• 한국수학사학회지
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• 제17권1호
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• pp.15-32
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• 2004

In this article we survey the sequences and the series in Mooksajipsanbup(默思集算法) which is the seventeenth century mathematics book of Chosun dynasty. First, we classify them into three categories: arithmetics, geometric, and general sequences (series). And then we explore the old methods to find the values of terms and the sum of terms.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제36권4호
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• pp.559-587
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• 2022

이 연구는 2015 개정 고등학교 수학과 교육과정 <경제 수학> 과목과 사회과 교육과정 일반 선택 과목인 <경제> 과목의 교과서를 비교·분석하여 차기 교육과정 개발 및 교과서 서술에 시사점을 도출하는 데 목적이 있다. <경제 수학> 교과서에서는 경제 용어와 함수 기호를 도입해야 하며, 이 교과서의 경제 관련 함수에 대한 그래프 사용은 수학에서의 그래프 사용과 다르다. 이에 <경제 수학> 교과서에서 다루는 경제 용어, 함수 기호 및 함수 그래프의 사용방식을 <경제> 교과서와 비교·분석하였다. <경제 수학> 교과서에서 경제 용어는 수학과 연관성이 높은 경제 용어를 정의하여 제시하였다. <경제 수학> 교과서의 함수 기호는 수학, 경제학의 관례와는 다르게 함수 기호에서 대소문자가 혼용되어 비일관적으로 사용되었다. <경제 수학> 교과서의 함수 그래프는 축, 스케일링에 관해 변수가 나타내는 값의 범위에 차이가 있었다. 또한, <경제 수학> 교과서에서 도형의 평행이동이나 기울기에 관한 수학적 해석을 제공하지 않았다. <경제 수학> 과목에서 학생들의 수학, 경제에 대한 이해를 촉진하기 위해 교육과정 문서상의 교수·학습 및 평가에 대한 고려 사항을 구체화할 필요가 있다. <경제 수학> 교육과정 및 교과서에서 경제 관련 내용에 대한 수학적 해석의 학습 기회를 제공할 수 있도록 서술이 보완되어야 할 것이다.

• Journal of applied mathematics & informatics
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• 제28권1_2호
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• pp.295-309
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• 2010

In this paper, we study delayed high-order Cohen-Grossberg neural networks with reaction-diffusion terms and Neumann boundary conditions. By using inequality techniques and constructing Lyapunov functional method, some sufficient conditions are given to ensure the existence and convergence of the periodic oscillatory solution. Finally, an example is given to verify the theoretical analysis.

• Korean Journal of Mathematics
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• 제26권4호
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• pp.675-681
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• 2018

In the paper, by virtue of techniques in combinatorial analysis, the authors simplify three families of nonlinear ordinary differential equations in terms of the Stirling numbers of the first kind and establish a new family of nonlinear ordinary differential equations in terms of the Stirling numbers of the second kind.

• 한국수학교육학회지시리즈A:수학교육
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• 제23권2호
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• pp.5-11
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• 1985

There arc numerous techniques available to appraise pupil achievement in elementary school mathematics. The teacher must utilize a variety of approaches to assess pupil growth in the mathematics curriculum. Each evaluation technique has its strengths as well as weaknesses. Thus, a specific evaluation technique may be utilized as a check on other approaches to appraisal. Pupil achievement must be assessed in terms of stated relevant understandings. skills, and attitudinal objectives. It is not adequate to appraise pupil growth in terms of understandings objectives only. Pupils must also be assessed in terms of skills objectives. The understandings acquired by learners must be utilized; thus, skills objectives need to be stressed adequately in ongoing units of study in elementary school mathematics. Adequate emphasis also needs to be placed upon pupils achieving attitudinal goals. Desireable attitudes on the part of learners aid in achieving understandings and skills objectives. A defensible program of evaluation would then stress that pupil achievement be adequately appraised in terms of understandings, skills, and attitudinal objectives.

• 대한수학교육학회지:수학교육학연구
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• 제13권3호
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• pp.227-246
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• 2003

이 논문에서는 고등학교 수학에서 사용되는 몇 몇 한자 용어에 대해 의미론적 탐색을 시도하고 있다. 한자 용어 중에는 일상어에서 차용한 것도 있고, 새롭게 만들어진 것도 있다. 일상어에서 차용한 용어의 의미성과 규약성의 정도는 상대적이다. 일상어에서 차용한 용어 중에는 그 수학적 의미가 일상적 의미와 다른 것이 있다. 일상적 의미를 알게 해주는 용례가 별로 없다면, 수학적 의미를 유추하는 것이 어렵다. 일상적 의미가 지나치게 우세하면 잘못된 이미지를 환기시켜줄 수 있다. 한편, 수학적 의미만을 가진 용어에 학생들이 친숙할 것으로 기대할 수는 없다. 한자 용어를 한글로 음독한 용어의 문제점을 해결하는 한 방법으로 제안된 것이 용어를 의미론적으로 탐색하는 것이다. 이 과정을 통해 한자 용어가 환기시켜주는 이미지를 한글 용어에 이식하고자 하는 것이다. 대부분의 한자 용어는 규약성이 강하다고 할 수 있기에 그 작업이 필요하다.

• 한국수학사학회지
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• 제28권5호
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• pp.263-278
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• 2015

As intuition is more unreliable than logic or reason, its studies in mathematics and mathematics education have not been done that much. But it has played an important role in the invention and development of mathematics with logic. So, it is necessary to recognize and explore the value of intuition in mathematics education. In this paper, I investigate the function and role of intuition in terms of mathematical learning and problem solving. Especially, I discuss the positive and negative aspects of intuition with its characters. The intuitive acceptance is decided by self-evidence and confidence. In relation to the intuitive acceptance, it is discussed about the pedagogical problems and the role of intuitive thinking in terms of creative problem solving perspectives. Intuition is recognized as an innate ability that all people have. So, we have to concentrate on the mathematics education via intuition and the complementary between intuition and logic. For further research, I suggest the studies for the mathematics education via intuition for students' mathematical development.

• 대한수학교육학회지:수학교육학연구
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• 제8권2호
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• pp.565-586
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• 1998

Like many other school subjects, terminology is a starting point of mathematical thinking, and plays a key role in mathematics learning. Among several areas in mathematics, geometry is the area in which students usually have the difficulty of learning, and the new terms are frequently appeared. This is why we started to investigate geometric terms first. The purpose of this study is to investigate geometric terminology in school mathematics. To do this, we traced the historical transition of geometric terminology from the first revised mathematics curriculum to the 7th revised one, and compared the geometric terminology of korean, english, Japanese, and North Korean. Based on this investigation, we could find and structuralize the following four issues. The first issue is that there are two different perspectives regarding the definitions of geometric terminology: inclusion perspective and partition perspective. For example, a trapezoid is usually defined in terms of inclusion perspective in asian countries while the definition of trapezoid in western countries are mostly based on partition perspective. This is also the case of the relation of congruent figures and similar figures. The second issue is that sometimes there are discrepancies between the definitions of geometric figures and what the name of geometric figures itself implies. For instance, a isosceles trapezoid itself means the trapezoid with congruent legs, however the definition of isosceles trapezoid is the trapezoid with two congruent angles. Thus the definition of the geometric figure and what the term of the geometric figure itself implies are not consistent. We also found this kind of discrepancy in triangle. The third issue is that geometric terms which borrow the name of things are not desirable. For example, Ma-Rum-Mo(rhombus) in Korean borrows the name from plants, and Sa-Da-Ri-Gol(trapezoid) in Korean implies the figure which resembles ladder. These terms have the chance of causing students' misconception. The fourth issue is that whether we should Koreanize geometric terminology or use Chinese expression. In fact, many geometric terms are made of Chinese characters. It's very hard for students to perceive the ideas existing in terms which are made of chines characters. In this sense, it is necessary to Koreanize geometric terms. However, Koreanized terms always work. Therefore, we should find the optimal point between Chines expression and Korean expression. In conclusion, when we name geometric figures, we should consider the ideas behind geometric figures. The names of geometric figures which can reveal the key ideas related to those geometric figures are the most desirable terms.

• Journal of applied mathematics & informatics
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• 제34권3_4호
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• pp.319-330
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• 2016

The hyper-Zagreb index HM(G) of a simple graph G is defined as the sum of the terms (d_u+d_v)² over all edges uv of G, where d_u denotes the degree of the vertex u of G. In this paper, we present several upper and lower bounds on the hyper-Zagreb index in terms of some molecular structural parameters and relate this index to various well-known molecular descriptors.

• Journal of applied mathematics & informatics
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• 제37권5_6호
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• pp.383-397
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• 2019

In this paper, we introduce ${\delta}$-fuzzy ideals in a pseudo complemented distributive lattice in terms of fuzzy filters. It is proved that the set of all ${\delta}$-fuzzy ideals forms a complete distributive lattice. The set of equivalent conditions are given for the class of all ${\delta}$-fuzzy ideals to be a sub-lattice of the fuzzy ideals of L. Moreover, ${\delta}$-fuzzy ideals are characterized in terms of fuzzy congruences.