• 한국학교수학회논문집
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• 제9권2호
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• pp.195-208
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• 2006

학생들은 개념과 관련된 여러 가지 기하적 표현 중에서 특정한 표현을 해당 개념의 형식적인 정의에 우선하는 기하적 심상으로 받아들이곤 한다. 학생이 지닌 기하적 심상과 개념의 형식적인 정의가 항상 조화를 이루지는 않으며, 이로 인해 문제해결과정에서 오류가 유발될 수 있다. 기하적 표현을 통한 학습이 중요한 비중을 차지하는 기하 영역에서는 이러한 학생들의 오류 및 오류의 원인을 체계적으로 분석할 필요가 있다. 본 연구에서는 학생이 지닌 특정한 기하적 심상으로 인해 발생하는 오류 사례의 분석을 통해 보다 일반적으로 학생들이 수학적 개념에 대하여 지니는 심상 및 심상과 관련한 오류의 유형을 개념적으로 분류하여 이론적 분석의 틀을 제안하고자 한다.

• East Asian mathematical journal
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• 제27권2호
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• pp.163-180
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• 2011

The purpose of this study is to look for the plan of reconstructing a textbook through error analysis and the process of its correction in numbers and operations of the first grade. The Research materials are collected and analyzed through the journal about every lessons, the recording sheets of students' activity, the recording videotapes during lessons, the individual interview and observation. This study investigated 4 errors which are useful for reconstructing textbook, the errors of understanding relation between numerical expression and number line, the errors of drawing-strategy, the errors of understanding relation between additive expression and subtractive expression, the errors of subtraction has to be regrouped. The errors are classified into some types and analyzed focusing on content of each error. Reinstructing are carried out based on material analyzed for correcting errors.

• 한국수학교육학회지시리즈A:수학교육
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• 제60권2호
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• pp.229-247
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• 2021

학생의 수학적 사고는 다양한 형태의 산출물로 나타나며, 교사는 이를 통해 학생의 수학적 사고를 추론하고 반응할 수 있어야 한다. 본 연구는 이분모 분수의 덧셈과 뺄셈을 중심으로 오류가 포함된 문제해결전략에 대한 39명의 현직 초등교사의 노티싱 역량을 분석하였다. 그로부터 다음과 같은 연구 결과를 도출하였다. 첫째, 교사의 노티싱 역량은 식별하기, 해석하기, 반응하기 순으로 낮아지는 경향을 보였다. 둘째, 반응하기는 교사의 의도와 문제 유형에 따라 범주화할 수 있었다. 이를 바탕으로 교사 노티싱 연구의 시사점을 제언하였다.

• East Asian mathematical journal
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• 제31권4호
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• pp.609-625
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• 2015

This study was subjected to 9th graders after making a conformity analysis about errors in function from a selected linear function domain learned in 8th grade, and using this we analyzed some errors learners have in the linear function domain. Learners showed the most deficiency in mastery of prerequisite facts concepts out of errors in linear functions and lack of skill in interpreting the content of the questions and technical errors occurred often as well. How the pre-service secondary school teachers prescribed these errors of linear function was analyzed from the point of problem solving strategies, accessing methods and whether or not the learner's error was used. Looking into the pre-service secondary teachers' prescription of the learners' errors in 3 fields, for the problem solving strategy a procedural strategy was used more than a conceptual strategy, and as for the accessing methods over 90% gave teacher led type explanations to the students. Also over 90% of pre-service secondary teachers did not use the learner's errors that turned up in problems.

• 대한수학회논문집
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• 제20권1호
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• pp.71-78
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• 2005

In this paper, the iterative solution is studied for equation Tx = f with a uniformly continuous ${\varphi}$-strongly accretive operators in arbitrary real Banach spaces. Our results extend, generalize and improve the corresponding results obtained by Zeng [11].

• 대한수학회논문집
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• 제17권2호
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• pp.309-319
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• 2002

We consider the nonlinear autoregressive model with nonlinear ARCH errors, and find sufficient conditions for the existence of a strictly stationary process. New results are obtained, and known results are shown to emerge as special oases.

• East Asian mathematical journal
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• 제24권4호
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• pp.339-345
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• 2008

Some equivalence conditions for the convergence of iterative sequences for set-valued contraction mapping in Banach spaces are obtained.

• 대한수학회지
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• 제52권3호
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• pp.503-522
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• 2015

In this paper, we consider the problem of testing for a parameter change in nonlinear time series models with GARCH type errors. We introduce two types of cumulative sum (CUSUM) tests: estimates-based and residual-based tests. It is shown that under regularity conditions, their limiting null distributions are the sup of independent Brownian bridges. A simulation study is conducted for illustration.

• 충청수학회지
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• 제22권3호
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• pp.367-374
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• 2009

The errors take place in the communication channel but they are often burst-error types. From properties of the Fi-bonacci code, it is not difficult to detect the burst-errors accompanying with this code. Fibonacci codes for correcting the double-burst-error patterns are presented. Given the channel length with the double-burst-error type, Fibonacci code correcting these errors is constructed by a simple formula.

• 대한수학회논문집
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• 제19권2호
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• pp.267-281
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• 2004

In this paper, we establish almost stability of Ishikawa iterative schemes with errors for the classes of Lipschitz $\phi$-strongly quasi-accretive operators and Lipschitz $\phi$-hemicontractive operators in arbitrary Banach spaces. The results of this paper extend a few well-known recent results.