• International Journal of Advanced Culture Technology
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• v.6 no.3
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• pp.1-11
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• 2018

The purpose of this study is to develop and analyze the meaning and contents of the "H-STEAM teaching & learning model" which combines Science, Technology, Engineering, Arts & Mathematics (STEAM) with the elements of Humanities. We developed this model based on the key competencies linked with career path for middle school students in Korea, with the recognition of two issues. First, the existing Korean STEAM education lacks the elements of humanities, thus failing to achieve an authentic convergence education. Second, it is necessary to develop a program that might correspond to the Free Semester Program that was first introduced in 2013, and implemented at full scale in 2016 for middle school students in Korea. The advantages of H-STEAM are as follows: First, H-STEAM enables students to flexibly think while traversing the physical world and the symbolic world in the process of dealing with the daily problems. Second, it combines advanced technology with human sensibility and imagination, and enables students to derive creative outcomes that stimulate their minds. Third, it makes students feel and realize a point of contact between the subject that students learn, and jobs of the real world.

• The Mathematical Education
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• v.49 no.2
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• pp.175-198
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• 2010

To understand natural or social phenomena, we need various information, knowledge, and thought skills. In this context, mathematics and sciences provide us with excellent tools for that purpose. This explains the reasons why there is always significant emphasis on mathematics and sciences in school education; some of the general goals in school education today are to illustrate physical phenomena with mathematical tools based on scientific consideration, to encourage students understand the mathematical concepts implied in the phenomena, and provide them with ability to apply what they learned to the real world problems. For the mentioned goals, we extract six fundamental principles for the integrated mathematics and science education (IMSE) from literature review and suggest a instructional design model. This model forms a fundamental of a case study we performed to which the IMSE was applied and tested to collect insights for design and practice. The case study was done for 10 students (2 female students, 8 male ones) at a coeducational high school in Seoul, the first semester 2009. Educational tools including graphic calculator(Voyage200) and motion detector (CBR) were utilized in the class. The analysis result for the class show that the students have successfully developed various mathematical concepts including the rate of change, the instantaneous rate of change, and derivatives based on the physical concepts like velocity, accelerate, etc. In the class, they described the physical phenomena with mathematical expressions and understood the motion of objects based on the idea of derivatives. From this result, we conclude that the IMSE builds integrated knowledge for the students in a positive way.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.41-52
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• 2012

The Great War of 1914-1918 had dramatic consequences for all aspects of European society. Academia, and the field of mathematics, was no exception to the changes which occurred following the conflicts conclusion. After the First World War, which left Germany, the Austro-Hungarian Empire, Bulgaria and Turkey defeated, the Treaty of Versailles imposed harsh revisions to the old order. Many new nations emerged and the map of Europe was redrawn. The victorious powers also created the International Research Council (IRC) in 1919, and the International Mathematical Union (IMU) was founded under the IRC' s umbrella in 1920. At that time Germany, Austria, Hungary and Bulgaria were excluded from participation and the IMU maintained an open anti-German policy. However, as time passed this policy became more sharply criticized and in 1928 ICM, the nonparticipants were invited to join. Having declined, controversy persisted until in 1931 the IRC was replaced by the International Council of Scientific Unions, and the IMU disappeared for over two decades until it was reestablished in 1951. During the time of the first tenure of the IMU it is argued by many that politics entered into the world of international mathematical cooperation. In this paper we study the real effects the Great War had on the international mathematical community and its mathematicians.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.257-275
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• 2019

Technology-based convergence education is being emphasized for students in the era of the fourth industrial revolution. In math education, students need to increase their capabilities in the future by having them experience mathematical problems using robots and sensors, a key technology in the era of the fourth industrial revolution. To this end, it is necessary to present educational uses for educational robots in relation to math and curriculum from a 'mathematics education perspective' and analyze its educational use in relation to the mathematics and curriculum, considering the role of mathematics at the base of the process of exploring real-world phenomena and solving problems. Based on the analysis of Van Hiele levels of development in geometry and the LOGO activity level of Olson et al.(1987), this study analyzed and presented the level of LEGO Mindstorm activity, a representative educational Robot capable of collecting and analyzing data and programming in the form of block language, in the first to fourth level.

• School Mathematics
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• v.5 no.4
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• pp.521-540
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• 2003

The processes of mathematics development and the results of it are always those of making a conquest of the circumscription by historical inevitability within the historical circumscription. It is in this article that I try to show this processes through the history of calculus. This article develops on the basis of the dialectical materialism. It views the change and development as the facts that take place not by individual subjective judgments but by social-historical material conditions as the first conditions. The dialectical materialism is appropriate for explaining calculus treated in full-scale during the 17th century, passing over ahistorical vacuum after Archimedes about B.C. 4th century. It is also appropriate for explaining such facts as frequent simultaneous discoveries observed in the process of the development of calculus. 1 try to show that mathematics is social-historical products, neither the development of the logically formal symbols nor the invention by subjectivity. By this, I hope to furnish philosophical bases on the discussion that mathematics teaching-learning must start from the real world.

• Honam Mathematical Journal
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• v.37 no.4
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• pp.441-455
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• 2015

In this paper, we perform a comparison study of explicit and implicit numerical methods for the equity-linked securities (ELS). The option prices of the two-asset ELS are typically computed using an implicit finite diffrence method because an explicit finite diffrence scheme has a restriction for time steps. Nowadays, the three-asset ELS is getting popularity in the real world financial market. In practical applications of the finite diffrence methods in computational finance, we typically use relatively large space steps and small time steps. Therefore, we can use an accurate and effient explicit finite diffrence method because the implementation is simple and the computation is fast. The computational results demonstrate that if we use a large space step, then the explicit scheme is better than the implicit one. On the other hand, if the space step size is small, then the implicit scheme is more effient than the explicit one.

• Journal of Educational Research in Mathematics
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• v.13 no.4
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• pp.447-462
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• 2003

The purpose of this study was to Investigate the preservice elementary teachers' pedagogical content knowledge of addition and subtraction. The subjects for data collection were 29 preservice elementary teachers and data were collected through open ended problems. The findings imply that the preservice elementary teachers show low level of understanding of addition and subtraction such as the word problem posing and the contexts of part-part-whole and compare. The research results indicate that the preservice elementary teachers possess primarily a procedural knowledge of pedagogical content knowledge and don't understand relationship with real-world situation. This study provide the information available on developing program for preservice elementary teachers.

• Journal of applied mathematics & informatics
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• v.27 no.3_4
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• pp.621-638
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• 2009

The linear system Ax = b will have (i) no solution, (ii) only one non-trivial (trivial) solution, or (iii) infinity of solutions. Our focus will be on cases (ii) and (iii). The mathematical models of many real-world problems give rise to (a) ill-conditioned linear systems, (b) singular linear systems (A is singular with all its linearly independent rows are sufficiently linearly independent), or (c) ill-conditioned singular linear systems (A is singular with some or all of its strictly linearly independent rows are near-linearly dependent). This article highlights the scope and need of a randomized algorithm for ill-conditioned/singular systems when a reasonably narrow domain of a solution vector is specified. Further, it stresses that with the increasing computing power, the importance of randomized algorithms is also increasing. It also points out that, for many optimization linear/nonlinear problems, randomized algorithms are increasingly dominating the deterministic approaches and, for some problems such as the traveling salesman problem, randomized algorithms are the only alternatives.

• School Mathematics
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• v.10 no.2
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• pp.181-197
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• 2008

Bertrand's Paradox is known as a paradox because it produces different solutions when we apply different method. This essay analyzed diverse problem solving methods which result from no clear presenting of 'random chord'. The essay also tried to discover the difference between the mathematical calculation of three problem solvings and physical experiment in the real world. In the process for this, whether geometric statistic teaching related to measurement and integral calculus which is the basic concept of integral geometry is appropriate factor in current education curriculum based on Laplace's classical perspective was prudently discussed with its status.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.53-72
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• 2009

The purpose of the study was to develop a program based on PCM(Parallel Curriculum Model) model for the gifted students, and investigate the effectiveness of the program with qualitative research methods. This program was designed to encourage the gifted students to explore mathematics that is closely related to the real world. The results of the study revealed that the program based on the PCM model had positive effect on the gifted students emotionally and cognitively. In conclusion, PCM program is considered an appropriate program for the gifted students of elementary school.