• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.163-192
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• 2016

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

• The Korean Journal of Applied Statistics
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• v.18 no.2
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• pp.453-469
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• 2005

In Korea, mathematics education of 11-12 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and statistics has been carried out as a part of this curriculum. We analyze mathematics textbooks-Practical mathematics and Mathematics I- and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.333-351
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• 2016

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 5th and 6th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. The results were as follows. First, the number of STEAM elements in mathematics 5-1, 5-2, 6-1, 6-2 are 151(18.4%), 212(25.9%), 211(25.7%), 246(30.0%), respectively. The 6th Grade than in 5th Grade can be seen a few plenty. Second, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 617(75.2%) and this elements are seen the most. The number of representative art and cultural art is 445(54.3%) and 172(20.9%), respectively. The number of technology-engineering and science is 158(19.2%) and 45(5.5%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Journal of applied mathematics & informatics
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• v.30 no.5_6
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• pp.913-923
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• 2012

The Odd-Even graceful labeling of a graph G with $q$ edges means that there is an injection $f:V (G)$ to $\{1,3,5,{\cdots},2q+1\}$ such that, when each edge $uv$ is assigned the label ${\mid}f(u)-f(v){\mid}$, the resulting edge labels are $\{2,4,6,{\cdots},2q\}$. A graph which admits an odd-even graceful labeling is called an odd-even graceful graph. In this paper, we prove that some well known graphs namely $P_n$, $P_n^+$, $K_{1,n}$, $K_{1,2,n}$, $K_{m,n}$, $B_{m,n}$ are Odd-Even graceful.

• Journal of applied mathematics & informatics
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• v.13 no.1_2
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• pp.37-51
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• 2003

Enumeration of the primes with difference 4 between consecutive primes, is counted up to 5${\times}$10$\^$10/, yielding the counting function ,r2,4(5${\times}$10$\^$10/) = l18905303. The sum of reciprocals of primes with gap 4 between consecutive primes is computed B$_4$(5 ${\times}$ 10$\^$10/) = 1.1970s4473029 and B$_4$ = 1.197054 ${\pm}$ 7 ${\times}$ 10$\^$-6/. And Enumeration of the primes with difference 6 between consecutive primes, is counted up to 5${\times}$10$\^$10/, yielding the counting function $\pi$$\_$2.6/(5${\times}$10$\^$10/) = 215868063. The sum of reciprocals of primes with gap 6 between consecutive primes is computed B$\_$6/(5${\times}$10$\^$10/) = 0.93087506039231 and B$\_$6/ = 1.135835 ${\pm}$ 1.2${\times}$10$\^$-6/.

• Proceedings of the Korean Society for History of Mathematics Conference
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• 1997.11a
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• pp.6.2-6.2
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• 1997

• Proceedings of the Korean Society for History of Mathematics Conference
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• 2000.11a
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• pp.6.2-6.2
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• 2000

• The Mathematical Education
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• v.53 no.2
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• pp.239-261
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• 2014

The purpose of this study is to analyze the influences of discussion-based learning of mathematics using smart phone application on the middle school students' mathematics learning. For this purpose, we selected 6 open problems suitable for learning mathematical reasoning and five 3rd grade middle school students as participants who expected to participate in 6 lessons of discussion-based learning of mathematics using smart phone application. From the analysis of 6 lessons, we found the following results. First, attending the lessons of discussion-based learning of mathematics using smart phone application makes students more interested in mathematics and change their mathematics learning attitudes more positively. Second, the lessons of discussion-based learning of mathematics using smart phone application facilitate students' mathematical communication with the help of various communication methods using many functions of smart phone applications. Third, the lessons of discussion-based learning of mathematics using smart phone application provide teachers with teaching-learning environment where teachers can easily give their students consultation about mathematics learning or daily life.

• Journal of applied mathematics & informatics
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• v.29 no.5_6
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• pp.1257-1268
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• 2011

The thermal behavior of wood exposed to the outdoors is influenced by solar absorptivity and longwave emissivity. However, it is difficult to measure that properties directly. Hence we estimate the values of the parameter by using the least-square optimization technique. Finally we report the results for the computation of the values of the parameters.

• Journal of Applied and Pure Mathematics
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• v.6 no.1_2
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• pp.37-45
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• 2024

The aim of this article is to consider the sequences generated by repeatedly performing matrix multiplication operations, define the stable, amicable pair, sociable matrix sequences, and analyze the results obtained through iteration. Lastly, numbers are changed to colors to make them easier to understand.