and intuition as well as a close relationship between geometry and the world. Significance of the intuitive geometry education resizes in the fact that geometry becomes both an example of and a principle of general cognition. The intuitive geometry education uses figures as an educational foundation in the transcendental condition for the main agent of cognition. In this regard, the intuitive geometry education provides grounds for the human character development.

• Journal for History of Mathematics
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• v.32 no.2
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• pp.79-93
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• 2019

Choi Yoon Sik is a person who can not be omitted when discussing the history of mathematics in Korea. He is a mathematician who led Korean mathematics community after liberation from Japan. However, he took interests in mathematics education in middle and high school also. Choi Yoon Sik should be remembered as a leading person not only in the history of mathematics but also in the history of mathematics education in Korea. Choi Yoon Sik thought that histo-genetic principle, intuitive principle, and practical principle are important in mathematics education by help of Okura Kinnosuke's view, with hope to reform the mathematics education in Korea. He also argued that mathematics has educational values.

• The Mathematical Education
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• v.51 no.4
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• pp.429-453
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• 2012

The purpose of the study were to analyze teaching models of arithmetic operations of integers in Korean middle school mathematics textbooks of the first grade and Americans', from which we compare and analyze standards for choice of models of middle school teachers and preservice mathematics teachers. We also analyze the effect of the choice of teaching models for students to understand and appreciate number systems as a coherent body of knowledge. On the basis of that, we would like to find the best model to help students understand and reason the process of formulate the arithmetic operations of natural numbers and integers into the operation of the real number system. Furthermore, we help these series of the study to be applied effectively in the middle school mathematics class in Korea.

• Journal for History of Mathematics
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• v.34 no.1
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• pp.1-20
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• 2021

Logic and intuition are considered as the opposite extremes of teaching geometry, and any teaching method of geometry is to be placed between these extremes. The purpose of this study is to identify the characteristics of logical and intuitive approaches for teaching geometry and to derive didactical implications by taking Euclid's Elements and Clairaut's Elements respectively representing the extremes. To this end, comparing the composition and contents of each book, we analyze which propositions Clairaut chose from Euclid's Elements, how their approaches differ in definitions, proofs, and geometrical constructions, and what unique approaches Clairaut took. The results reveal that Clairaut mainly chose propositions from Euclid's books 1, 3, 6, 11, and 12 to provide the contexts that show why such ideas were needed, rather than the sudden appearance of abstract and formal propositions, and omitted or modified the process of justification according to learners' levels. These propose a variety of intuitive strategies in line with trends of teaching geometry towards emphasis on conceptual understanding and different levels of justification. Specifically, such as the general principle of similarity and the infinite geometric approach shown in Clairaut's Elements, we could confirm that intuition-based geometry does not necessarily aim for tasks with low cognitive demand, but must be taught in a way that learners can understand.

• The KIPS Transactions:PartC
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• v.12C no.7 s.103
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• pp.981-988
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• 2005

Administrative Role-Based Access Control(ARBAC) is a typical model for decentralized authority management by plural security administrators. They have their work range on the role hierarchy. A problem is that legal modification of role hierarch may induce unexpected side effect. Role-Role Assignment 97(RRA97) model introduced some complex integrity principles to prevent the unexpected side effect based on geometric approach. We introduce simple and new one integrity principle based on simple set theory. It is simple and intuitive. It can substitute for all integrity principles of RRA97 model.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.06a
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• pp.573-578
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• 1998

In this paper, we propose a new technique of codification. The purpose of this method is to take in consideration the natural language nuances and the fuzziness that characterizes the human reasoning. So, we warranted a means of more flexible encoding that translates as well the linguistic descriptions. Its principle is simple and intuitive. It consists simply in replacing in ambiguous cases, a unique number by an interval. The introduction of the new codification necessitates the elaboration of metric or similarity in order to compare two intervals. This comparison must take in consideration the difference of their size, the remoteness of their center and the width of their intersection. In consequence, we defined three new fuzzy concepts : "fuzzy inclusion degree", "fuzzy resemblance degree," and " fuzzy curve".

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.37 no.10
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• pp.1048-1053
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• 2009

It proposes an simple and intuitive method that calculates the equilibrium pressures of a propellant tank by appling the mass conservation principle on the helium in the liquid propellant and in an ullage volume of the propellant tank. A propellant loading analysis program is developed and validated against the existing reference data. And it has applied to the present developing program, COMS Chemical Propulsion Subsystem and the results are compared, it may use to develop a technology of the next geostationary complex satellite's propulsion system.

• Asia Marketing Journal
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• v.6 no.3
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• pp.99-121
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• 2004

Using Keller's customer-based brand equity framework, we attempt to understand and analyze marketing efforts that Pigeon has made to build the most valuable brand in the fabric softner marketing over the last 25 years. Our analysis revealed that first, Pigeon has developed and executed its brand system, brand elements, and marketing programs in a consistent and complementary way. Second, Pigeon's dedication to R&D as well as to customer needs has enabled it to offer a series of successful products with high quality and great value. Third, Pigeon has made good use of both scientific and intuitive approaches in the strategic management process. Lastly, the power leadership of the top management and its emphasis on personnel made a significant contribution to the success of Pigeon.

• The Mathematical Education
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• v.46 no.3
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• pp.331-349
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• 2007

This study aims to improve the teaching and learning method on the conic sections. To do that the researcher analyzed the impact of dynamic geometry software on students' problem solving of the conic sections. Students often say, "I have solved this kind of problem and remember hearing the problem solving process of it before." But they often are not able to resolve the question. Previous studies suggest that one of the reasons can be students' tendency to approach the conic sections only using algebra or analytic geometry without the geometric principle. So the researcher conducted instructions based on the geometric and historico-genetic principle on the conic sections using dynamic geometry software. The instructions were intended to find out if the experimental, intuitional, mathematic problem solving is necessary for the deductive process of solving geometric problems. To achieve the purpose of this study, the researcher video taped the instruction process and converted it to digital using the computer. What students' had said and discussed with the teacher during the classes was checked and their behavior was analyzed. That analysis was based on Branford's perspective, which included three different stage of proof; experimental, intuitive, and mathematical. The researcher got the following conclusions from this study. Firstly, students preferred their own manipulation or reconstruction to deductive mathematical explanation or proving of the problem. And they showed tendency to consider it as the mathematical truth when the problem is dealt with by their own manipulation. Secondly, the manipulation environment of dynamic geometry software help students correct their mathematical misconception, which result from their cognitive obstacles, and get correct ones. Thirdly, by using dynamic geometry software the teacher could help reduce the 'zone of proximal development' of Vigotsky.