• Title/Summary/Keyword: mathematics subject

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The syntax of Linear logic (선형논리의 통사론)

  • Cheong, Kye-Seop
    • Journal for History of Mathematics
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    • v.25 no.3
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    • pp.29-39
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    • 2012
  • As a product of modern proof theory, linear logic is a new form of logic developed for the purpose of enhancing programming language by Professor Jean-Yves Girard of Marseille University (France) in 1987 by supplementing intuitionist logic in a sophisticated manner. Thus, linear logic' s connectives can be explained using information processing terms such as sequentiality and parallel computation. For instance, A${\otimes}$B shows two processes, A and B, carried out one after another. A&B is linked to an internal indeterminate, allowing an observer to select either A or B. A${\oplus}$B is an external indeterminate, and as such, an observer knows that either A or B holds true, but does not know which process will be true. A ${\wp}$ B signifies parallel computation of process A and process B; linear negative exhibits synchronization, that is, in order for the process A to be carried out, both A and $A^{\bot}$ have to be accomplished simultaneously. Since the field of linear logic is not very active in Korea at present, this paper deals only with syntax aspect of linear logic in order to arouse interest in the subject, leaving semantics and proof nets for future studies.

Research Trends and Approaches to Early Algebra (조기 대수(Early Algebra)의 연구 동향과 접근에 관한 고찰)

  • Lee, Hwa-Young;Chang, Kyong-Yun
    • Journal of Educational Research in Mathematics
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    • v.20 no.3
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    • pp.275-292
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    • 2010
  • In this study, we discussed the way to teach algebra earlier through investigating to research trends of Early Algebra and researching about nature of subject involving algebra. There is a strong view that arithmetic and algebra have analogous forms and that algebra is on extension to arithmetic. Nevertheless, it is also possible to present a perspective that the fundamental goal and role of symbols and letters are difference between arithmetic and algebra. And, we could recognize that geometry was starting point of algebra trough historical perspectives. To consider these, we extracted some of possible directions to approaches to teach algebra earlier. To access to teaching algebra earlier, following ways are possible. (1) To consider informal strategy of young children. (2) Arithmetic reasoning considered of the algebraic relation. (3) Starting to algebraic reasoning in the context of geometrical problem situation. (4) To present young students to tool of letters and formular.

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Elements and Changes of Teacher Expertise for the Science Gifted : Focused on Mathematics and Science Teachers in Science High Schools (고등학교급 과학영재 지도교사의 전문성 요소와 차이: 과학고 수학·과학 교사를 중심으로)

  • Jung, Hyun-Chul;Heo, Namyoung
    • Journal of Gifted/Talented Education
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    • v.25 no.2
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    • pp.183-194
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    • 2015
  • In this study, we identified the elements of teachers'expertise for the science gifted in science high school, and examined teacher perceptions of expertise. Through previous studies and expert consultations, 5 categories such as subject knowledge, inquiry teaching, pedagogical knowledge, student guidance and school work were derived. Based on these 5 categories and sub-element, a questionnaire was constructed. Total 284 mathematics and science teachers from 19 science high schools across the country responded to the survey. The desirable level of expertise and current level of responding teachers' own expertise were examined and compared to each other, and group comparisons were accomplished according to teacher career, type of degree and final degree. Some implications are suggested for the professional development for teachers of the science gifted.

Interpretation of Teacher Knowledge in Geometry with Shulman - Fischbein Framework: Cases of US Preservice Teachers (Shulman-Fischbein 개념틀을 활용한 예비 교사의 기하 영역에 대한 지식 해석 : 미국 예비교사들의 사례)

  • Kim, Ji Sun
    • Journal of the Korean School Mathematics Society
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    • v.21 no.2
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    • pp.113-139
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    • 2018
  • There is no doubt about the importance of teacher knowledge for good teaching. Many researches attempted to conceptualize elements and features of teacher knowledge for teaching in a quantitative way. Unlike existing researches, this article suggests an interpretation of preservice teacher knowledge in the field of geometry using the Shulman - Fischbein framework in a qualitative way. Seven female preservice teachers voluntarily participated in this research and they performed a series of written tasks that asked their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). Their responses were analyzed according to mathematical algorithmic -, formal -, and intuitive - SMK and PCK. The interpretation revealed that preservice teachers had overally strong SMK, their deeply rooted SMK did not change, their SMK affected their PCK, they had appropriate PCK with regard to knowledge of student, and they tended to less focus on mathematical intuitive - PCK when they considered instructional strategies. The understanding of preservice teachers' knowledge throughout the analysis using Shulman-Fischbein framework will be able to help design teacher preparation programs.

The Development of a Theoretical Model of Integrated Medical Humanity Curriculum Using Science, Technology, Engineering, Arts, and Mathematics Model (융합인재교육 이론모형 틀에 기반을 둔 통합의료인문학 교육과정 이론모형의 제안)

  • Kim, Jin Hee;Lee, Young Hwan;Park, Won Kyun;Park, Young Soon;Park, Hae Jin;Chun, Kyung Hee
    • Korean Medical Education Review
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    • v.17 no.1
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    • pp.39-48
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    • 2015
  • The purpose of this study was to propose a theoretical model for an integrated medical humanities curriculum based on a STEAM (science, technology, engineering, arts, and mathematics) education framework and to provide a guideline for curriculum integration. Three dimensions of integrated curriculum development are competencies, core contents, and elements of integration. Competencies imply the purpose of the medical humanities of a medical school and the exit outcomes of the curriculum. Core contents imply the goals and objectives of the curriculum. We compared the goals and themes of the medical humanities with core attributes of professionalism. Four elements of integration were proposed: units (cases, problem activities, core contents, disciplines/subjects), types (multidisciplinary, interdisciplinary, transdisciplinary), contexts of integration (life cycle of patients, scope of society), and stages of student development (from student to doctor). It is expected that this theoretical model for an integrated medical humanities curriculum can be used as a guideline for curriculum development and an evaluation criterion for instructional designers and subject matter experts.

Computer Programming Curriculum and Teaching Method in Connection with Mathematics Education System in the Elementary and Secondary Schools (초.중등학교에서 수학교육체계와 연계된 컴퓨터 프로그래밍 교육과정과 교수방법)

  • Park, Young-Mi;Yoo, Kwan-Hee
    • The Journal of the Korea Contents Association
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    • v.8 no.1
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    • pp.116-127
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    • 2008
  • In the $7^{th}$ education curriculum, computer education curriculum in the elementary and secondary schools is composited into the contents for the use of computers so that there are some limitations in teaching students the abilities for solving various problems of several areas using computers. Recently, the research has done to change the computer education curriculum for enhancing creativity and problem solving ability required by the future education. The contents of the main subject for enhancing them is of computer programming, however, there was not enough research on systematic programming education curriculum for leading to motivating learners and enhanced knowledge transfer to those learners. In this paper, we analysis the contents mathematics education curriculum with consecutive contents and in tight connection with computer education and then extract its programming related elements. Based on those, we propose a programming education curriculum with which we can teach systematically computer programing according to continual and systematic guidance in the elementary and secondary schools. And we develop a teaching model and learning guidance for teaching students programming methods with the computer programming education curriculum proposed in this paper.

SYMMETRIC SOLUTIONS FOR A FOURTH-ORDER MULTI-POINT BOUNDARY VALUE PROBLEMS WITH ONE-DIMENSIONAL $p$-LAPLACIAN AT RESONANCE

  • Yang, Aijun;Wang, Helin
    • Journal of applied mathematics & informatics
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    • v.30 no.1_2
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    • pp.161-171
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    • 2012
  • We consider the fourth-order differential equation with one-dimensional $p$-Laplacian (${\phi}_p(x^{\prime\prime}(t)))^{\prime\prime}=f(t,x(t),x^{\prime}(t),x^{\prime\prime}(t)$) a.e. $t{\in}[0,1]$, subject to the boundary conditions $x^{\prime\prime}}(0)=0$, $({\phi}_p(x^{\prime\prime}(t)))^{\prime}{\mid}_{t=0}=0$, $x(0)={\sum}_{i=1}^n{\mu}_ix({\xi}_i)$, $x(t)=x(1-t)$, $t{\in}[0,1]$, where ${\phi}_p(s)={\mid}s{\mid}^{p-2}s$, $p$ > 1, 0 < ${\xi}_1$ < ${\xi}_2$ < ${\cdots}$ < ${\xi}_n$ < $\frac{1}{2}$, ${\mu}_i{\in}\mathbb{R}$, $i=1$, 2, ${\cdots}$, $n$, ${\sum}_{i=1}^n{\mu}_i=1$ and $f:[0,1]{\times}\mathbb{R}^3{\rightarrow}\mathbb{R}$ is a $L^1$-Carath$\acute{e}$odory function with $f(t,u,v,w)=f(1-t,u,-v,w)$ for $(t,u,v,w){\in}[0,1]{\times}\mathbb{R}^3$. We obtain the existence of at least one nonconstant symmetric solution by applying an extension of Mawhin's continuation theorem due to Ge. Furthermore, an example is given to illustrate the results.

A Study on the Effective Use of Tangrams for the Mathematical Justification of the Gifted Elementary Students (초등수학영재의 수학적 정당화를 위한 칠교판 활용방안 연구)

  • Hwang, Jinam
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.4
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    • pp.589-608
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    • 2015
  • The inquiry subject of this paper is the number of convex polygons one can form by attaching the seven pieces of a tangram. This was identified by two mathematical proofs. One is by using Pick's Theorem and the other is 和々草's method, but they are difficult for elementary students because they are part of the middle school curriculum. This paper suggests new methods, by using unit area and the minimum area which can be applied at the elementary level. Development of programs for the mathematically gifted elementary students can be composed of 4 class times to see if they can prove it by using new methods. Five mathematically gifted 5th grade students, who belonged to the gifted class in an elementary school participated in this program. The research results showed that the students can justify the number of convex polygons by attaching edgewise seven pieces of tangrams.

A Study of the Potentials of Math Based Convergence Instructional Model (수학 기반 융합 수업 모형의 가능성 탐색)

  • Kim, YuKyung;Pang, JeongSuk
    • Education of Primary School Mathematics
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    • v.18 no.2
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    • pp.107-122
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    • 2015
  • This research aims to suggest a math-based convergence instructional model. The convergence instructional model with emphasis on problem solving ability was developed based on each subject and the STEAM model. Then, the appropriateness and limit of the classroom model were investigated, through examining the aspects of its realization in each stage of the class instruction model while enacting a four part lesson on 6th graders. As a result, each stage of the classroom instruction model influenced in helping the students discover various problem solving skills, critically examine the process of the solving, and attain positive perspectives on the classroom instruction. However, appropriate intervention of the teacher was needed to lead the students to further synthesize the explored issues in mathematics and to expand the scope of their emotional experience. This paper closes with suggestions in implementing math based convergence lessons.

Development of Estimation Algorithm of Latent Ability and Item Parameters in IRT (문항반응이론에서 피험자 능력 및 문항모수 추정 알고리즘 개발)

  • Choi, Hang-Seok;Cha, Kyung-Joon;Kim, Sung-Hoon;Park, Chung;Park, Young-Sun
    • Communications for Statistical Applications and Methods
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    • v.15 no.3
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    • pp.465-481
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    • 2008
  • Item response theory(IRT) estimates latent ability of a subject based on the property of item and item parameters using item characteristics curve(ICC) of each item case. The initial value and another problems occurs when we try to estimate item parameters of IRT(e.g. the maximum likelihood estimate). Thus, we propose the asymptotic approximation method(AAM) to solve the above mentioned problems. We notice that the proposed method can be thought as an alternative to estimate item parameters when we have small size of data or need to estimate items with local fluctuations. We developed 'Any Assess' and tested reliability of the system result by simulating a practical use possibility.