• The Mathematical Education
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• v.45 no.3 s.114
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.439-464
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• 2020

This study conducted a systematic review of mathematics teacher learning communities, especially the characteristics of teacher collaboration in community activities. Our review includes 14 research papers published in national academic journals indexed in KCI and 24 research papers in international academic journals indexed in SSCI from 2003 to 2019. Results show that the literature varied in research design, research topics, and patterns relating to teacher collaboration. While both international and national papers report teacher community activities concerning the organization, management, and participation, there were different levels of involvement, visions, and activities across the communities of practice. For example, research in national journals has presented teacher community as professional development while papers in international journals have focused on documenting teacher community becoming a reflective community of practice. This study contributes to understanding the interplay of context, conflicting epistemic culture, and professional agency in fostering collaboration in teacher communities. This paper also discusses relevant research methods to investigate mathematics teacher communities and insights into the policy and practice of mathematics teacher education.

• The Mathematical Education
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• v.49 no.2
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• pp.175-198
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• 2010

To understand natural or social phenomena, we need various information, knowledge, and thought skills. In this context, mathematics and sciences provide us with excellent tools for that purpose. This explains the reasons why there is always significant emphasis on mathematics and sciences in school education; some of the general goals in school education today are to illustrate physical phenomena with mathematical tools based on scientific consideration, to encourage students understand the mathematical concepts implied in the phenomena, and provide them with ability to apply what they learned to the real world problems. For the mentioned goals, we extract six fundamental principles for the integrated mathematics and science education (IMSE) from literature review and suggest a instructional design model. This model forms a fundamental of a case study we performed to which the IMSE was applied and tested to collect insights for design and practice. The case study was done for 10 students (2 female students, 8 male ones) at a coeducational high school in Seoul, the first semester 2009. Educational tools including graphic calculator(Voyage200) and motion detector (CBR) were utilized in the class. The analysis result for the class show that the students have successfully developed various mathematical concepts including the rate of change, the instantaneous rate of change, and derivatives based on the physical concepts like velocity, accelerate, etc. In the class, they described the physical phenomena with mathematical expressions and understood the motion of objects based on the idea of derivatives. From this result, we conclude that the IMSE builds integrated knowledge for the students in a positive way.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.11-28
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• 2002

The purposes of this study were to analyze elementary school mathematics textbooks developed in accordance with the 7th national amended curriculum and to find implications for the development of a new revised curriculum to meet the needs of the knowledge-based society. Elementary school mathematics textbooks and accompanying practice books were analyzed. Teacher's manuals were also studied to examine the intentions of the textbook developers. The two major questions were sought. First, to what degree do elementary school mathematics textbooks and practice books match with the intentions of the national curriculum\ulcorner Second, how do elementary school mathematics textbooks and practice books facilitate student's learning for understanding mathematics\ulcorner The findings were as follows. First textbooks, practice books, and teacher's manuals appeared not to reflect the intentions of the 7th amended curriculum to the full extent. Second, characteristics and roles of textbooks, practice books, and teacher's manuals were not clearly defined and therefore, they were not very feasible for teaming for understanding mathematics. The recommendations for a new revised curriculum were suggested. First, regarding the contents presented in the textbooks, the idea of structure of subject matter need to be considered in order to help students to understand connections of concepts and relationships between concepts and functions in mathematics. Second, more ill defined problems should be presented to develop problem solving ability in real life contexts in students. Third, contents for relearning and enrichment need to be reorganized to reflect students' real ability. Fourth, uses of the concrete and the manipulative need to be more realistically suggested. Fifth, more prototypes of performance assessment tasks, scoring rubrics, and portfolios need to be presented in a more teacher-friendly manner. Sixth, characteristics and roles of textbooks and practice books need to be more discernible.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.8
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• pp.3888-3910
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• 2018

As an increasing number of defense methods against control-data attacks are deployed in practice, control-data attacks have become challenging, and non-control-data attacks are on the rise. However, defense methods against non-control-data attacks are still deficient even though these attacks can produce damage as significant as that of control-data attacks. We present a method to defend against non-control-data attacks using influence domain monitoring (IDM). A definition of the data influence domain is first proposed to describe the characteristics of a variable during its life cycle. IDM extracts security-critical non-control data from the target program and then instruments the target for monitoring these variables' influence domains to ensure that corrupted variables will not be used as the attackers intend. Therefore, attackers may be able to modify the value of one security-critical variable by exploiting certain memory corruption vulnerabilities, but they will be prevented from using the variable for nefarious purposes. We evaluate a prototype implementation of IDM and use the experimental results to show that this method can defend against most known non-control-data attacks while imposing a moderate amount of performance overhead.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.58 no.2
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• pp.407-414
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• 2009

The foundation fieldbus(FF) is one of the fieldbuses most widely used for process control and automation, In order for system designer to optimize medium management, it is imperative to predict transmission delay time of data. In a former research, mathematical modeling to analyze transmission delay of FF token-passing system has been developed based on the assumption that a device node has only one priority data(1Q model), From 1Q model, all of the device nodes, which are connected on the FF system, are defined priority level in advance, and as system operates, data are generated based on given priority level. However, in practice, some non-periodic data can have different priority levels from one device. Therefore, new mathematical model is necessary for the case where different priority levels of data are created under one device node(2Q model). In this research, the mathematical model for 2Q model is developed using the equivalent queue model. Furthermore, the characteristics of transmission delay of 2Q model which is presented in this paper were compared with 1Q model. The validity of the analytical model was verified by using a simulation experiment.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.507-522
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• 2009

In general, we do fold paper and unfold, it remain paper traces. We can be obtained by using rectangular paper, a mathematical fact and the program had a combination. Depending on the direction of the rectangle, folding paper in the form of variety shows valley and ridge signs of the appearance of this paper. By using (0,1)-code and (0,1)-matrix, we study four kinds of research. Therefore, traces of this view upside down rectangle folding paper how to fold inductive reasoning ability of the code and explore the relationship of traces. Finally, the mathematical content and program development can practice in the field.

• Honam Mathematical Journal
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• v.44 no.4
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• pp.572-593
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• 2022

Crime committed by civilians and criminals using legal and illegal firearms and conversion of legal firearms into illegal ones has become a common practice around the world. As a result, policies to control civilian gun ownership have been debated in several countries. The issue arose because the linkages between firearm-related mortality, weapon accessibility, and violent crime data can imply diverse options for addressing criminality. In this paper, we have projected a mathematical model in terms of the Caputo fractional derivative to address the issues viz. input of legal guns, crime committed by legal and illegal guns, and strict government policies to monitor the license of legal guns, strict action against violent crime. The boundedness, existence and uniqueness of solutions and the stability of points of equilibrium are examined. It is observed that violent crime increases with the increase of crime committed by illegal guns, crime committed by legal guns and, decreases with the increase of legal guns, the deterrent effect of civilian gun ownership, and action of law against crime. Further, legal guns increase with the increase of the limitation of trade of illegal guns and decrease with the increase of conversion of legal guns into illegal guns and increase of the growth rate of illegal guns. Again, as crime is committed by legal guns also, the policy of illegal gun control does not assure a crime-free society. Weak gun control can lead to a society with less crime. Theoretical aspects are numerically verified in the present work.

• Structural Engineering and Mechanics
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• v.84 no.2
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• pp.285-293
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• 2022

Lumped damage mechanics (LDM) is a recent nonlinear theory with several applications to civil engineering structures, such as reinforced concrete and steel buildings. LDM apply key concepts of classic fracture and damage mechanics on plastic hinges. Therefore, the lumped damage models are quite successful in reproduce actual structural behaviour using concepts well-known by engineers in practice, such as ultimate moment and first cracking moment of reinforced concrete elements. So far, lumped damage models are based in the strain energy equivalence hypothesis, which is one of the fictitious states where the intact material behaviour depends on a damage variable. However, there are other possibilities, such as the energy equivalence hypothesis. Such possibilities should be explored, in order to pursue unique advantages as well as extend the LDM framework. Therewith, a lumped damage model based on the energy equivalence hypothesis is proposed in this paper. The proposed model was idealised for reinforced concrete structures, where a damage variable accounts for concrete cracking and the plastic rotation represents reinforcement yielding. The obtained results show that the proposed model is quite accurate compared to experimental responses.

• The Mathematical Education
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• v.62 no.3
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• pp.363-380
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• 2023

This study analyzed the difficulties and mathematical modeling knowledge improvement that an elementary school teacher experienced in modifying a mathematics textbook task to a mathematical modeling task. To this end, an elementary school teacher with 10 years of experience participated in teacher-researcher community's repeated discussions and modified the average task in the data and pattern domain of the 5th grade. The results are as followings. First, in the process of task modification, the teacher had difficulties in reflecting reality, setting the appropriate cognitive level of mathematical modeling tasks, and presenting detailed tasks according to the mathematical modeling process. Second, through repeated task modifications, the teacher was able to develop realistic tasks considering the mathematical content knowledge and students' cognitive level, set the cognitive level of the task by adjusting the complexity and openness of the task, and present detailed tasks through thought experiments on students' task-solving process, which shows that teachers' mathematical modeling knowledge, including the concept of mathematical modeling and the characteristics of the mathematical modeling task, has improved. The findings of this study suggest that, in terms of the mathematical modeling teacher education, it is necessary to provide teachers with opportunities to improve their mathematical modeling task development competency through textbook task modification rather than direct provision of mathematical modeling tasks, experience mathematical modeling theory and practice together, and participate in teacher-researcher communities.