• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권1호
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• pp.45-57
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• 2011

Mathematical thinking is a core element in mathematics education and classroom learning. This paper wish to investigate how primary four (grade 4) students develop their mathematical thinking through working on tasks in multiplication where greatest products of multiplication are required. The tasks include the format of many digit times one digit, 2 digits times 2 digits up to 3 digits times 3 digits. It is found that the process of mathematical thinking of students depends on their own representation in obtaining the product. And the solution is obtained through a pattern/analogy and "pattern plus analogy" process. This specific learning process provides data for understanding structure and mapping in problem solving. The result shows that analogy allows successful extension of solution structure in the tasks.

• 대한수학회논문집
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• 제11권2호
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• pp.463-469
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• 1996

We construct closed orientable four-manifolds which have nontrivial Seiberg-Witten invariants, but do not admit any symplectic structure.

• 대한수학회보
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• 제46권3호
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• pp.447-461
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• 2009

In this paper we give a non-existence theorem for Hopf real hypersurfaces in complex two-plane Grassmannians $G_2(\mathbb{C}^{m+2})$ satisfying the condition that the structure Jacobi operator $R_{\xi}$ commutes with the 3-structure tensors ${\phi}_i$, i = 1, 2, 3.

• 대한수학회논문집
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• 제21권2호
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• pp.321-335
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• 2006

Generic submanifolds of a Riemannian manifold endowed with a hypercosymplectic 3-structure are studied. Integrability conditions for certain distributions on the generic submanifold are discussed. Geometry of leaves of certain distributions are also studied.

• East Asian mathematical journal
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• 제39권2호
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• pp.167-181
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• 2023

The purpose of this study is to confirm the possibility of whether learning using a math learning platform can be used to expand students' conceptual structure and to consider how to use it. To this end, first-year middle school students studied using a math learning platform. Then, the concept map created was compared and analyzed with the concept map created before learning to examine the change in the concept structure. The results of analyzing the concept map are as follows. First, the change in the hierarchical structure of the concept appeared as the division of the upper concept was subdivided. However, it has also been changed to comprehensively integrate and simplify higher concepts. The term-centered concept structure has changed to content-centered superordinate and subordinate concepts. In the concept structure, subordinate concepts linked to one higher concept were expanded and differentiated. Second, changes in the integrated structure did not form a linkage structure. The expansion of the integrated structure of concepts through learning using the learning platform was influenced by the composition of the learning contents designed in the learning platform.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.365-380
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• 1998

Structualist view distinguishes structure(reality) from phenomenon(appearance). Phenomenon is the outside aspect of structure and structure is the inside aspect of phenomenon. From the structualist view, the knowledge could e divided into two parts, the appearance of knowledge(the outside aspect of knowledge)and the structure of knowledge(the inside aspect of knowledge). Structualist view advices teachers to understand knowledge more totally from the inside-outside viewpoint, and not to teach mere the one aspect of knowledge, especially the outside aspect of knowledge, that is, the written expressions in textbook, but to teach the inside and outside aspects fo knowledge totally. In the history of mathematics education, the attempts to teach the structure of knowledge were flourishing in the period of discipline-centered curriculum. 'New Math movement' represents the attempts. The advocators of New Math, however, did not succeed sufficiently to understand the inside-outside view which the term the structure of knowledge represents, and failed to make mathematics teachers to understand the view well. Their attention was put on to introduce the modern mathematics to school math rather than to understand the educational and epistemological perspective which the term the structure of knowledge represents. To teach the structure of knowledge, mathematics teacher should be able to understand mathematical knowledge more totally from the inside-outside viewpoint. Especially, s/he should not regard the outside aspect of mathematical knowledge written in textbook as the totality of knowledge, but inquire into the inside aspect of mathematical knowledge from the outside aspect of mathematical knowledge.

• 대한수학교육학회지:학교수학
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• 제6권4호
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• pp.325-344
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• 2004

본 연구에서는 개념의 조직화, 사고의 창의가 가능한 마인드맵 노트활동이 수학 학습에 미치는 영향을 알아보기 위해서 마인드맵 노트활동을 적용한 수업방식과 기존의 교사주도식 수업방식에서의 수학개념구조 형성과 수학적 창의력에 대한 효과를 분석하였다. 중학교 3학년 학생을 대상으로 약 3개월 동안 31차시의 마인드맵 노트활동을 적용하여 수업을 한 후, 수학개념구조 검사지와 수학적 창의력 검사지, 그리고 면담자료로 평가한 결과는 다음과 같다. 첫째, 마인드맵을 활용한 수업방식이 기존의 교사주도식 수업방식에 비해 학습자의 개념구조형성 신장에 효과가 있는 것으로 나타났다. 둘째, 마인드맵을 활용한 수업이 기존의 교사주도식 수업에 비해 학습자의 수학적 창의력 신장에 효과가 있는 것으로 나타났고, 특히 수학적 창의력의 하위 요소 중 유창성과 응통성 신장에 효과가 있었다. 따라서 수학 개념구조 형성과 수학적 창의력 신장을 위해서 학교수업에서 마인드맵 노트활동의 도입을 제언한다.

• 대한수학회보
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• 제53권6호
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• pp.1869-1878
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• 2016

We study closed Einstein-Weyl structure on compact K-contact manifolds and prove that a compact K-contact manifold admitting a closed Einstein-Weyl structure is Einstein and Sasakian.

• 대한수학회지
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• 제39권3호
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• pp.411-424
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• 2002

We construct the canonical connection associated with a hypercontact structure. Moreover, we discuss the canonical connection associated with a sub-Riemannian 3-structure. As an application, we study the sub-symmetry property in terms of the canonical connection.

• East Asian mathematical journal
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• 제21권1호
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• pp.27-39
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• 2005

We will define p-stack convergence spaces and show that each neighborhood structure is uniquely determined by p-stack convergence structure. Also, we will show that p-stack convergence spaces are a generalization of neighborhood spaces.