• The Mathematical Education
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• v.42 no.4
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• pp.523-540
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• 2003

The main purpose of this work is to propose programs of calculus for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal and contents of calculus course for pre-service teacher, followed by principles for teaching the subject. We suggest the constituents and something being kept in mind for each part in calculus.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.125-136
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• 2008

There are different perspectives on a function graph. For instance, a parabola is defined by movement of a ball in physics and by quadratic function in mathematics. This study deals with the turtle motion, which is local and intrinsic, and the construction of function graphs with mathematical experiments in a microworld. This paper concerns with a function graph which is in the curriculum or in the history of mathematics. In view of pre-calculus, we introduce activities of mathematization about formalizing of length and area of function graphs without knowledge of calculus.

• The Mathematical Education
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• v.53 no.2
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• pp.263-274
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• 2014

The purposes of the study are to investigate the effects on academic achievement and satisfaction of the reciprocal peer tutoring in university calculus. First, we classified the test group and the control group and then applied the reciprocal peer tutoring to the test group. According to results, the reciprocal peer tutoring is very effective in improving academic achievement. Second, the pre-survey and the post-survey were conducted to the test group. The survey contains five categories including 1) background of the participants, 2) learning objectives and expectation, 3) the intention of the continual learning Mathematics, 4) the individual self-efficacy, and 5) general Mathematics learning satisfaction. We found some facts from the difference between the pre and post surveys. The learning satisfaction has improved after the reciprocal peer tutoring in the test group. Even though this trend has not changed regardless of sex, high school levels and teaching understanding.

• Journal of Science Education
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• v.45 no.2
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• pp.257-273
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• 2021

This study explores classes for pre-service mathematics teachers. The purpose of this study is to examine the differences between 'non-face-to-face' classes & 'face-to-face' classes, as well as the differences in learning outcomes between these two methods. A Professors' Learning Group was formed to effectively carry out this study. Through this learning group, we shared how to plan and operate the lecture. The subjects of this study are 'non-face-to-face calculus courses & face-to-face calculus courses' and 'non-face mathematics education theory courses & face-to-face mathematics education theory courses." Specifically, in these two pairs of courses, we analyze the differences in course management and the differences in the outcomes of students' assessments. Non-face-to-face classes were planned, developed, implemented and evaluated based on the 'non-face class design model.' The results of this study are as follows: First, we explored the differences between 'non-face-to-face classes/mixed classes' and 'face-to-face classes.' Second, the achievement results in calculus courses were higher in face-to-face classes than in non-face classes. Third, the results of achievements in mathematics education theory courses were higher in mixed classes than in face-to-face classes. Through the results of this study, we hope that the non-face-to-face class capabilities can be improved in pre-service mathematics teacher training.

• Journal of Periodontal and Implant Science
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• v.31 no.1
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• pp.257-269
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• 2001

Removal of subgingival calculus is essential for the success in periodontal treatment. Subgingival instrumentation is used for the removal of all bacterial plaque and calculus. In this study, Gracey curet and Ultrasonic curet were used on single rooted teeth to conduct subgingval scaling and root planning. The remaining amount of calculus was evaluated according to type of instrument, depth of pocket, and tooth surface. 24 teeth were extracted from 14 patients being treated at department Periodontology Seoul Advantist dental hospital were used. Total 96 area(4 surface per teeth) were evaluated. 12 teeth treated with Gracey curet were used as the control group and the other 12 teeth treated with Ultrasonic curet were examined for experimental group. The 4 surface of the teeth(buccal, mesial, lingual or palatal, distal) were observed through the stereomicroscope and the images of the surface were captured and saved in CCD. The images were displayed on the monitor and the amount of calculus remained was evaluated by overlapping $10{\times}10$ grid pixel screen produced by Microsoft power point. The results evaluated were as follows 1. There was no statistically significant difference in residual calculus and tooth position following scaling and root planning of all group, but statistically significant correlation with residual calculus, probing depth, instruments and tooth surface. 2. There was statistically significant correlation between residual calculus and probing depth, but no statistically significant difference in residual calculus, tooth surface and tooth position on experimental(Ultrasonic curet) group. 3. There was no statistically significant difference in residual calculus according to the pre-treatment pocket depth and tooth position, but statistically significant correlation with tooth surface. The amount of residual calculus increase with mesial, distal, buccal and lingual(or palatal) surface on control(Gracey curet) group. 4. The Gracey showed better results than ultrasonic curet in mesial and distal surface, and there is significant difference. The results demonstrate that ultrasonic curet alone is inadequate for thorough subgingival debridement and suggest that Ultrasonic curet with Gracey curet should be more effective.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.157-185
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• 2013

This study was to investigate novice teachers' Specialized Content Knowledge for Teaching in High School Calculus Lessons. The lessons of two novice teachers in Kyunggi Do were observed from July, 2011 to Feb. 2012. All observed lessons were audeotaped and transcribed into word files. Their calculus lessons were analyzed into three kinds of knowledge consisting of SCKT. Their SCKT just copied the contents of the textbook and other additional SCKT were not found for teaching. Even though students asked a question that they did not understand, the teacher just repeated the previous contents that already he used. But this study included possible contents of SCKT within the areas these teachers covered so that teachers in school may use for teaching of Calculus. The novice teacher do not have sufficient experience, the program of the college of education and the contents of the teacher certificate-examination should include multi-dimensional approaches in SCKT to pre-service teachers in order to raise better specialized teachers in mathematics.

• Journal of Periodontal and Implant Science
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• v.27 no.3
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• pp.585-595
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• 1997

Removal of subgingival calculus is essential for the success in periodontal treatment. Subgingival instrumentation is used for the removal of all bacterial plaque and calculus. In this study, two types of anterior curet were used on ant. teeth to conduct subgingival scaling and root planing. The remaining amount of calculus was evaluated according to type of instrument, depth of pocket, and tooth surface. 24 teeth extracted from patients being treated at Dan Kook University dept. Perio. were used. 4 surfaces per tooth a total of 96 areas were evaluated. 12 teeth treated with Gracey No. 1-2 was used as the control group and 12 teeth treated with Mini-five curet No. 1-2 was the experimental group. The 4 surfaces of the teeth {buccal, mesial, lingual or palatal, distal) were observed under a stereomicroscope and the images were captured 3 times per surfaced with a CCD. The image were observed on the monitor using a $10{\times]10$ grid produced with the Microsoft power point. The amount of calculus remaining was evaluated 3 times per surface. The results were as follows. 1. There was no significant difference in remaining calculus according to the pre-treatment pocket depth, and tooth position{Mx. or Mn). 2. The Mini-five curet showed better results than the Gracey curet but there was no statistically significant difference. 3. In both Gracey curet group and Mini-five curet group the lingual(or palatal) surface showed significant difference compared to the other surfaces(p<0.05). From the results above, it is thought that when treating ant. teeth consideration of the tooth surface is more important than the choice of instrument.

• Research in Mathematical Education
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• v.16 no.3
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• pp.195-206
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• 2012

We adopt a spirit of Problem based learning to the class of Multivariable Calculus in a school of scientifically talented students and observed effects of our teaching-learning method in the Spring Semester of 2010. Twelve students who enrolled in this class participated in this research. We have proceeded with classroom experiment for the half of semester after midterm exam so that the students could compare our teaching-learning method with usual traditional one in the subject of multivariable calculus. Especially, we investigated changes in the learning attitude and cognitive development of the students toward definition and theorem of mathematics. Each group of 4 students worked on a sheet of our well-designed structured problems of several steps in each class and presented how they understood the way of constructing new definition and related theorems. Instructor's role in this research was to guide students' activities as questioner so that students could attain the clear meanings of definitions and theorems by themselves. We firstly analyzed students' process of mathematization of definition through observing their discussions and presentations as well as their achievements in the quizzes and final exams. Secondly, we analyzed students' class-diaries collected at the end of each class in addition to pre/post surveys.

• Computers and Concrete
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• v.11 no.1
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• pp.75-91
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• 2013

In this paper, a new approach for cable layout design of pre-stressed concrete slabs is presented. To account the cable profile accurately, it is modelled by B-spline. Using the convex hull property of the B-spline, an efficient algorithm has been developed to obtain the cable layout for pre-stressed concrete slabs. For finite element computations, tendon and concrete are modelled by 3 noded bar and 20 noded brick elements respectively. The cable concrete interactions are precisely accounted using vector calculus formulae. Using the proposed technique a two way prestressed concrete slab has been successfully designed considering several design criteria.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.55-64
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• 2004

본 대학의 공학수학교육 정책 중의 하나로서 대학 입학 전인 2월 중에 예비대학을 개설하여 기초수학 수준별 특별교육을 실시하였다. 수준별교육의 일환으로써 야간대학 실업계 고교출신 직업학생들을 대상으로 실시한 기초수학[Pre-Calculus] 특별교육이 미분적분학 학습에 준 성공적인 결과를 분석하고, 향후 기초수학 수준별 특별교육을 통한 주야간 공과대학 미분적분학 교육의 발전적인 방향에 대하여 고찰해 보고자한다.