• The Mathematical Education
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• 제23권1호
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• pp.53-65
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• 1984

Teachers need to provide a variety of learning experiences for pupils in elementary school mathematics. This is necessary due to pupils (a) achieving at diverse levels of accomplishment in the mathematics curriculum. (b) individually possessing different learning styles. The following, among others, can be relevant learning activities to present to pupils: 1. using a selected series of elementary school mathematics textbooks. 2. utilizing the flannel board to guide individual pupil achievement in mathematics. 3. helping pupils attach meaning to learning through the use of markers. 1. guiding pupils in learning by using place value charts. 5. aiding learner achievement through the use of transparencies and the overhead projector. 6. stimulating learner interest in mathematics with the use of selected filmstrips. 7. using graphs in functional situations. 8. helping young pupils to develop interest in numbers by singing songs directly related to ongoing units of study in elementary school mathematics. 9. using the geoboard to help pupils experience the world of geometry. 10. providing drill and practice for pupils so that previous developed learnings will not be forgotten.

• Bulletin of the Korean Mathematical Society
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• 제54권3호
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• pp.1037-1067
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• 2017

Motzkin and Straus established a close connection between the maximum clique problem and a solution (namely graph-Lagrangian) to the maximum value of a class of homogeneous quadratic multilinear functions over the standard simplex of the Euclidean space in 1965. This connection and its extensions were successfully employed in optimization to provide heuristics for the maximum clique problem in graphs. It is useful in practice if similar results hold for hypergraphs. In this paper, we develop a homogeneous multilinear function based on the structure of hypergraphs and their complement hypergraphs. Its maximum value generalizes the graph-Lagrangian. Specifically, we establish a connection between the clique number and the generalized graph-Lagrangian of 3-uniform graphs, which supports the conjecture posed in this paper.

• East Asian mathematical journal
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• 제14권1호
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• pp.63-76
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• 1998

we consider the hp-version to solve non-constant coefficients elliptic equations $-div(a{\nabla}u)=f$ with Dirichlet boundary conditions on a bounded polygonal domain $\Omega$ in $R^2$. In [6], M. Suri obtained an optimal error-estimate for the hp-version: ${\parallel}u-u^h_p{\parallel}_{1,\Omega}{\leq}Cp^{(\sigma-1)}h^{min(p,\sigma-1)}{\parallel}u{\parallel}_{\sigma,\Omega}$. This optimal result follows under the assumption that all integrations are performed exactly. In practice, the integrals are seldom computed exactly. The numerical quadrature rule scheme is needed to compute the integrals in the variational formulation of the discrete problem. In this paper we consider a family $G_p=\{I_m\}$ of numerical quadrature rules satisfying certain properties, which can be used for calculating the integrals. Under the numerical quadrature rules we will give the variational form of our non-constant coefficients elliptic problem and derive an error estimate of ${\parallel}u-\tilde{u}^h_p{\parallel}_{1,\Omega}$.

• Communications of the Korean Mathematical Society
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• 제33권4호
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• pp.1367-1376
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• 2018

In practice, the density function of a random variable X is always unknown. Even its smoothness parameter is unknown to us. In this paper, we will consider a density smoothness parameter estimation problem via wavelet theory. The smoothness parameter is defined in the sense of equivalent Besov norms. It is well-known that it is almost impossible to estimate this kind of parameter in general case. But it becomes possible when we add some conditions (to our proof, we can not remove them) to the density function. Besides, the density function contains impurities. It is covered by some additive noises, which is the key point we want to show in this paper.

• Research in Mathematical Education
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• 제3권1호
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• pp.9-21
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• 1999

In mid 1980s, open education arrived in Korea. It was influenced by the educational reforms implemented in American primary schools. Currently, the Ministry of Education is appealing to teachers for their active involvement in educational reform by using open education methodology. Often teachers in Korea complain that they do not know what to do or how to change in order to practice the open education. It is time to review the state of open education in Korea and the United States. This paper contains the following segments: 0) Introduction, 1) Beginning of open education, 2) A brief history of open education in Korea, 3) The current status of open education in the United States, 4) A glance at open mathematics classroom in Korea, 5) Lessons from the review, and 6) Conclusion.

• Research in Mathematical Education
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• 제15권2호
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• pp.197-208
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• 2011

By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers' language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers' language of instruction is high and vary in types, most of the teachers' language is teachers' question; (2) In the different teaching process, the proportion of time was taken in teachers' language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers' language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers' questions are the main teachers' language of instruction.

• Honam Mathematical Journal
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• 제31권4호
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• pp.541-558
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• 2009

Anecdotes can produce an emotional and simple response that decreases stress and anxiety in a classroom. The use of anecdotes in building concepts of statistics can support an effective way of teaching and learning statistics. Particularly, we demonstrate several anecdotes including pictures as the medium of image that are designed to motivate statistical ideas by placing them at the beginning of a lecture and by appealing to prospective teachers weighed down. Our purpose is that under the constructivist view, prospective teachers have an opportunity effectively to teach statistical concepts using humorous anecdotes and to experience significant beliefs on identifying some frequent misconceptions in statistics. At this procedure, the anecdotal teaching practice is concerned with describing and evaluating many humorous anecdotes we have found useful in teaching introductory statistics. We hope that this paper can be helpful to prospective teachers who will teach students such topics as descriptive statistics, sampling, and hypothesis testing.

• Korean Journal of Agricultural Science
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• 제35권2호
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• pp.213-223
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• 2008

The instability of rock slopes caused by heavy rainfall and soil mass sliding needs the preventable and reinforcing method. The most important factor for the stability is the shear strength available in the planar part of the failure surface, which shows that a progressive failure takes place and a reinforcing of rock slope using FRP grout is effectively available. In this study, a grouting bolting interval predictions by limit equilibrium analysis and Matlab mathematical computer codes in several cases is presented for FRP reinforced rock slope. The proposed mathematical computer code can be easily applied for seeking properly FRP grout intervals prior to design and execute a reinforcement of a rock slope in practice.

• Research in Mathematical Education
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• 제13권4호
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• pp.331-339
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• 2009

The research on the Olympic mathematics education has become an internationally recognized educational activity. In some cities of China, especially big cities, the Olympic mathematics education is developing like raging fire. Many parents send their children to training school to get the Olympic mathematics education, no matter whether the children are willing to or not. They hope that through the training, their children can be outstanding when entering higher school. However, this practice has deeply affected children's learning initiative. In this paper, we analyzed both the history and the present situation of the Olympic mathematics education in China. We have some suggestions based on the problems emerging nowadays.

• Research in Mathematical Education
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• 제11권4호
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• pp.265-274
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• 2007

The middle school mathematics teachers of the countryside in western China have little chance to further their education and strengthen their research abilities. In this program, we should offer them chance to learn new educational ideas and teaching methods. There will be demonstration lectures and video teaching of course standards followed by group discussion and personalized instructions. These activities prepare the teachers to give their own demonstration lectures. This again is followed by additional personalized instructions. The teachers come to the program with very limited knowledge of these techniques but will leave with the ability to write educational scientific research papers.