• The Mathematical Education
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• v.44 no.4 s.111
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• pp.525-534
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• 2005

The purpose of this study is to analyze difficulties in the density word problem solving process of seventh graders and to search for the way to increase their problem solving ability in the density word problem. The results of this study could help teachers diagnose students' difficulties involved in density word problem and remedy the understanding of the concept of density, algebraic expressions, and algebraic symbols.

• The Mathematical Education
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• v.41 no.3
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• pp.257-271
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• 2002

As a part of attempts to understand better mathematics classroom culture, this paper first reviews plausible factors which influence the mathematics teacher's own development of instructional goals. The proposed factors consist of teacher characteristics and sociocultural factors. The teacher factors include learning and teaching experience, knowledge, beliefs, and personality traits. The sociocultural factors include cultural and educational norms, curriculum development and administration, teacher education, and professional models with community, This paper then presents detailed interview questions to explore significant influences on the teacher's conceptions of mathematics and its teaching. The interview probes 12 topic areas: (a) early influences on becoming a teacher, (b) the decision to become a teacher, (c) the teacher education years, (d) early mathematics interests, (e) early teaching experiences, (f) career path, (g) influence of peers within the school, (h) influence of administrators, (i) professional development, (j) professional self-development, (k) mathematics teaching, and (i) educational policies.

• The Mathematical Education
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• v.39 no.2
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• pp.179-186
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• 2000

Although computer technology has a great potential for improving mathematics learning practice, it rarely used in mathematics classroom. The purpose of this study is to suggest the future direction for research in mathematics computer technology. First, there has to be a research on mathematics curriculum that take computer technology into account. Second, research on teaching sequence for certain content area is needed. Because computer technology would change the order of teaching sequence. Third, how students would learn with computer technology? how do they acquire knowledge and make sense of it? Fourth, how could we assess the learning with computer technology? Most of all, because teachers play a key role to succeed in educational reform, they have to be familiar with computer technology and software to introduce it into mathematics learning and to use it properly.

• The Mathematical Education
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• v.52 no.4
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• pp.465-481
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• 2013

In this study, 27 pre-service teachers presented virtual mathematics instruction to develop his/her own teaching practice ability. I found several attributes in their virtual mathematics instruction such as connecting contents, asking justification, encouraging students' communication, representing variously, and using ICT etc. These will be the characteristics of the future mathematics class. When peer pre-service teachers assess presenter's instruction quantitatively, there are differences in the results between expert and pre-service teachers. Pre-service teachers didn't find the elements of student self assessment or group assessment and communication activities at the virtual instruction. When they assess peers' virtual instruction qualitatively, the results are specific or new ones compared with the quantitative assessment elements. Thus I suggested some implications for the mathematics pre-service teachers' virtual instruction in the view of teacher education.

• School Mathematics
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• v.4 no.3
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• pp.513-537
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• 2002

The aim of this study is to investigate the purpose of the performance assess-ment, to develop and to apply it's task. By reviewing previous study, I conclude that the performance assessment is sug-gested to evaluate mathematical thinking and attitude in the purpose of school mathematics. To develop the task to fit the purpose of the performance assessment, I refer to the middle and high level in Van den Heuvel's classification the task "Find the number in the star" and about the assess-ment of school mathematics. Then I apply the performance assessment task developed according to this level, analyse the responses of children to "Let's make the problem" and suggest it's assessment rubric and anchor papers for each level for illustrating the process of developing a rubric. Finally, considerations to improve the performance assessment are discussed.

• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.425-442
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• 2002

One of important topics in mathematics education research is communication. Mathematical communication consists of writing, reading, listening and speaking. But, research on reading has not yet to have a commensurate emphasis, despite important changes that have occurred in the theory and practice of communication. This study is intended to search for reading in school mathematics. First, we explore theories of reading and reading instruction. Second, the factors involved in reading are examined. These factors are learners, texts and teachers. Third, we provide a variety of reading strategies that are reading and enacting strategy, reconstructing strategy, presupposing strategy, becoming an author strategy, sketch to stretch strategy and reading- cooperative learning strategy. They will help students to foster students' mathematical ability as well as reading skill.

• Communications of the Korean Mathematical Society
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• v.11 no.2
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• pp.503-514
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• 1996

We consider non-constant coefficient elliptic equations of the type -div(a \bigtriangledown u) = f$, and employ the P-version of the finite element method as a numerical method for the approximate solutions. To compute the integrals in the variational form of the discrete problem we need the numerical quadrature rule scheme. In practice the integrations are seldom computed exactly. In this paper, we give an $L_2(\Omega)$-error estimate of $\Vert u = \tilde{u}_p \Vert_{0,omega}$ in comparison with $\Vert u = \tilde{u}_p \Vert_{1,omega}$, under numerical quadrature rules which are used for calculating the integrations in each of the stiffness matrix and the load vector.

• Bulletin of the Korean Mathematical Society
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• v.50 no.6
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• pp.2035-2051
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• 2013

In this paper, we study numerical schemes for solving multi-dimensional option pricing problem. We compare the direct solving method and the Operator Splitting Method(OSM) by using finite difference approximations. By varying parameters of the Black-Scholes equations for the maximum on the call option problem, we observed that there is no significant difference between the two methods on the convergence criterion except a huge difference in computation cost. Therefore, the two methods are compatible in practice and one can improve the time efficiency by combining the OSM with parallel computation technique. We show numerical examples including the Equity-Linked Security(ELS) pricing based on either two assets or three assets by using the OSM with the Monte-Carlo Simulation as the benchmark.

• 전기의세계
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• v.30 no.3
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• pp.167-171
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• 1981

In this paper, the mathematical model of influenza derived by the state space method induced a new model by using normal distribution curve of incubation period and researched the effect of vaccination. The important results are as follows. (1) A new model represents accurate spread curve. (2) The standard deviation period in Korea is about 1.5 degree. (3) The number of carries of influenza since put in practice to the vaccination 20% is reduced by average 9.8% degree, the period of spread increase 4 days degree. (4) The vaccination at early put in operation was far surperior and the period of spread grow longer more or less. (5) In the first stage of an attack of disease a case increase since reducing. (6) The number of carries at night is reduced by average 5.468% than in the daytime.

• Research in Mathematical Education
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• v.13 no.1
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• pp.23-30
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• 2009

How to promote creativity for all students in mathematics education is always a hot topic for mathematics educators. Based on the theory study and practice in the project "Open-ended Questions in Mathematics" granted by Ministry of Basic Education Curriculum Study Center in China, the paper reported the effect of "Open-ended Questions in Mathematics" on the way to change the development of thinking ability, to inspire students to develop thinking flexibility, to expand their imagination, to stimulate their interest in learning, and to foster students' creativity.