• Proceedings of the Korean Magnestics Society Conference
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• 1999.04a
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• pp.20-21
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• 1999

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.117-134
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• 2011

The purpose of this research was to analyze mathematical task types to enhance creativity. Creativity is increasingly important in every field of disciplines and industries. To be excel in the 21st century, students need to have habits to think creatively in mathematics learning. The method of the research was to collect the previous research and papers concerning creativity and mathematics. To search the materials, the researcher used the search engines such as the GIL and the KISTI. The mathematical task types to enhance creativity were categorized 16 different types according to their forms and characteristics. The types of tasks include (1) requiring various strategies, (2) requiring preferences on strategies, (3) making word problems, (4) making parallel problems, (5) requiring transforming problems, (6) finding patterns and making generalization, (7) using open-ended problems, (8) asking intuition for final answers, (9) asking patterns and generalization (10) requiring role plays, (11) using literature, (12) using mathematical puzzles and games, (13) using various materials, (14) breaking patterned thinking, (15) integrating among disciplines, and (16) encouraging to change our lives. To enhance students' creativity in mathematics teaching and learning, the researcher recommended the followings: reshaping perspectives toward teaching and learning, developing and providing creativity-rich tasks, applying every day life, using open-ended tasks, using various types of tasks, having assessment ability, changing assessment system, and showing and doing creative thinking and behaviors of teachers and parents.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.1-14
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• 2021

Mathematics anxiety is a term for emotional and physical resistance to mathematics. Understanding students' mathematics anxiety is important not only in terms of improving mathematics academic achievement, but also in nurturing mathematics manpower necessary for the future society. In particular, mathematics anxiety is most likely to occur in elementary school, and it has a negative effect on subsequent learning. Therefore, it is important to understand the aspects of students' mathematics anxiety in elementary school. In this study, I presented the patterns of changes in students' mathematics anxiety over time and statistically verified them. As a result of a follow-up survey of 249 elementary school students' mathematics anxiety for 3 years from 4th to 6th grade, it was found that, rather than having a special pattern related to the formation of math anxiety, it may increase and decrease and vary depending on individual confirmed. Later, in this study, five patterns of Mathematics anxiety patterns were identified through statistical analysis. In addition, I confirmed that the students' interest about teachers' mathematics lessons was consistently influencing the change in mathematics anxiety. The results of this study will increase students' understanding of the formation of mathematics anxiety and can be used as basic data for the development of teaching and learning materials related to mathematics anxiety in the future and subsequent research.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.16 no.4
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• pp.249-256
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• 2012

In this work, we analyze the spatial patterns of a predator-prey system with cross diffusion. First we get the critical lines of Hopf and Turing bifurcations in a spatial domain by using mathematical theory. More specifically, the exact Turing region is given in a two parameter space. Our results reveal that cross diffusion can induce stationary patterns which may be useful in understanding the dynamics of the real ecosystems better.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2005.10a
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• pp.409-413
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• 2005

The logical analysis of data(LAD) is an effective Boolean-logic based data mining tool. A critical step in analyzing data by LAD is the pattern generation stage where useful knowledge and hidden structural information in data is discovered in the form of patterns. A conventional method for pattern generation in LAD is based on term enumeration that renders the generation of higher degree patterns practically impossible. In this paper, we present a new optimization-based pattern generation methodology and propose two mathematical programming medels, a mixed 0-1 integer and linear programming(MILP) formulation and a well-studied set covering problem(SCP) formulation for the generation of optimal and heuristic patterns, respectively. With benchmark datasets, we demonstrate the effectiveness of our models by automatically generating with much ease patterns of high complexity that cannot be generated with the conventional approach.

• Education of Primary School Mathematics
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• v.7 no.2
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• pp.117-129
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• 2003

The purpose of this study is to analyze the interaction patterns and the commonly accepted norms of reaching a consensus among small-group children when solving open-ended problems. In conclusion, open-ended problems have various strategies or different acceptable answers, so they give children learning opportunities to compare the answers and to participate in communication. And more valuable interaction patterns come from 'measuring','classifying' problems and open-ended problems with implicit solution. Therefore, teachers might as well consider the relation between problems and interaction patterns when they pose open-ended problems in a small-group study setting. They are expected to empower children to have sociomathematical norms of reaching a consensus un der indirect and supportive guidance.

• Honam Mathematical Journal
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• v.26 no.1
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• pp.3-15
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• 2004

In the fuzzy theory, a matrix A is idempotent if $A^2=A$. The idempotent fuzzy matrices are important in various applications and have many interesting properties. Using the upper diagonal completion process, we have the zero patterns of idempotent fuzzy matrix, that is, the idempotent Boolean matrices. In addition, we give the construction of all idempotent fuzzy matrices for each dimension n.

• Bulletin of the Korean Mathematical Society
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• v.36 no.1
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• pp.119-129
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• 1999

In [1], it was shown that for $n\geq 2$ the least number of nonzero entries in an $n\times n$ orthogonal matrix is not direct summable is 4n-4, and zero patterns of the $n\times n$ orthogonal matrices with exactly 4n-4 nonzero entries were determined. In this paper, we construct $n\times n$ orthogonal matrices with exactly 4n-r nonzero entries. furthermore, we determine m${\times}$n sparse row-orthogonal matrices.

• Journal of the Chungcheong Mathematical Society
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• v.22 no.3
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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.

• East Asian mathematical journal
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• v.34 no.2
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• pp.203-217
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• 2018

This study examined preservice elementary teachers' patterns and tendencies in thinking of drawn models of multiplication with fractions. In particular, it investigated preservice elementary teachers' work in a context where they were asked to select among drawn models for symbolic expressions illustrating multiplication with non-whole number fractions including a mixed number. Preservice teachers' interpretations of fraction multiplication used in interpreting different types of drawn models were analysed-both quantitatively and qualitatively. Findings and implications are discussed and further research is suggested.