• Research in Mathematical Education
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• v.22 no.2
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• pp.99-121
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• 2019

This article looks back and also looks forward at the values aspect of school mathematics teaching and learning. Looking back, it draws on existing academic knowledge to explain why the values construct has been regarded in recent writings as a conative variable, that is, associated with willingness and motivation. The discussion highlights the tripartite model of the human mind which was first conceptualised in the eighteenth century, emphasising the intertwined and mutually enabling processes of cognition, affect, and conation. The article also discusses what we already know about the nature of values, which suggests that values are both consistent and malleable. The trend in mathematics educational research into values over the last three decades or so is outlined. These allow for an updated definition of values in mathematics education to be offered in this article. Considering the categories of values that might be found in mathematics classrooms, an argument is also made for more attention to be paid to general educational values. After all, the potential of the values construct in mathematics education research extends beyond student understanding of and performance in mathematics, to realising an ethical mathematics education which is important for thriveability in the Fourth Industrial Revolution. Looking ahead, then, this article outlines a 4-step values development approach for implementation in the classroom, involving Justifying, Essaying, Declaring, and Identifying. With an acronym of JEDI, this novel approach has been informed by the theories of 'saying is believing', self-persuasion, insufficient justification, and abstract construals.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.541-563
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• 2014

The purpose of this study is to investigate how the curriculum, in which pre-service teachers experience mathematical process and develop assessment items and standards through the process experience in a mathematical essay course, affects the pre-service teachers and suggest its implications for teacher education. Fourty nine pre-service teachers, registered at a mathematical essay course in a K university in Seoul, developed mathematical essay problems and their assessment standards, and their developed processes were analyzed. According to the analysis results, first, mathematical essay problems developed by the fifty students reflect components of mathematical processes. Especially, one characteristic in revising assessment items shows that pre-service teachers considered not only justification process through different levels of difficulty and mathematical reasoning, but also logical descriptions through problem solving, when they worked on group discussions and examined middle school and high school students' responses. Second, while pre-service teachers developed rubrics for their assessment items and revised the rubrics based on students' responses, they established assessment standards which employed mathematical process by focusing on problem solving process rather than results and considering students' unexpected problem solving. The results imply a concrete method in planning and executing a mathematical essay course which makes use of mathematical process in teacher education.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.55-75
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• 2005

As part of development research of a gender-neutral mathematics program, this paper provides a discussion of the fearures of the developed mathematics program. Based on the theory of feminist pedagogy and critical theories about women' ways of knowing, this mathematics program for girls pursues the mathematical empowerment of girls. Specifically, this mathematics program facilitates girls' awareness of their mathematical potentials, encourage them to position women at a center of mathematics in order for th equity in mathematics education. For the purpose, this program emphasizes constructive learning through girls' active participation. Thus, the instructions will value girls' own cognitive resources such as their experiential knowledge and ways of mathematical justification and provide an environment to support the growth of girls' own mathematical potential. This developmental research will be furthered to the systematic program evaluation to extend this program to support the equity for the marginalized poppulations as well as girls in mathematics education.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.53-80
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• 2012

This study was designed to find the characteristics of mathematical errors and discourse in simultaneous equations and inequalities for migrant students from North Korea. 5 sample students participated, who attended in an alternative school for the migrant students from North Korea at the study in Seoul, Korea. A total of 8 lesson units were performed as an extra curriculum activity once a week during the 1st semester, 2011. The results indicated that students showed technical errors, encoding errors, misunderstood symbols, misinterpreted language, and misunderstood Chines characters of Koreans and the discourse levels improved from the zero level to the third level, but the scenes of the third level did not constantly happen. Nevertheless, the components of discourse, explanation & justification, were activated and as a result, evaluation & elaboration increased in ERE pattern on communication.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.51-69
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• 2012

The cognition of an intrinsic attribute play an important role in the process of theoretical generalization. It is the aim of this paper to study how the theoretical generalization is made. First of all, we suggest the What-if-only-strategy(WIOS) which is the strategy helping the cognition of an intrinsic attribute. And we propose the process of the theoretical generalization that go on the cognitive stage, WIOS stage, conjecture stage, justification stage and insight into an intrinsic attribute in order. We propose the process of generalization adding the concrete process cognizing an intrinsic attribute to the existing process of generalization. And we applied the proposed process of generalization to two mathematical theorem which is being managed in middle school. We got a conclusion that the what-if-only strategy is an useful method of generalization for the proposition. We hope that the what-if-only strategy is helpful for both teaching and learning the mathematical generalization.

• 한국논리학회:학술대회논문집
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• 2008.07a
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• pp.73-92
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• 2008

Describing a physical system in idealized terms involves making literally false claims about the system. Given this, it is puzzling that justified beliefs about physical systems can be formed by starting with idealized descriptions and then performing mathematical calculations. I argue that this puzzling aspect of idealizations cannot be easily removed by introducing talk of approximations. I go on to develop an account of how this curious feature of idealizations is to be understood. My account requires us to reassess what precisely we take the laws of physics to be saying, and also has consequences concerning the kind of evidence we can have for thinking that mathematics is the 'language of nature'. Finally, some critical comparisons are made with the so-called model-based account of scientific laws developed by Cartwright and Giere.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.21 no.11
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• pp.1852-1861
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• 1997

An enhanced subspace iteration algorithm has been developed to solve eigenvalue problems reliably and efficiently. Basic subspace iteration algorithm has been improved by eliminating recalculation of converged eigenvectors, using Krylov sequence as initial vectors and incorporating with shifting techniques. The number of iterations and computational time have been considerably reduced when compared with the original one, and reliability for catching copies of the multiple roots has been retained successfully. Further research would be required for mathematical justification of the present method.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1993.06a
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• pp.818-821
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• 1993

In the last years fuzzy control has grown up to an important methodology of control engineering. In spite of the successful realizations of the underlying concepts in industrial products there has only been little effort regarding a semantical foundation of the prevailing heuristics that are used in fuzzy control. For this reason we want to outline promising approaches to an interpretation and better mathematical justification of fuzzy control, where the fundamental ideas of using equality relations to specify fuzzy environments for crisp data are presented. It turns out that Mamdani's classical max-min-inference is a consequence of our model.

• Nuclear Engineering and Technology
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• v.54 no.5
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• pp.1902-1908
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• 2022

In many of the complex systems modeled in the field of nuclear engineering, it is often useful to use linear regression-based analyses to analyze relationships between model parameters and responses of interests. In cases where the response of interest is calculated by a simulation which uses Monte Carlo methods, there will be some uncertainty in the responses. Further, the reduction of this uncertainty increases the time necessary to run each calculation. This paper presents some discussion on how the Monte Carlo error in the response of interest influences the error in computed linear regression coefficients. A mathematical justification is given that shows that when performing linear regression in these scenarios, the error in regression coefficients can be largely independent of the Monte Carlo error in each individual calculation. This condition is only true if the total number of calculations are scaled to have a constant total time, or amount of work, for all calculations. An application with a simple pin cell model is used to demonstrate these observations in a practical problem.

• Journal for History of Mathematics
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• v.36 no.4
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• pp.61-78
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• 2023

By virtue of the characteristics inherent in diagrams, diagrammatic reasoning has potential and limitations that distinguish it from general thinking. It is natural that diagrams rarely appeared in Joseon mathematical books, which were heavily focused on computation and algebra in content, and preferred linguistic expressions in form. However, as the late Joseon Dynasty unfolded, there emerged a noticeable increase in the frequency of employing diagrams, due to the educational purposes to facilitate explanations and the influence of Western mathematics. Analyzing the role of diagrams included in Jo Taegu's 'JuseoGwangyeon', an exemplary book, this study includes discussions on the utilization of diagrams from the perspective of mathematics education, based on the findings of the analysis.