• The Mathematical Education
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• v.52 no.1
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• pp.43-63
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• 2013

The purpose of this study is to find meaningful implications for developing curriculum and textbooks by comparison between Korean middle school mathematics textbooks and U.S.A.'s CMP textbooks. After comparing and analysing how the contents are composed focusing on the equations and functions and how the contents are presented according to 'Project 2061' mathematical textbook analytical framework, and how the contents ere different in terms of the mathematical connectivity, the research reached the following conclusions. First, compared to Korean textbooks, the CMP textbooks clearly present learners' behavior goals in a detailed way, and emphasize communication and connectivity. Second, Korean textbooks focus on explaining concepts and solving problems related to their concepts and discussion questions are briefly introduced. But all the textbooks contain a lot of problems required to be solved with algorithms. On the other hand, CMP textbooks provide students with opportunities to find the necessary concepts on their own, through problem solving processes, after presenting various real-life problem situations.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.255-279
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• 2014

This study is to investigate the change of intelligent and affective domains through the student self-evaluation to identify causes of wrong answers. Through this evaluation, students could have opportunities to solve the given mathematical problems basically and to reflect their problem-solving process, and further to recognize which mathematical content(concepts or expressions, symbols, etc.) led them to solve the problems incorrectly or wrong. Through this process, they would correct their wrong process and answers and to reinforce the prerequisite knowledges relevant to the problems, and furthermore, to enhance problem-solving abilities. To accomplish this, this study was executed as a case study on the subject of four tenth graders. The subject consisted of two boys and two girls. In this study, three essay types of mathematical problems in tenth grade level were chosen from several domestic tests in Korea. Based on the original three essay type of problems, three types of similar problems, namely equivalent problem, similar problem, and isomorphic problems were reconstructed, respectively by the researchers. The subjects were guided to solve the original three problems, and they corrected their wrong parts of the first problem of the three problems. They solved an equivalent problem of the first problem and executed self evaluation and also corrected wrong parts. Next, they dealt with a similar problem of the first problem and executed self evaluation and also corrected wrong parts. Next, while dealing with an isomorphic problem of the first problem, the subjects did the same things. Thus, for the second and third original problems, the study was implemented in the same way. To explore their intelligent and affective domains through student self-evaluation in-depth, the subjects were interviewed formally before and after conducting the experiment and interviewed informally two times, and the recordings were audio-typed.

• ETRI Journal
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• v.10 no.3
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• pp.140-156
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• 1988

This paper presents methodological and theoretical principles for constructing a machine thanslation system between Korean and Japanese. We focus our discussion on the real time computing problem of the machine translation system. This problem is characterized in the time and space complexity during the machine translation. The NARA system has the real time computing algorithm which is based on a mathematical model integrating the linguistic competence and the linguistic performance of both languages, with consequence that the system NARA has also the functional characteristic : the two-way translation mechanism.

• Journal for History of Mathematics
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• v.15 no.1
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• pp.135-146
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• 2002

In this paper, we demonstrate that one can teach conditional probability in a manner consistent with many features of the statistics education reform movement. Presenting a variety of applications of conditional probability to realistic problems, we propose that interactive activities and the use of technology make conditional probability understandable, interactive, and interesting for students at a wide range of levels of mathematical ability. Along with specific examples, we provide guidelines for implementation of the activities in the classroom and instructional cues for promoting curiosity and discussion among students.

• Journal of applied mathematics & informatics
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• v.28 no.5_6
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• pp.1359-1378
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• 2010

The effect of impulse in the ecological models makes them more realistic. Recently, the eco-epidemiological models have become an important field of study from the both mathematical and ecological view points. In this article, we consider some eco-epidemiological systems under the influence of impulsive force. A set of sufficient conditions for the permanence of the system are derived. Stability of the trivial solution and at least one strictly positive periodic solution are obtained. Numerical examples are given in support to our analytical findings. Finally, a short discussion concludes the paper.

• Kyungpook Mathematical Journal
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• v.45 no.3
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• pp.413-421
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• 2005

In this paper, we have a further discussion about quadratically hyponormal weighted shifts with weight sequence ${\alpha}:1,1,{\sqrt{a}},\left({\sqrt{b}},{\sqrt{c}},{\sqrt{d}}\right)^{\wedge}$ on the basis of sufficient conditions for positively quadratically hyponormal weighted shifts. We set examples of quadratically hyponormal weighted shifts with weight sequence of the above form, and also establish a general method for setting examples.

• Kyungpook Mathematical Journal
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• v.64 no.1
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• pp.171-184
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• 2024

In this paper, we show that if G is strongly regular then the Gallai graph Γ(G) and the anti-Gallai graph ∆(G) of G are edge-regular. We also identify conditions under which the Gallai and anti-Gallai graphs are themselves strongly regular, as well as conditions under which they are 2-connected. We include also a number of concrete examples and a discussion of spectral properties of the Gallai and anti-Gallai graphs.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.61-73
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• 2006

Studying functions is the fundamental that makes people understand complicate social events by using mathematical symbol system. But there are not enough program design and Teaching-learning strategy for mathematical-gifted student. So this research aim to design education program and teaching-learning strategy in functions area for mathematical-gifted student. 1 use real life-related problems to make students develop their problem-solving skill. And in this research I encourage students to study functions by grouping, discussion and presentation for self-directed teaming.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.425-444
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• 2021

In this study, under the assumption that the goal pursued in measurement area can be reached through the composition of the measurement activity considering the mathematical process, the method of summing the interior angles of a triangle using the measurement error was applied to the 4th grade class of the elementary school. Results of the study, first, students were able to recognize the possibility of measurement error by learning the sum of the interior angles of a triangle using the measurement error. Second, the discussion process based on the measurement error became the basis for students to attempt mathematical justification. Third, the manipulation activity using the semicircle was recognized as a natural and intuitive way of mathematical justification by the students and led to generalization. Fourth, the method of guiding the sum of the interior angles of a triangle using the measurement error contributed to the development of students' mathematical communication skills and positive attitudes toward mathematics.

• Research in Mathematical Education
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• v.16 no.1
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• pp.67-77
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• 2012

This study aimed to explore teachers' perceived beliefs regarding teaching practice in the context of three-year Professional Development Project (ProDev) implementing lesson study incorporating Open Approach. The data were collected through questionnaire distributing to the teachers in three schools. Qualitative data were collected through participatory observation on teaching practice and interviewing members of lesson study team. The findings revealed that teacher's perceived beliefs regarding teaching practice could be categorized into three categories according to 3 phases of lesson study as the followings: 1) Perceived beliefs related to collaboratively designing research lessons 2) Perceived beliefs related to collaboratively observing their friend teaching the research lesson 3) Perceived beliefs related to collaboratively doing post-discussion or reflection on the activities of the two phases.