• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.475-489
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• 2011

The purposes of this study were to inform the exemplary models of integrated science and mathematics and to analyze and discuss their similarities and differences of the models. There were two steps to select the exemplary models of integrated science and mathematics. First, the second volume (Berlin & Lee, 2003) of the bibliography of integrated science and mathematics was analyzed to identify the models. As a second step, we selected the models that are dealt with in the School Science Mathematics journal and were cited more than three times. The findings showed that the following four exemplary theoretical models were identified and published in the SSM journal: the Berlin-White Integrated Science and Mathematics (BWISM) Model, the Mathematics/Science Continuum Model, the Continuum Model of Integration, and the Five Types of Science and Mathematics Integration. The Berlin-White Integrated Science and Mathematics (BWISM) Model focused an interpretive or framework theory for integrated science and mathematics teaching and learning. BWISM focused on a conceptual base and a common language for integrated science and mathematics teaching and learning. The Mathematics/Science Continuum Model provided five categories and ways to clarify the extent of overlap or coordination between science and mathematics during instructional practice. The Continuum Model of Integration included five categories and clarified the nature of the relationship between the mathematics and science being taught and the curricular goals for the disciplines. These five types of science and mathematics integrations described the method, type, and instructional implications of five different approaches to integration. The five categories focused on clarifying various forms of integrated science and mathematics education. Several differences and similarities among the models were identified on the basis of the analysis of the content and characteristics of the models. Theoretically, there is strong support for the integration of science and mathematics education as a way to enhance science and mathematics learning experiences. It is expected that these instructional models for integration of science and mathematics could be used to develop and evaluate integration programs and to disseminate integration approaches to curriculum and instruction.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.372-381
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• 2015

Mathematics and science are very closely related. Among the science areas, physic is strongly linked with mathematics. As the related mathematics skills were alloted later than the science contents in the national curriculum, students often suffer from science classes. Accordingly, an opinion have been claimed to teach the related mathematics skills prior to the science classes. However, it would be hard to arrange all science and mathematics contents in order. Instead of that, in this research, we taught students mathematics contents that are crucial for learning speed through science classes. We called that teaching strategy an integrated science and mathematics class. Then, we examined students' achievement in science as well as skills of mathematics to know the effectiveness of the strategy. We found that the average mathematics score of the whole class went up meaningfully. We also found that their science achievement was above than basic level. Moreover, the homeroom teacher of the students observed 3 aspects which showed the students were better than previous students. Finally, we divided the students into 4 groups by their science and mathematics achievement score and interviewed each group. As a result, we knew that interesting and confidence in science and mathematics quite exerted influence on their achievement.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.493-511
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• 2009

The purpose of this thesis is to discuss the characteristic methods of Mathematics Education. However, it is not simple to find the proper research method of Mathematics Education since Mathematics Education deals with the practice of teaching and learning mathematics, as well as the topics of scholarly research on the practice. Issues on Mathematics Education might vary with the epidemical aspects, which are basic attitudes toward the knowledge and understanding about Mathematics. Thus, this thesis will discuss two questions: First, What are the distinguishing characteristics of Mathematics Education as a field of study, when compared with ones of mathematics? Second, What are the characteristic methods of Mathematics Education, when compared with ones of other academic fields? For solving those questions, this thesis starts from meanings of science and education. And it also classifies Mathematics as formal science whereas Mathematics Education as social science by showing differences between Mathematics and Mathematics Education: research subject of Mathematics targets on mathematics itself and it uses the deductive method. On the other hand, Mathematics Education research handles the practice of mathematics of students and uses plausible reasoning. Also, it will also show why Mathematics Education shares lots of aspects with social science, not with natural science, which has many different characteristics from those of social science. Many researchers have agreed that Education should be categorized into the social science but misplaced Mathematics Education and Science Education into the natural science. It is true that physics and chemistry are natural science. And also it should be said that pure science is formal science. But it should be considered that just like Education, Mathematics Education and Science Education are in the category of social science.

• Korean Journal of Mathematics
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• v.24 no.4
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• pp.737-750
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• 2016

In this note we describe some classes of rings in relation to Abelian property of factorizations by nilradicals and Jacobson radical. The ring theoretical structures are investigated for various sorts of such factor rings which occur in the process.

• Education of Primary School Mathematics
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• v.7 no.2
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• pp.75-84
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• 2003

The purpose of this study is to suggest the direction for development of function materials integrating mathematics and science. First, we must investigate curricular scope and sequence of mathematics and science. Second, the science contexts selected need to support the mathematics concepts, not overwhelm them. The mathematics can easily get lost if science becomes too complicated. We may be tempted, which can result in misconceptions that are hard to correct later. Third, Many different examples of mathematics-science integration exist, therefore, it is important to find rich science contexts to connect with mathematics.

• Korean Journal of Mathematics
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• v.21 no.3
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• pp.311-318
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• 2013

We continue the study of power-Armendariz rings over IFP rings, introducing $k$-power Armendariz rings as a generalization of power-Armendariz rings. Han et al. showed that IFP rings are 1-power Armendariz. We prove that IFP rings are 2-power Armendariz. We moreover study a relationship between IFP rings and $k$-power Armendariz rings under a condition related to nilpotency of coefficients.

• Journal of Science Education
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• v.36 no.1
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• pp.14-21
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• 2012

We investigated the relationship of brain dominance with mathematics and science achievement. The participants were 131 middle school students (male: 74, female: 57). It was found that the above average group in mathematics and science achievement had the highest frequency with left lower brain (LLB) (mathematics: 33.8%, science: 35.0%), whereas the below average group in mathematics and science achievement had the highest frequency with right lower brain (RLB) (mathematics: 38.7%, science: 36.1%). The LLB score showed a significant difference between the above average group and the below average group in science (p<.05). In the correlational analysis, the LLB scores had the highest correlation coefficients (mathematics: r=.28, science: r=.26). The LUB scores had the second highest correlation coefficients (mathematics: r=.18, science: r=.24). These results suggest that LLB and LUB are related to mathematics and science achievement. Therefore, we insist that the assessment of mathematics and science achievement should consider brain dominance.

• Journal of Applied and Pure Mathematics
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• v.5 no.1_2
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• pp.9-22
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• 2023

In this paper, the connection and convergence between mathematics and science (physics) concepts were investigated. In addition, methods to closely analyze the degree of mathematics and science (physics) learning were looked into. Furthermore, methods to express and analyze the learning states of individual learners were investigated and a plan to organize educational programs was sought.

• Journal of applied mathematics & informatics
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• v.27 no.1_2
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• pp.327-334
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• 2009

By means of Riccati transformation techniques, we obtain some criteria which ensure that every solution of a nonlinear equation on time scales oscillates.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.805-822
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• 2005

In Korea, many local university mathematics faculty knew that the institution faced serious student shortage problems and the restructuring and cut actions for such a mathematics major programs. In general, undergraduate mathematics education in korea is in the crisis. In general, lots of mathematics departments in korea was not prepared for such a severe risk. In this article, university mathematics education and research business are studied in the context of the size of korea-usa population, economy(such as GDP), SCI indices. Korea-usa university mathematics education profile data are presented to compare korea-usa university mathematics education business. Lots of precious data on mathematics education are being helped to prepare for the university mathematics education crisis.