• Korean Journal of Computational Design and Engineering
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• v.10 no.5
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• pp.303-313
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• 2005

This paper proposes a generalized NURBS model, called Volumetric NURBS or VNURBS for representing volumetric objects with multiple attributes embedded in multidimensional space. This model provides a mathematical framework for modeling complex structure of heterogeneous objects and analyzing inside of objects to discover features that are directly inaccessible, for deeper understanding of complex field configurations. The defining procedure of VNURBS, which explains two directional extensions of NURBS, shows VNURBS is a generalized volume function not depending on the domain and its range dimensionality. And the recursive a1gorithm for VNURBS derivatives is described as a computational basis for efficient and robust volume modeling. In addition, the specialized versions of VNURBS demonstrate that VNURBS is applicable to various applications such as geometric modeling, volume rendering, and physical field modeling.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.321-330
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• 2007

The purpose of this study is to develop a tool which can be used in factor analysis of inequality on mathematics education. The objectives for study are develop an index that can be used to find a deviation of objects on mathematics scholastic achievement. The results of this study are deviation index of objects on mathematics scholastic achievement which development can be applications to Gini coefficient.

• East Asian mathematical journal
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• v.30 no.4
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• pp.509-526
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• 2014

The mathematics has moved toward the independence from unit. However, is this tendency also kept up in teaching and learning mathematics? This study starts from this question. We have illuminated this question in respects of a character of unit operation, an essential probability of unit operation and a didactical application of unit. As results, addition and subtraction are operations on identical objects and the result of operation does not also get out of operation's object. On the other hand, multiplication and division are operations on both identical objects and different objects. And the result of operation can generate new unit. We proposed a hypothesis which multiplication and division are transcendental operations from this analysis. The unit operation is not possible essentially. It seems only like unit operation is possible superficially by operational definition on unit. We could discuss on a didactical application of unit from above analysis. And we could deduct implications that the direction of developing mathematic does not necessarily match with the direction of teaching and learning mathematics.

• The Mathematical Education
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• v.52 no.2
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• pp.191-201
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• 2013

The theory of embodied cognition assumes that behaviors, senses and cognitions are closely connected, and there is a growing interest in investigating the significance of embodied cognition in the field of mathematics education. This study aims to applicate the embodied turtle metaphor and expressions when students visualize three-dimensional objects. We used MRT(Verdenberg & Kuse, 1978) & SVT for this research and both tests turned out that turtle schemes are useful to the students in a low level group. In addition, students found turtle schemes more useful in SVT which requires constructing three-dimensional objects, than in MRT which requires just rotating the image of three-dimensional objects in their mind. These results suggest that providing students who are less capable of spatial visualizing with the embodied schemes like turtle metaphor and expressions can be an alternative to improve their spatial visualization ability.

• Journal of Electrical Engineering and Technology
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• v.11 no.1
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• pp.234-240
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• 2016

We propose a novel framework for markerless camera-based games. By using a visual camera, our method may yield robust human body segmentation with high performance comparable to the segmentation using depth cameras. The edges of human bodies are detected by subtracting gradient backgrounds, and human body regions are segmented by the operations based on mathematical morphology. Collisions between detected regions and virtual objects are determined by finding the colliding time using intra-frame positions of virtual objects. Experimental results show that the proposed method may produce robust segmentation of human bodies, thereby and the collision responses are more accurate than previous methods. Therefore, the proposed framework can be widely used in camera-based games requiring high performance.

• Research in Mathematical Education
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• v.15 no.1
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• pp.1-14
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• 2011

Logo has influenced many researchers and learners for the past decades as a 20 turtle geometry environment in the perspective of constructionism. Logo uses the metaphor of 'playing turtle' that is intrinsic, local and procedural. We, then, design an environment in which the metaphor of 'playing turtle' is applied to construct 3D objects, and we figure out ways to represent 3D objects in terms action symbols and 3D building blocks. For this purpose, design three kinds of representation systems, and asked students make various 3D artifacts using various representation systems. We briefly introduce the results of our investigation into students' cognitive burden when they use those representation systems, and discuss the future application measures and the design principles of Logo-based 3D microworld.

• Korean Journal of Logic
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• v.14 no.1
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• pp.103-118
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• 2011

In his paper "The Existence of Mathematical Objects and Contingency" Professor Choi deals with the debate between Hartry Field and Hale/Wright. In this famous debate, Hale/Wright and Field argue back and forth about whether some explanations for the contingency of mathematical objects need to be provided or not. In this paper, I raise 3 objections to Professor Choi's critical analysis of this debate.

• Research in Mathematical Education
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• v.18 no.4
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• pp.273-288
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• 2014

In recent years, coding education has been globally emphasized and the Free Semester System will be executed to the public schools in Korea from 2016. With the introduction of the Free Semester System and the rising demand of Computational Thinking (CT) capacity, this research aims to design 'learning environment' in which learners can design and construct mathematical objects through computers and print them out through 3D printers. Furthermore, it will design learning mathematics by constructing the figurate number patterns from 'soma cubes' in the playing context and connecting those to algebraic and combinatorial patterns, which will allow students to experience mathematical connectivity. It is expected that the activities of designing figurate number patterns suggested in this research will not only strengthen CT capacity in relation to mathematical thinking but also serve as a meaningful program for the Free Semester System in terms of career experience as 3D printers can be widely used.

• Research in Mathematical Education
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• v.20 no.1
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• pp.11-19
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• 2016

Investigating students' lived mathematical experiences presents dual challenges for the researcher. On the one hand, we must respect that students' experiences are not directly accessible to us and are likely very different from our own experiences. On the other hand, we might not want to rely upon the students' own characterizations of what constitutes mathematics because these characterizations could be limited to the formal products students learn in school. I suggest a characterization of mathematics as objectified action, which would lead the researcher to focus on students' operations-mental actions organized as objects within structures so that they can be acted upon. Teachers' and researchers' models of these operations and structures can be used as a launching point for understanding students' experiences of mathematics. Teaching experiments and clinical interviews provide a means for the teacher-researcher to infer students' available operations and structures on the basis of their physical activity (including verbalizations) and to begin harmonizing with their mathematical experience.

• Journal of the Korean Mathematical Society
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• v.38 no.5
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• pp.1069-1105
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• 2001

Regular maps and hypermaps are cellular decompositions of closed surfaces exhibiting the highest possible number of symmetries. The five Platonic solids present the most familar examples of regular maps. The gret dodecahedron, a 5-valent pentagonal regular map on the surface of genus 5 discovered by Kepler, is probably the first known non-spherical regular map. Modern history of regular maps goes back at least to Klein (1878) who described in [59] a regular map of type (3, 7) on the orientable surface of genus 3. In its early times, the study of regular maps was closely connected with group theory as one can see in Burnside’s famous monograph [19], and more recently in Coxeter’s and Moser’s book [25] (Chapter 8). The present-time interest in regular maps extends to their connection to Dyck\`s triangle groups, Riemann surfaces, algebraic curves, Galois groups and other areas, Many of these links are nicely surveyed in the recent papers of Jones [55] and Jones and Singerman [54]. The presented survey paper is based on the talk given by the author at the conference “Mathematics in the New Millenium”held in Seoul, October 2000. The idea was, on one hand side, to show the relationship of (regular) maps and hypermaps to the above mentioned fields of mathematics. On the other hand, we wanted to stress some ideas and results that are important for understanding of the nature of these interesting mathematical objects.