• 한국수학교육학회지시리즈C:초등수학교육
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• 제6권1호
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• pp.29-40
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• 2002

Fairy-tales give students opportunities to build connections between a problem-solving situation and mathematics as well as to communicate solutions through writing, symbols, and diagrams. Therefore, the purpose of this paper is to introduce how to use fairy-tales in elementary mathematics classroom in order to develope student's mathematical concepts and process in terms of the following areas: ⑴ reconstructing literature ⑵ understanding concepts ⑶ problem posing activity. To be useful, mathematics should be taught in contexts that are meaningful and relevant to learners. Therefore using fairy-tales as a vehicle to teach mathematics gives students a chance to develope mathematics understanding in a natural, meaningful way, and to enhance problem posing and problem solving ability. Further, future study will continue to foster how fairy-tales literatures will enhance children's mathematics knowledge and influence on their mathematics performance.

• East Asian mathematical journal
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• 제40권2호
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• pp.127-148
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• 2024

Maximum and minimum have a historical background in mathematics and occupy an important part of the differential unit in school mathematics. As the curriculum is revised, there are changes and problems in the way definition introduced. Therefore, this study analyzes the changes in the method of introducing maximum and minimum definitions following the reorganization of the 2007 and 2009 revised mathematics curriculum, and analyzes the differences in maximum and minimum definition methods compared to the nine mathematics II textbooks in the 2015 revised mathematics curriculum and three real analysis. In addition, methods to improve the terms used in relation to the maximum and minimum values are presented.

• 한국수학사학회지
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• 제27권5호
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• pp.347-364
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• 2014

This study aims at what is required knowledge and ability to pre-service math teachers in teacher certificate examination. First, the items are analyzed and among questions of discipline of mathematics education in the last five years are analyzed and classified. Second, an analytical framework suitable for item analysis is examined and the items are analysed by the analytical framework. Finally, helpful implications for discipline of mathematics education assessment can be drawn from this study. It is found that the discipline of mathematics education assessment has the following characteristics: 1) It assesses specific content of the assessment component; 2) It assesses a teacher's theoretical knowledge, practical knowledge and creative knowledge in terms of teaching ability; 3) There are six cognitive assessments; 4) There is an item for difficulty adjustment.

• East Asian mathematical journal
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• 제36권2호
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• pp.115-129
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• 2020

In order to overcome the heterogeneity of mathematics education in South Korea and North Korea in preparation for the future integration of North and South Korea, research on North Korean mathematics education needs to be studied qualitatively in various aspects and fields. In order to do this, it is necessary first to elaborate and analyze the results of the research on North Korean mathematics education reported so far, to find important implications and find out the research fields that have been neglected in the meantime. Therefore, this study analyzed the trends of previous studies for establishing the direction of future studies on mathematics education in North and South Korea. As a result, it can be seen that the study on North Korean mathematics education in Korea is limited to curriculum analysis, textbook comparison, and comparison of mathematical terms between North and South.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권1호
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• pp.139-159
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• 2001

There are many papers about the 7th curriculum. According to those papers, the 7th curriculum is a new one which makes considerable change in mathematics education. But there are some problems in the 7th curriculum. In this paper, we discuss those problems at first. That is, the 30% reduction of mathematics contents may not be true, and there are some problems about the terms, symbols, and consistency in mathematics contents. We also consider some problems in mathematics textbooks itself and the mathematics textbook authorization under the 7th curriculum. We suggest that (1) there must be valid process in passage of mathematics contents, (2) we must give emphasis on the process - particularly, the teaching of basic concept or principles - rather than the result, (3) we must have guarantee of the equity in the mathematics textbook authorization.

• 한국수학사학회지
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• 제30권2호
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• pp.101-119
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• 2017

This paper is a follow up study of [2]. In this paper we analyse the contents of middle school mathematics textbooks published in the 1st National Curriculum Period centered on the concept 'straight line' and discuss how they are different from contemporary mathematics textbooks in view of connectedness of contents, mathematical terms, textbook as a learning material vs. teaching material, relationship between contents of national curriculum and textbooks, and some topics related to direct proportion, function, method of equivalence as a method for solving simultaneous linear equations and so on. The results of our analysis and discussion suggest implications for reforming mathematics curriculum and developing mathematics textbooks.

• 대한수학회보
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• 제47권6호
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• pp.1225-1234
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• 2010

Numerical solutions for the fractional differential dispersion equations with nonlinear forcing terms are considered. The backward Euler finite difference scheme is applied in order to obtain numerical solutions for the equation. Existence and stability of the approximate solutions are carried out by using the right shifted Grunwald formula for the fractional derivative term in the spatial direction. Error estimate of order $O({\Delta}x+{\Delta}t)$ is obtained in the discrete $L_2$ norm. The method is applied to a linear fractional dispersion equations in order to see the theoretical order of convergence. Numerical results for a nonlinear problem show that the numerical solution approach the solution of classical diffusion equation as fractional order approaches 2.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• 제8권1호
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• pp.67-80
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• 2004

In the present paper, a numerical algorithm for the kinematic analysis of a MacPherson strut motor-vehicle suspension system is developed. The kinematic analysis is carried out in terms of the rectangular Cartesian coordinates of some defined points in the links and at the joints. The presented formulation in terms of this system of coordinates is simple and involves only elementary mathematics. The resulting constraint equations are mostly either linear or quadratic in the rectangular Cartesian coordinates. The proposed formulation eliminates the need to write redundant constraints and allows to solve a reduced system of equations which leads to better accuracy and a reduction in computing time. The algorithm is applied to solve the initial positions as well as the finite displacement, velocity and acceleration problems for the MacPherson strut motor-vehicle suspension system.

• Journal of applied mathematics & informatics
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• 제18권1_2호
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• pp.171-182
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• 2005

An analysis of the non-homogeneous term involved in the free surface condition for second order wave diffraction on a pair of cylinders is presented. In the computations of the nonlinear loads on offshore structures, the most challenging task is the computation of the free surface integral. The main contribution to this integrand is due to the non-homogeneous term present in the free surface condition for second order scattered potential. In this paper, the free surface condition for the second order scattered potential is derived. Under the assumption of large spacing between the two cylinders, waves scattered by one cylinder may be replaced in the vicinity of the other cylinder by equivalent plane waves together with non-planner correction terms. Then solving a complex matrix equation, the first order scattered potential is derived and since the free surface term for second order scattered potential can be expressed in terms of the first order potentials, the free surface term can be obtained using the knowledge of first order potentials only.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제1권1호
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• pp.13-22
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• 1997

Cognitive psychology has provided valuable theoretical perspectives on learning mathematics. Based on the metaphor of the mind as an information processing device, educators and psychologists have developed detailed models of competence in a variety of areas of mathematical skill and understanding. Unquestionably, these models are an asset in thinking about the curriculum we want our students to follow. But any psychological paradigm has aspects of learning and knowledge that it accounts for well, and others that it accounts for less well. For instance, the paradigm of cognitive science gives us valuable models of the knowledge we want our students to acquire; but in picturing the mind as a computational device it reduces us to conceiving of learning in individualist terms. It is less useful in helping us develop effective learning communities in our classrooms. In this paper I review some of the significant accomplishments of cognitive psychology for mathematics education, and some of the directions that situated cognition theorists are taking in trying to understand knowing and learning in terms that blend individual and social perspectives.