• 한국학교수학회논문집
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• 제4권2호
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• pp.115-123
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• 2001

In its seventh revision to start in 2001, mathematics will have a new emphasis in the middle school curriculum. Mathematics subject is now composed of practical things in the use of mathematics. Also, the future of new generation, which has been known as the information age, places much focus on problem-solving in order to collect, analyze, synthesize, and judge various kinds informations. This demand of problem-solving ability is not only related with mathematical education but, along the entire educational process, its related to actual life. With this change of social structure, the importance of school education is increasing rapidly. Therefore, in order to grow abilities and create new knowledge, adapted this new method of self-oriented learning in groups to middle school 2nd graders for one year, the results were as follows : 1. Students developed their ability of the use of mathematical terms and signs correctly. 2. Students' mathematical knowledge and problem-solving ability improved as they had increased interest in mathematics. 3. Students' peership was enhanced through their communication and cooperative activities in groups during the class. 4. Students themselves were more willing to volunteer and participate during the class.

• 한국학교수학회논문집
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• 제20권3호
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• pp.211-237
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• 2017

고등학교 수학 교과서에서 사용되는 어휘와 기호 표현이 교과서에 따라 편차가 존재하며 수학적 정의와 내용 설명 방식에도 교과서별 상이함이 존재하고 있다. 교과서의 내용 구성뿐만 아니라 교과서의 다양한 표현 방식은 교사와 학생의 교수 학습에 상당한 영향을 미치게 되며 표현의 다양성은 동전의 양면처럼 장단이 존재할 수 있다. 교수학적 다양성을 추구할 수 있다는 긍정적 측면과 동시에, 학생의 입장에서 학습 부담으로 작용될 가능성과 평가의 평등성 측면에서 부정적 측면도 존재한다. 본고는 수학 교과서에서 사용되는 어휘와 수학 기호 표현의 다양성에 대하여 어떠한 표현이 더 옳고 그른지 판단하고자 하는 것보다 선차적으로 현 교육과정에서 사용되고 있는 교과서의 어휘와 수학 기호 표현의 다양성에 대한 실태를 분석하는데 초점을 두었다. 이를 위하여 2009 개정 수학과 교육과정에 기반하여 개발된 일반 과목 56종의 수학 교과서를 분석하여 '용어와 기호'를 포괄한 교과서 어휘 표현의 상이점을 네 가지(용어를 포함한 어휘 표현, 기호 표현, 수학적 정의, 내용 설명) 측면에서 사례와 함께 제시하였다.

• 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.

• East Asian mathematical journal
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• 제26권2호
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• pp.233-249
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• 2010

It seems that it is critical to comprehend mathematics as a tool subject in order to understand a number of calculations in the professional subjects in the vocational high schools. This study is designed to determine "how much mathematics is connected to specialized subjects in terms of mathematical content at vocational high schools". To investigate the research questions, this study examined the connections between the mathematical topics included in professional subjects and those of mathematics subjects in the vocational high school. In the end, this study suggest that is should be necessary to make new mathematics textbook which reflects the reality and needs of the present vocational high school students.

• Journal of applied mathematics & informatics
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• 제9권1호
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• pp.45-60
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• 2002

Some error estimates in terms of the p-norms of the fourth derivative for the remainder in a perturbed trapezoid formula are given. Applications for the expectation of a random variable and the Hermite-Hadamard divergence in Information Theory are also pointed out.

• 대한수학회지
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• 제37권6호
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• pp.1007-1019
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• 2000

In this paper, we discuss a uniqueness problem for the Cauchy problem of the Euler equation. W give a sufficient condition on the vorticity to show the uniqueness of a class of generalized solution in terms of the generalized solution in terms o the generalized Besov space. The condition allows the iterated logarithmic singularity to the vorticity of the solution. We also discuss the break down (or blow up) condition for a smooth solution to the Euler equation under the related assumption.

• Kyungpook Mathematical Journal
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• 제52권4호
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• pp.495-511
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• 2012

In this paper, we prove some inequalities in terms of G$\hat{a}$teaux derivatives for convex functions defined on linear spaces and also give improvement of Jensen's inequality. Furthermore, we give applications for norms, mean $f$-deviations and $f$-divergence measures.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권2호
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• pp.181-195
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• 2008

The purpose of this study was to investigate the understanding of basic knowledge of mathematics for $6^{th}$ grade students in elementary school by an essay test and provide instructional suggestions for teachers. A total of 132 students from 6 classes in 3 elementary schools were tested and analyzed in terms of the characteristics of correct answers and types of incorrect answers. The results showed that students had poor understanding of basic conceptual concepts and principles throughout six content areas of school mathematics curriculum, despite their good performance on mathematical skills. This study included implications to teaching and learning for each of the content areas.

• Korean Journal of Mathematics
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• 제23권3호
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• pp.357-370
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• 2015

In this paper, we introduce the concept of (m, n)-ideals in a non-associative ordered structure, which is called an ordered Abel-Grassmann's groupoid, by generalizing the concept of (m, n)-ideals in an ordered semigroup [14]. We also study the (m, n)-regular class of an ordered AG-groupoid in terms of (m, n)-ideals.

• 대한수학교육학회지:학교수학
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• 제1권2호
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• pp.605-615
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• 1999

In this paper, we explain the pedagogical phenomena appeared in the learning of 0.$\dot{9}$ = 1 in terms of its intrinsic mathematical structure, and investigate the reason why such phenomena happen. Also we analyze such phenomena through the dialogue between student and teacher, and present some instruction idea from the mathematical and educational view points.