• Research in Mathematical Education
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• v.1 no.1
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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.

• Journal of the Korean Institute of Intelligent Systems
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• v.22 no.6
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• pp.799-805
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• 2012

We introduce the notions of ordinary smooth, quasi-ordinary smooth and weak ordinary smooth structure, showing that various properties of an ordinary smooth topological space can be expressed in terms of these structures. In particular, the definitions and results of [2, 4, 5] may be expressed in terms of the ordinary smooth and quasi-ordinary smooth structures. Furthermore, we present the basic concepts relating to the weak ordinary smooth structure of an ordinary smooth topological space and the fundamental properties of the objects in these structures.

• Coupled systems mechanics
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• v.10 no.1
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• pp.21-38
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• 2021

This work is an attempt to design a dynamic model for a non local bio-thermoelastic medium with diffusion. The system of governing equations are formulated in terms of displacement vector field, chemical potential and the tissue temperature in the context of non local dual phase lag (NL DPL) theories of heat conduction and mass diffusion. Based on this considered model, we study the fundamental solution and propagation of plane harmonic waves in tissues. In order to analyze the behavior of the NL DPL model, we construct basic theorem in the terms of elementary function which determine the existence of three longitudinal and one transverse wave. The effects of various parameters on the characteristics of waves i.e., phase velocity and attenuation coefficients are elaborated by plotting various figures of physical quantities in the later part of the paper.

• Communications of the Korean Mathematical Society
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• v.37 no.3
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• pp.939-955
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• 2022

In this paper, we study a first-order non-linear singularly perturbed Volterra integro-differential equation (SPVIDE). We discretize the problem by a uniform difference scheme on a Bakhvalov-Shishkin mesh. The scheme is constructed by the method of integral identities with exponential basis functions and integral terms are handled with interpolating quadrature rules with remainder terms. An effective quasi-linearization technique is employed for the algorithm. We establish the error estimates and demonstrate that the scheme on Bakhvalov-Shishkin mesh is O(N^-1) uniformly convergent, where N is the mesh parameter. The numerical results on a couple of examples are also provided to confirm the theoretical analysis.

• Journal of applied mathematics & informatics
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• v.41 no.2
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• pp.413-437
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• 2023

In this paper, we introduce the concepts of (inf, sup)-hesitant fuzzy subsemigroups and (inf, sup)-hesitant fuzzy (generalized) bi-ideals of semigroups, and investigate their properties. The concepts are established in terms of sets, fuzzy sets, negative fuzzy sets, interval-valued fuzzy sets, Pythagorean fuzzy sets, hesitant fuzzy sets, and bipolar fuzzy sets. Moreover, some characterizations of bi-ideals, fuzzy bi-ideals, anti-fuzzy bi-ideals, negative fuzzy bi-ideals, Pythagorean fuzzy bi-ideals, and bipolar fuzzy bi-ideals of semigroups are given in terms of the (inf, sup)-type of hesitant fuzzy sets. Also, we characterize a semigroup which is completely regular, a group and a semilattice of groups by (inf, sup)-hesitant fuzzy bi-ideals.

• School Mathematics
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• v.18 no.2
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• pp.375-396
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• 2016

This study considered Elementary school textbook and teacher's manual in Korea in terms of theories on counting. First we considered the meaning of counting in elementary school mathematics based on many preceding researches. And we compared textbooks in Korea with foreign textbooks in Singapore, China, USA. As a result, compared with Korea, these foreign textbooks reflect the theories on counting more actively. First of all, they consider counting to be an important basis for the four operations. Teacher's manual in Korea introduces the theories on counting, but the content was limited and thread was not clear. Based on these consideration, We discussed reflection of elementary school textbook in terms of theories on counting.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.247-260
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• 2024

In real life, the concepts of number range and approximation are frequently used. These concepts are closely related to various mathematical concepts, and the need for research on the defining and learning of these related terms is emphasized. The learning contents of seven mathematical terms related to the range of numbers and approximation were analyzed, focusing on the definition of terms and the context of real life. As a result of analyzing the contents of 10 currently used elementary school mathematics textbooks, the lessons were organized according to the achievement standards presented in the curriculum, but the composition and order, real-life context, examples used in definitions, and the highlighted parts and directions of the activities varied depending on the author's intent. Based on the analysis results, implications for textbook writing and classroom instruction were presented.

• School Mathematics
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• v.17 no.2
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• pp.257-272
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• 2015

This study is related to reinforcement of the continuity between Nuri curriculum and elementary mathematics curriculum emphasized by 2015 revised national curriculum. Considering that teachers tend to rely much more on textbooks than on curriculum, we analyzed the continuity between math-related activities of Nuri manuals for teachers and the elementary mathematics textbooks and aimed to suggest several ways for securing the continuity based on the result of analyses. To do this, we compared and analyzed Nuri manuals (for ages three to five) for teachers and the first and second grade mathematics textbooks in three aspects: mathematical contents, mathematical terms and symbols, and mathematical processes. We adopted the same analysis framework including continuity, discontinuity and reverse continuity as the study on the continuity between Nuri curriculum and elementary mathematics curriculum. As a result, the results of analyses were revealed in three aspects, respectively. We also discussed the results and suggested some implications for securing the continuity of Nuri manuals for teachers and the elementary mathematics textbooks and for revising curriculum and its materials such as textbooks, workbooks or manuals for teachers.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.211-237
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• 2017

Depending on the type of textbook, the word and mathematical notation expression used in high school mathematics textbooks varied and there were also some differences on the mathematical definition and the content description methods. Not only the composition of textbooks but also various expressing ways of textbooks have significant impacts on teaching and learning of teacher and student. The diversity of expression had pros and cons like both sides of a coin. There is a positive aspect that we can pursue pedagogical diversity. Simultaneously there is a negative aspect that the possibility of acting as a learning burden exists in the viewpoint of the student and the equality of evaluation may be undermined. In this study, Preferentially we focused on analyzing the actual situation rather than judging what is more appropriate about the diversity of words and notation expressions used in mathematics textbooks which is based on the current curriculum. For this purpose, we analyzed 56 kinds of mathematics textbooks based on the 2009 revised mathematics curriculum, and presented four aspects(terms expressing, notations expression, mathematical definition, content description method) with examples about differences of the various expressions used in textbooks including 'terms and notations'.

• Communications of the Korean Mathematical Society
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• v.35 no.1
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• pp.21-41
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• 2020

In this paper, we establish an explicit formula for r-Dowling numbers in terms of r-Whitney Lah and r-Whitney numbers of the second kind. This is a generalization of the Qi formula for Bell numbers in terms of Lah and Stirling numbers of the second kind. Moreover, we define the q, r-Dowling numbers, q, r-Whitney Lah numbers and q, r-Whitney numbers of the first kind and obtain several fundamental properties of these numbers such as orthogonality and inverse relations, recurrence relations, and generating functions. Hence, we derive an analogous Qi formula for q, r-Dowling numbers expressed in terms of q, r-Whitney Lah numbers and q, r-Whitney numbers of the second kind.