• 한국수학교육학회지시리즈A:수학교육
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• 제53권2호
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• pp.201-217
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• 2014

This research has an intention of developing a professional development program. We proposed an alternative mathematics teacher training model based on the situated learning theory, community of practice, and reflective practitioner. The developed mathematics teacher professional development program recruited participation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teacher community professional development program. Through the program, the teachers improve their teaching competency. Also, the operation ability of teacher learning community was improved. Learning community culture has been formed in each school. It shows ability that the explorative learning community can be operated voluntarily although the program finished. Furthermore, community shared corporate responsibility about open class. They recognize open class as a new method to improve community teaching ability than a tool to evaluate individual teaching ability.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권2호
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• pp.275-290
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• 2014

This study investigated the types of the 3D geometric thinking and spatial reasoning through the observation of the 2D representing activities for representing the 3D geometrical objects with preservice secondary mathematics teachers. For this purpose, the 43 sophomoric students in college of education were divided into 10 groups and observed their group task performance on the basis of the representation they used. Observed processes were all recorded and the participants were interviewed based on the task. As a result, the role of physical object that becoming the object of geometric thinking and spatial reasoning, and diverse strategies and phenomena of the process that representing the 3D geometric figures in 2D were discovered. Furthermore, these processes of representing were assumed to be influenced by experience and study practice of students, and various forms of representing process were also discovered in the process of small group activities.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권3호
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권1호
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• pp.19-33
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• 2019

While the field of mathematics education strives to promote equitable mathematics learning and identifies it as a core instructional practice, less is known about its effective enactment. As teachers' teaching practices are dependent on their views and beliefs, this study investigated 133 elementary pre-service teachers' (PSTs') interpretations of diverse learners' learning experiences and proposed accommodations for them as reflected in their lesson planning process. Findings showed that PSTs came up with some strategies that are often suggested in teacher education literature, such as using multiple modes of representation and various grouping strategies. However, their responses were generic in nature rather than specific to diverse learners. Also, it was noted that many PSTs' interchangeably referred to the English Language Learners (ELLs), struggling learners, and culturally diverse learners, inferring that they thought that culturally diverse students must have been ELLs and that ELLs or culturally diverse students must have been weaker students in math. We found that the PSTs used their own frames while filtering and discarding information about diverse student populations to develop instructional plans, rather than based on the results of assessments of learning. We suggest that it is the critical first step to unwrap PSTs' unproven assumptions to better equip them for working with all of their future students.

• East Asian mathematical journal
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• 제39권2호
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• pp.93-117
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• 2023

The aim of this study is to explore the pre-service math teachers' characteristics of education to develop their AI literacy and SW competency, and to derive some implications. We conducted a 14-hours AI and SW education program for pre-service teachers with theory and practice, and an analysis on class observation data, video frames of classes and interview, Python programming assignments and papers. The results of this case study for 3 pre-service teachers are as follows. First, two students understood artificial neural network and deep learning system accurately, furthermore, all students conducted a couple of explorations related with performance improvement of deep learning system with interest. Second, coding and exploration activities using Python improved students' computational thinking as well as SW competency, which help them give convergence education in the future. Third, they responded positively to the necessity of AI literacy and SW competency development, and to applying coding to math class. Lastly, it's necessary to endeavor to give a coding education to the student's eye level according to his or her prerequisite and to ease the burden of student's studying AI technology.

• 항공우주시스템공학회지
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• 제17권2호
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• pp.9-15
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• 2023

인공위성의 축소 열모델 생성 작업은 궤도 열해석의 시간 단축과 발사체 연동 열해석 수행을 위해 인공위성 제작 프로젝트에서 반드시 한 번 이상 수행하게 된다. 축소 열모델 생성 방법은 여러가지가 거론되고 있지만, 실무적으로는 직관적이면서도 편리한 등온격자생성법이 가장 많이 사용되고 있다. 그러나 아직까지 등온격자생성법의 자동화에 관한 연구는 부족한 실정이다. 본 논문에서는 온도 허용오차와 고정 노드를 고려한 등온격자생성법 기반 위성 축소 열모델 자동 생성 방법을 제안하였다. 서로 다른 세 가지의 온도 허용오차 케이스를 이용하여 방법론을 검증하였으며, 평균 온도 차이는 ECSS의 축소 열모델 생성 가이드라인(< 2 K)을 만족함을 확인할 수 있었다.

• East Asian mathematical journal
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• 제40권2호
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• pp.209-229
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• 2024

In this study, we design a teaching unit that constructs Pascal graphs and extended Pascal triangles to explore number patterns inherent in them. This teaching unit is designed to consider the diachronic process of teaching-learning by combining Dörfler's theoretical generalization model with Wittmann's design science ideas, which are applied to the didactical practice of mathematization. In the teaching unit, considering the teaching-learning level of prospective teachers who studied discrete mathematics, we generalize the well-known Pascal triangle and its number patterns to extended Pascal triangles which have directed graphs(called Pascal graphs) as geometric models. In this process, the use of symbols and the introduction of variables are exhibited as important means of generalization. It provides practical experiences of mathematization to prospective teachers by going through various steps of the generalization process targeting symbols. This study reflects Wittmann's intention in that well-understood mathematics and the context of the first type of empirical research as structure-genetic didactical analysis are considered in the design of the learning environment.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제19권4호
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• pp.733-767
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• 2005

During the past decades, there has been a fundamental change in the objectives and nature of mathematics education, as well as a shift in research paradigms. The changes in mathematics education emphasize learning mathematics from realistic situations, students' invention or construction solution procedures, and interaction with other students of the teacher. This shifted perspective has many similarities with the theoretical . perspective of Realistic Mathematics Education (RME) developed by Freudental. The RME theory focused the guide reinvention through mathematizing and takes into account students' informal solution strategies and interpretation through experientially real context problems. The heart of this reinvention process involves mathematizing activities in problem situations that are experientially real to students. It is important to note that reinvention in a collective, as well as individual activity, in which whole-class discussions centering on conjecture, explanation, and justification play a crucial role. The overall purpose of this study is to examine the developmental research efforts to adpat the instructional design perspective of RME to the teaching and learning of differential equation is collegiate mathematics education. Informed by the instructional design theory of RME and capitalizes on the potential technology to incorporate qualitative and numerical approaches, this study offers as approach for conceptualizing the learning and teaching of differential equation that is different from the traditional approach. Data were collected through participatory observation in a differential equations course at a university through a fall semester in 2003. All class sessions were video recorded and transcribed for later detailed analysis. Interviews were conducted systematically to probe the students' conceptual understanding and problem solving of differential equations. All the interviews were video recorded. In addition, students' works such as exams, journals and worksheets were collected for supplement the analysis of data from class observation and interview. Informed by the instructional design theory of RME, theoretical perspectives on emerging analyses of student thinking, this paper outlines an approach for conceptualizing inquiry-oriented differential equations that is different from traditional approaches and current reform efforts. One way of the wars in which thus approach complements current reform-oriented approaches 10 differential equations centers on a particular principled approach to mathematization. The findings of this research will provide insights into the role of the mathematics teacher, instructional materials, and technology, which will provide mathematics educators and instructional designers with new ways of thinking about their educational practice and new ways to foster students' mathematical justifications and ultimately improvement of educational practice in mathematics classes.

• 한국수학교육학회지시리즈A:수학교육
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• 제59권4호
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• pp.313-329
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• 2020

이 연구의 목적은 사회정의 주제를 중심으로 수학과 도덕을 통합한 통합교수모델을 개발하고 통합교수모델을 적용한 수업이 학생들에게 주는 효과를 알아보는 것이다. 통합교수모델을 개발하기 위해 2015 개정 수학 교육과과 3~4학년군, 5~6학년군 수학 교과서, 2015 개정 도덕 교육과정에 대한 문헌 연구를 실시하여 수학과 도덕 교과에 사회정의 소재가 얼마나, 어떻게 반영되어 있는지를 알아보고자 하였다. 앞선 교과서 분석 결과를 바탕으로 수학과 도덕, 사회정의를 3개의 축으로 하여 융합모형 틀과 사회정의를 위한 수학과 도덕의 통합교수모델을 구안하였다. 통합교수모델의 효과를 확인하기 위하여 수학과 도덕의 통합수업이 학생들의 수학에 대한 정의적 측면과 사회적 의식, 창의적 사고력 및 비판적 사고력에 어떤 영향을 주는지 확인하였다.

• 대한의용생체공학회:의공학회지
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• 제37권2호
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• pp.75-83
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• 2016

Nursing staffing is of major interest in hospital management, however, no practical method has been developed. The present study proposed a mathematical model based on the patient classification system for nursing staffing optimization. A few characteristic parameters possibly determined experimentally and/or empirically were introduced followed by systematic calculation of the required number of nurses. An essential concept of the model is the unit work load defined as the amount of nursing work performed on single patient per unit time, where the work load is defined as the number of nursing staffs multiplied by the working hours. The unit work load was considered to vary with the patient classification level as well as the working time during a day, both of which were represented by corresponding parameter values. The number of patients for each class and the number of working hours were multiplied to the unit work load, and added up to obtain the total required work load. As the next step, the averaged number of hours that a nurse could provide per day was formulated considering the degree of nursing practice experience into 3 levels. Finally, the appropriate number of nursing staffs was calculated as the total work load divided by the average working hours per nurse. The present technique has a great advantage that the number of nursing staffs to fulfill the required work load is systematically calculated once the characteristic parameters are appropriately determined, leading to instant and fast evaluation. A practical PC program was also developed to apply the present model to nursing practice.