• Communications of Mathematical Education
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• v.38 no.3
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• pp.425-441
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• 2024

This study analyzed the description of the definitions of terms used in the high school <Mathematics> textbooks of the 2015 revised curriculum, selected controversial terms, and investigated the perceptions of mathematics teachers and professors on them. The four controversial terms selected were 'absolute inequality', 'asymptotes', 'irrational expressions', and 'irrational functions'. A survey was conducted to evaluate whether the definitions of these terms differed between textbooks, whether they needed improvement, and whether they needed to be designated as terms. The results of the study showed that 'absolute inequality' was recognized as having a large difference in the definitions of the textbooks, and that there was a high need for revision of the definitions of the terms. In addition, the need for additional research was raised on 'asymptotes' and 'irrational expressions'. This study can be used as basic data for standardizing and improving the definitions of textbook terms to improve students' conceptual understanding.

• Bulletin of the Korean Mathematical Society
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• v.30 no.1
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• pp.117-124
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• 1993

In this paper, we introduce a concept of quasi $O_{z}$ -spaces which generalizes that of $O_{z}$ -spaces. Indeed, a completely regular space X is a quasi $O_{z}$ -space if for any regular closed set A in X, there is a zero-set Z in X with A = c $l_{x}$ (in $t_{x}$ (Z)). We then show that X is a quasi $O_{z}$ -space iff every open subset of X is $Z^{#}$-embedded and that X is a quasi $O_{z}$ -spaces are left fitting with respect to covering maps. Observing that a quasi $O_{z}$ -space is an extremally disconnected iff it is a cloz-space, the minimal extremally disconnected cover, basically disconnected cover, quasi F-cover, and cloz-cover of a quasi $O_{z}$ -space X are all equivalent. Finally it is shown that a compactification Y of a quasi $O_{z}$ -space X is again a quasi $O_{z}$ -space iff X is $Z^{#}$-embedded in Y. For the terminology, we refer to [6].[6].

• Research in Mathematical Education
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• v.26 no.4
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• pp.271-289
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• 2023

This research investigates the development of elementary students' concepts of line segments, straight lines, and rays, employing metaphor analysis as a research methodology. By analyzing metaphorical expressions, the research aims to explore how elementary students form these geometric concepts line segments, straight lines, and lays and evolve their understanding of them across different grades. Surveys were conducted with elementary school students in grades three to six, focusing on metaphorical expressions and corresponding their reasons associated with line segments, straight lines, and rays. The data were analyzed through coding and categorization to identify the types in students' metaphorical expressions. The analysis of metaphorical expressions identified five types: straightness, infinity or direction, connections of another geometric concepts, shape and symbols, and terminology.

• School Mathematics
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• v.19 no.2
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• pp.229-248
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• 2017

This study investigated the factors that should be considered when teaching proportional expression and proportional distribution through literature review. Based on these results, we analyzed and compared Korean and foreign mathematics textbooks on proportional expression and proportional distribution longitudinally and horizontally to search for desirable methods of organizing the unit of proportional expression and proportional distribution in mathematics textbooks. For longitudinal analysis, we took the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we selected the mathematics textbooks of Japan, Singapore, and China. In each textbook, the contents and the order in relation to proportional expression and proportional distribution, the definitions of terminology, and the contexts and the visual representations for introducing related concepts are selected as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about proportional expression and proportional distribution. Based on these results, we suggested some implications for writing the unit of proportional expression and proportional distribution in elementary mathematics textbooks.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.355-375
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• 2011

This paper was designed for the purpose of helping the functional comprehension on the concept of a circumcenter and an incenter of triangle and offering the help for teaching-learning process on their definitions. We analysed the characteristic of the definition on a circumcenter and an incenter of triangle and studied the context, mean and purpose on the definition. The definition focusing on the construction is the definition stressed on the consistency of the concept through the fact that it is possible to draw figure of the concept. And this definition is the thing that consider the extend of the concept from triangle to polygon. Meanwhile this definition can be confused because the concept is not connected with the terminology. The definition focusing on the meaning is easy to memorize the concept because the concept is connected with the terminology but is difficult to search for the concept truth. And this definition is the thing that has the grounds on the occurrence but is taught in a made-knowledge. The definition focusing on both the construction and meaning is the definition that the starting point is vague in the logical proof process. We hope that the results are used to improve the understanding the concept of a circumcenter and an incenter of triangle in the field of mathematical education.

• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.371-386
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• 2012

This research assumes two facts; One is that the mathematics curriculum reform of Korea in 2007 would have been better if it had been a revise instead of deletion and the other is that every school curriculum should be of help for the sound enhancement of all 6 types of logical concepts that appears in the Piaget's theory of cognitive development. What our mathematics curriculum has introduced as a correlation is not the one of the 6 logical concepts that Piaget had thought in his theory of cognitive development. In order to see the reason of that difference, we check the difference of jargons among the academic denominations, such as Pedagogy, Psychology and Statistics through their college textbooks. Because we suppose that the mismatch of 'Piaget's vs Curriculum's correlation' is due to the mis-communication among scholars of different academic denominations. With what we learned via the above analytical study leaned on an abduction and to get some idea on them for the potential future construction of school Statistics curriculum when it should be returned, which we believe so, we observe two foreign highschool mathematics textbooks briefly. As a result of the study, we found that the concept of correlation in Pedagogy contain all kinds of relation while it was stingy in Statistics. Here we report a main result; A careful discretion among similar concepts of correlation, such as linear relationship(correlation), stochastic change along conditions(dependence), central comparison(other relation) are needed for the potential future curriculum. And if new curriculum contains the linear correlation then we strongly recommend to involve the regression line to connect it with the linear function chapter.

• Communications of the Korean Mathematical Society
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• v.9 no.3
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• pp.687-700
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• 1994

Throughout this paper we will let H denote the complete Heyting algebra ($H, \vee, \wedge, *$) with order reversing involution *. 0 and 1 denote the supermum and the infimum of $\emptyset$, respectively. Given any set X, any element of $H^X$ is called H-fuzzy set (or, simply f.set) in X and will be denoted by small Greek letters, such as $\mu, \nu, \rho, \sigma$. $H^X$ inherits a structure of H with order reversing involution in natural way, by definding $\vee, \wedge, *$ pointwise (sam notations of H are usual). If $f$ is a map from a set X to a set Y and $\mu \in H^Y$, then $f^{-1}(\mu)$ is the f.set in X defined by f^{-1}(\mu)(x) = \mu(f(x))$. Also for $\sigma \in H^X, f(\sigma)$ is the f.set in Y defined by $f(\sigma)(y) = sup{\sigma(x) : f(x) = y}$ ([4]). A preorder R on a set X is reflexive and transitive relation on X, the pair (X,R) is called preordered set. A map $f$ from a preordered set (X, R) to another one (Y,T) is said to be preorder preserving (inverting) if for $x,y \in X, xRy$ implies $f(x)T f(y) (resp. f(y)Tf(x))$. For the terminology and notation, we refer to [10, 11, 13] for category theory and [7] for H-fuzzy semitopogenous spaces.

• Korean Institute of Interior Design Journal
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• v.15 no.4 s.57
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• pp.46-54
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• 2006

The present study examined Marcos Novak, a digital architect who has researched digital architecture and produced related works since the early 1990s. Starting from digital ideas originating from science and mathematics, he pursued 'trans architecture' based on the concept of 'architecture beyond the boundary of architecture' and 'architecture as invisible foundation.' His concept of 'trans architecture' is considered an important viewpoint in expressing the architecture of a diversified and hybridized age like today. The objective of this study was to understand the concepts of Allobio and Eversion, which are important digital terms forming the background of Novak's trans architecture, and to analyze architecture philosophy and architecture design concepts observed in his works through Novak's digital terminology centering on the concept of trans architecture pursued by him. Through this, we purposed to analyze the concept of architectural space, methods of form creation and the characteristics of trans architecture space, which were unique to Novak, the leader of digital architecture, and ultimately to provide basic materials on Novak. Novak's trans architecture represents digital architecture in the contemporary diversified and hybridized age, and his works involve various different digital elements and ideas, scientific paradigms, mathematic algorithms, 4 dimensional geometry, etc. In this sense, he is regarded as a prominent leading advocate of digital architecture.

• Journal of Environmental Science International
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• v.22 no.11
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• pp.1473-1479
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• 2013

Entropy is a measure of disorder or uncertainty. This terminology is qualitatively used in the understanding of its correlation to pollution in the environmental area. In this research, three different entropies were defined and characterized in order to quantify the qualitative entropy previously used in the environmental science. We are dealing with newly defined distinct entropies $E_1$, $E_2$, and $E_3$ originated from Shannon entropy in the information theory, reflecting concentration of three major green house gases $CO_2$, $N_2O$ and $CH_4$ represented as the probability variables. First, $E_1$ is to evaluate the total amount of entropy from concentration difference of each green house gas with respect to three periods, due to industrial revolution, post-industrial revolution, and information revolution, respectively. Next, $E_2$ is to evaluate the entropy reflecting the increasing of the logarithm base along with the accumulated time unit. Lastly, $E_3$ is to evaluate the entropy with a fixed logarithm base by 2 depending on the time. Analytical results are as follows. $E_1$ shows the degree of prediction reliability with respect to variation of green house gases. As $E_1$ increased, the concentration variation becomes stabilized, so that it follows from linear correlation. $E_2$ is a valid indicator for the mutual comparison of those green house gases. Although $E_3$ locally varies within specific periods, it eventually follows a logarithmic curve like a similar pattern observed in thermodynamic entropy.