• International Journal of Fluid Machinery and Systems
• /
• v.4 no.2
• /
• pp.271-288
• /
• 2011

The mathematical modelling of screw compressor processes and its implementation in their design began about 30 years ago with the publication of several pioneering papers on this topic, mainly at Purdue Compressor Conferences. This led to the gradual introduction of computer aided design, which, in turn, resulted in huge improvements in these machines, especially in oil-flooded air compressors, where the market is very competitive. A review of progress in such methods is presented in this paper together with their application in successful compressor designs. As a result of their introduction, even small details are now considered significant in efforts to improve performance and reduce costs. Despite this, there are still possibilities to introduce new methods and procedures for improved rotor profiles, design optimisation for each specified duty and specialized compressor design, all of which can lead to a better product and new areas of application. A review of methods and procedures which lead to modern screw compressor practice is presented in this paper. This paper is intended to give a cross section through activities being done in mathematical modelling of screw compressor process through last five decades. It is expected to serve as a basis for further contributions in the area and as a challenge to the forthcoming generations of scientists and engineers to concentrate their efforts in finding future and more extended approaches and submit their contributions.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.4
• /
• pp.619-633
• /
• 2010

To offer insights in organizing professional development programs to promote teachers' substantial ongoing learning, this paper provides an overview of situative perspectives in terms of cognition as situated, cognition as social, and cognition as distributed. Then, it describes research findings on how mathematics teachers can enhance their knowledge and thus improve their instructional practices through participation in a professional development program that mainly provides opportunities to learn and analyze students' mathematical thinking and to perform mathematical tasks through which they interpret the understanding of students' mathematical thinking. Further, it shows that a knowledge of students' mathematical thinking is a powerful tool for teacher learning. In addition, it suggests that teacher-researcher and teacher-teacher collaborative activities influence considerably teachers' understanding and practice as such collaborations help teachers understand new ideas of teaching and develop innovative instructional practices.

• The Mathematical Education
• /
• v.55 no.4
• /
• pp.467-484
• /
• 2016

What an individual values and regards as important has a significant impact on his or her learning. Classroom instruction would be even more effective if what the teacher regards as important in his or her pedagogical practice are aligned with what students regard as important too. Given this background, this study sought to find out what Korean students valued about mathematics and mathematics learning using a questionnaire developed by Seah (2005). The participants were 409 students from Grade 6 and 407 students from Grade 9 in Korea. The results of this study showed that students put the biggest emphasis on ideological aspects of mathematics, specifically rationalism, among mathematical values. The students also valued product, computation, process, exposition, and recalling among values related to the learning of mathematics. A comparative analysis between the two groups of students showed that sixth graders tended to think more positively with regards to each value than ninth graders. On the basis of these results, this paper raises some issues about students' values in mathematics learning. It also suggests that teachers need to consider what students value and regard as important in their mathematics learning to bring about even more effective instruction.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.2
• /
• pp.239-257
• /
• 2016

The Common Core States Standards was developed by building on the best state standards in the U.S.; examining the expectations of other highperforming countries around world; and carefully studying the research and literature available on what students need to know. The Common Core States Standards for Mathematics are reshaping the teaching and learning of mathematics in California classroom using the California Common Core States Standards for Mathematics(CA CCSSM). The aim of this study is to observe CA CCSSM. The CA CCSSM were established to address the problem of having a curriculum that is 'a mile wide and an inch deep'. And it have two types of standards. One is standards for mathematical practice which are the same at each grade level, the other is standards for mathematical content which are different at each grade level. This study focused on standards for mathematical content, in particular, on Geometry domain in elementary level, using Mathematics Framework for California Public Schools.

• Journal of Educational Research in Mathematics
• /
• v.18 no.2
• /
• pp.201-221
• /
• 2008

This study discusses how the humanity mathematics education can be realized in practice. The essence of mathematical concept is gradually disclosed revealing the ambiguities in the concept currently accepted and clarifying them. Historical development of mathematical concepts has progressed as such, exemplified with the group-theoretical thought and continuous function. In learning of mathematical concepts, thus, students have to recognize, reveal and clarify the ambiguities that intuitive and context-dependent definitions in school mathematics have. We present the process of improvement of definitions of a tangent and a polygon in school mathematics as examples. In the process, students may recognize the limitations of their thoughts and reform them with feelings of humility and satisfaction. Therefore this learning process would contribute to cultivating students' minds as the humanity mathematics education pursues.

• Education of Primary School Mathematics
• /
• v.26 no.2
• /
• pp.99-113
• /
• 2023

In this study, I explored the possibility of using ChatGPT math education. For this purpose, students' problem-solving outputs and conversation data between pre-service teachers and a student were selected as an analysis case. A case was analyzed using ChatGPT and compared with the results of mathematics education experts. The results that ChatGPT analyzed students' problem-solving strategies and mathematical thinking skills were similar to those of math education experts. ChatGPT was able to analyze teacher questions with evaluation criteria, and the results were similar to those of math education experts. ChatGPT could also respond with mathematical theory as a source of evaluation criteria. These results demonstrate the potential of ChatGPT to analyze students' thinking and teachers' practice in mathematics education. However, there are limitations in properly applying the evaluation criteria or providing inaccurate information, so the further review of the derived information is required.

• Journal of Wellbeing Management and Applied Psychology
• /
• v.3 no.2
• /
• pp.21-26
• /
• 2020

The purpose of this article is to capture this situation within the changes that take place due to it, inside the Greek society where there is a great need for professional social workers who are able to work targeted and effectively with foreigners, both children and adults, who have or develop mental health problems for the very first time. Over the recent decades the increasing number of migration flows has exerted and continues to exert great pressure on the health system and on the welfare structures of Greece. The bases for the development of a rudimentary reception and integration system that still is in progress have been delayed, while there has been no happy medium, between the enormous pressure that foreigner users of this system put on, and the humanitarian obligation of a well-governed state towards all residents of the country. Straight through everyday clinical practice in the field of intercultural work, social work has the knowledge and techniques for a total management of emerging problems and at the same time provides a value system with an ethical background which approaches refugees and migrants in order to provide quality services, mostly to users of mental health services.

• School Mathematics
• /
• v.15 no.2
• /
• pp.369-387
• /
• 2013

This research intends to give a practice of mathematics lesson-critique and some perspectives on a mathematics lesson in the elementary school level. We carried out a mathematics lesson-critique on a lesson chosen as a good lesson by a local educational district in Korea. The main themes of mathematics lesson-critique were the reconstruction of lesson models, the pursuit of relational understanding, the activation of mathematical communication, and the didactical transformation by a in-service teacher. Meanwhile we confirmed that we need to discuss the properness and adequateness of contents about division of natural numbers given in the elementary mathematics textbook and teachers' guide according to the revised 2007 mathematics curriculum.

• Korean Journal of Mathematics
• /
• v.23 no.1
• /
• pp.93-114
• /
• 2015

The "flipped" or "inverted" classroom, in which students study lecture-type material at home and do their "homework" in the classroom, has been the subject of research, particularly in the area of student achievement. Yet Bishop and Verleger (2013) state the need for an underlying theory to the practice. The purpose of this paper is to explore "multidimensional teaching," the authors' extension of the two-dimensional "flipped" classroom concept in light of Cambourne's (1995) Conditions for Learning. One author's math class for pre-service teachers was taught in two styles, a more traditional lecture format and in the \inverted" format. Students in the "flipped" format achieved at a higher level. Moreover, students' open-ended comments reveal that Cambourne's Conditions for Learning were implicit to the teaching practice. The authors suggest that practitioners of this style of teaching should deliberately develop student-centered practices, such as those mentioned by Cambourne, in order to retain the power that this teaching style currently has.

• Journal of Technology Innovation
• /
• v.10 no.2
• /
• pp.19-44
• /
• 2002

All over the world, the attention on the exploitation of public research, which is mainly implemented by technology transfer, has increased in recent years. Licensing, which is one of representative mechanisms for public-to-private technology transfer, is accompanied by the frequent conflicts in negotiating a license payment between public research institutes (PRIs) and private firms. In spite of the body of literature on technology transfer in a licensing context, it focuses on contracts between private firms. Even the existing literature, which addresses public-to-private technology transfer through licensing, to our knowledge, has not yet formalized an established licensing model. This paper develops a mathematical model of public-to-private licensing, not hitherto tried by academics. The model addresses important issues to be applied comprehensively in licensing practice, such as determining a royalty rate, balancing between an initial payment and a running royalty, designing an inventor's incentive system, and setting a minimum payment as a screening criterion. The paper also provides reasonable management implications to controversial issues in technology transfer from PRIs to private firms, partly employing the comparative analysis between current stylized licensing practice and the one suggested in the model. We hope that study contributes to providing the foundation on which the theory on public-to-private licensing would extend to an in-depth level.