• East Asian mathematical journal
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• v.32 no.4
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• pp.519-543
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• 2016

Today the high school mathematics lesson has an effect on the scholastic achievement internationally, but fails to lead to the interest in the mathematics which stimulates the intellectual curiosity. Due to this, 2015 revised curriculum includes the effort to improve the emotional aspect of mathematics positively. It is needed that the teaching method through discussion and debate must be introduced to accomplish the objective of the mathematics in 2015 revised curriculum focused on the improvement of the ability and attitude to solve the problems creatively by increasing the mathematical communication skill of the students. The purpose of this study is to investigate the effect of mathematical essay-typed lesson focused on discussion and debate on the mathematical disposition and attitude of high school student. The findings from this study provided that the essay-typed lessons focused on discussion and debate improved the subject students' mathematical achievement and disposition and attitude, but it is not significant change.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.395-410
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• 2012

When planning lessons and developing materials about mathematical teaching and learning, we should condignly change and reconstruct contents and orders in light of ranks and connections between subject materials. Moreover teachers should teach mathematical concepts so that students might understand then not only independently and disjunctively but also relationally and reflectively. For this, teachers have to prepare thoroughly. By analyzing advanced research for mathematical connections, this study categorizes them according to two conditions: internal-external and content-formality. Through this, tactical aspect similarity and indistinguishability between mathematical external connections and mathematical internal connections have been identified. Based upon this fact, this study proposed the principles and the examples of tactical aspect on mathematical Internal Connetions.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.343-356
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• 2005

The purpose of this study is to search whether mathematical beliefs have changed when new social norms are formed in math classroom through research using survey papers about mathematical beliefs and math class video photographing. In addition, it would search for social norms of mathematical classroom which affects to students' mathematical beliefs by analyzing culture of mathematical classroom. The result was that the class focusing only general social norms wasn't enough to change students' mathematical beliefs. And as we have examined sociomathematical norms of math classroom through analyzing culture of mathematics classroom, it has affected students' mathematical beliefs.

• Kyungpook Mathematical Journal
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• v.52 no.2
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• pp.201-208
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• 2012

By the works of Kondo and Sakai, it is known that Alexander polynomials of knots which are transformed into the trivial knot by a single crossing change are characterized. In this note, we will characterize Alexander polynomials of knots which are transformed into the trefoil knot (and into the figure-eight knot) by a single crossing change.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.45-69
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• 2007

In the 21st century, knowledge-based and information-based society requires not just the capability of applying mathematics simply but mathematical power such as problem-solving ability which composes and solves problems using mathematical knowledge in real-life and fields of various subjects. However, to develop mathematical power, we need various teaching and learning methods which raise basic mathematical knowledge, the inference capability, problem- solving ability, the flexibility of thinking, the expressing and transforming ability of mathematical ideas, perseverance, interest, intellectual curiosity, and creativity. In this paper, we develop the teaching-learning plans based on real life using the various methods of learning and then we analyze the change of students's cognition of mathematics and the students's reaction of the class.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.459-479
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• 2006

There has been an increasing concern of whether a real instructional change happens in a way to promote students' mathematical development. Against this background, this paper dealt with successes and difficulties an elementary school teacher went through as she moved on to student-centered instruction. The analysis drew on classroom observations for one year to illustrate how the teacher and students established social norms, sociomathematical norms, and classroom mathematical practices that could emphasize mathematical sense-making and justification of ideas. Close analysis showed many gradual but dramatic changes in terms of mathematics classroom culture. This led to consider possibly subtle but crucial issues with regard to implementing student-centered instruction.

• Bulletin of the Korean Mathematical Society
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• v.53 no.6
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• pp.1831-1844
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• 2016

In this paper, we improve the full-Newton step infeasible interior-point algorithm proposed by Mansouri et al. [6]. The algorithm takes only one full-Newton step in a major iteration. To perform this step, the algorithm adopts the largest logical value for the barrier update parameter ${\theta}$. This value is adapted with the value of proximity function ${\delta}$ related to (x, y, s) in current iteration of the algorithm. We derive a suitable interval to change the parameter ${\theta}$ from iteration to iteration. This leads to more flexibilities in the algorithm, compared to the situation that ${\theta}$ takes a default fixed value.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 2000.06a
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• pp.485-491
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• 2000

We obtain the mathematical model of the hard disk drive actuator system from the system response data of the finite element analysis or experimental results. System response data including the dynamics of the considered system are expressed as the mathematical model. It allows the dynamic analysis of the actuator system without resort to the repetitive finite element modeling work. Even though the dynamic characteristics of the system are affected somewhat by the structural modification and the change of the dynamic properties, we can use the modified size and material properties of the actuator system in the mathematical model to some extent. In this study, we express the mathematical model of the simplified rectangular plate first and then proceed to the actual hard disk drive actuator system.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.361-380
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• 2016

This study aims to reflect on mathematical imaginations in learning mathematics and elementary students' mathematical imaginations. This was approaching a study of imagination not as psychological problems but as objects and methods of mathematics learning. First, children's mathematical narratives were analysed in terms of Egan(2008)'s basic cognitive tools using imagination, that is, metaphor, binary opposites, rhyme rhythm pattern, jokes humor, mental imagery, gossip, play, mystery. Second, how children's imaginations change under different grades was addressed.

• Korean Journal of Mathematics
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• v.3 no.2
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• pp.171-178
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• 1995