• 대한수학교육학회지:수학교육학연구
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• 제8권2호
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• pp.405-423
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• 1998

This study aims to reflect the origin and the meaning of open education and to derive pedagogical principles for open mathematics education. Open education originates from Socrates who was the founder of discovery learning and has been developed by Locke, Rousseau, Froebel, Montessori, Dewey, Piaget, and so on. Thus open education is based on Humanism and Piaget's psychology. The aim of open education consists in developing potentials of children. The characteristics of open education can be summarized as follows: open curriculum, individualized instruction, diverse group organization and various instruction models, rich educational environment, and cooperative interaction based on open human relations. After considering the aims and the characteristics of open education, this study tries to suggest the aims and the directions for open mathematics education according to the philosophy of open education. The aim of open mathematics education is to develop mathematical potentials of children and to foster their mathematical appreciative view. In order to realize the aim, this study suggests five pedagogical principles. Firstly, the mathematical knowledge of children should be integrated by structurizing. Secondly, exploration activities for all kinds of real and concrete situations should be starting points of mathematics learning for the children. Thirdly, open-ended problem approach can facilitate children's diverse ways of thinking. Fourthly, the mathematics educators should emphasize the social interaction through small-group cooperation. Finally, rich educational environment should be provided by offering concrete and diverse material. In order to make open mathematics education effective, some considerations are required in terms of open mathematics curriculum, integrated construction of textbooks, autonomy of teachers and inquiry into children's mathematical capability.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.107-118
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• 2001

Mathematics subject of the seventh national curriculum in Korea, which has been effective since 2000, strongly encourages the use of calculators and computers to help children gain a better understanding of basic mathematical concepts and develop creative thinking and problem-solving skills without spending too much time and effort on making mechanical computations. Despite the recommendation by the national curriculum, however, only a small segment of elementary school teachers have been using calculators because of the fear that children\\`s dependence on calculators might bring about negative consequences. As a result, little research has been conducted in this area as well. This study has been conducted on the assumption that calculators have the potential for being a useful instructional tool in certain areas of elementary school mathematics education. To investigate the usefulness of calculators, a review was made of the scanty literature in the area. The literature review indicated that calculators are effective when they are used for the following purposes: understanding concepts and properties in numbers and operations, deducing mathematical rules, and solving problems. In view of the available research finding, we will give some concrete learning and teaching models of such uses of calculators. The teaching-learning models are organized around three categories: concept formation, discovery of principles and rules, and problem solving. Such organization is intended to help teachers use the models with ease.

• East Asian mathematical journal
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• 제35권4호
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• pp.509-528
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• 2019

As various changes in education in general and learning environment in particular have promoted different needs and expectations for learning at both personal and social levels, the roles that schools and school teachers typically have with respect to their students are being challenged. Especially with the recent, rapid progress of the artificial intelligence(AI) field, AI could serve beyond the way in which it has been used. Based on a review of some of the related literature and the current development of AI, a view on utilizing AI to be a collaborative, complementary partner with an human mathematics teacher in the classroom in order to support both students and teachers will be discussed.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제21권1호
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• pp.35-46
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• 2018

In this perspective paper, we present seven elements of the appropriate educator mindset for teaching in the constructivist elementary mathematics classroom. The elements include supporting students as they construct their own understanding, eliminating deficit view of slow learners, setting new understanding and growth as the learning objective, providing opportunities to co-construct meaning with peers, using student contributions as the source of curricular material, encouraging all students to participate in learning, and providing instruction not bounded by time. In our struggles to provide authentic, inclusive elementary classrooms, we hope that our discussion of the educator mindset can increase discourse on constructivism from philosophy to practice in the community of mathematics education and policy makers.

• 대한수학교육학회지:학교수학
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• 제4권2호
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• pp.261-282
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• 2002

This study intended to search for the way of NIE use as follows: 1) Setting up theoretical base about the way of NIE use to math loaming in primary school. 2) Analyzing the course mathematising through NIE use in math learning in practice. 3) Searching for the way of NIE use to aim at mathematising. As the result, this presented NIE model for mathematising according to the character of each step of the mathematising course. This paper says two things : The first, the way for using learning materials as reonstructing articles of newspapers to teach math learning 1) is searched for each information, scrapped to materialize. 2)is to extract the contents of NIE teaming available to the field and the unit of math curriculum. 3) searches for and applies the model for math NIE teaming. 4) makes up learning materials for each level using articles and presents the matters of deepening and supplement suitable for students. The second, the way for teaching math NIE with a view to helping students' mathematising during the course of teachers' math teaming. 1) reconstructs materials chosen by students' reality. 2) should offer students' communication and abundant context materials which mathematical model is possible. 3)needs to guide students to have motivation teaming so that they can mathematise their real matters by rediscovery 4) progresses mathematical activity using newspapers so that they can apply to new reality by applying informed Idea.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권4호
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• pp.381-406
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• 2006

This work aims to investigate mathematics teachers' knowledge and belief on the high school probability and statistics. For this aim, two research questions are estabilished as follows. (1) How is mathematics teachers' knowledge on the main contents of the high school probability and statistics in the 7th mathematics curriculum? (2) What is mathematics teachers' belief on the high school probability and statistics? Survey and interviews were carried out to answer the above research questions. Subjects of the survey were 2 7mathematics teachers who were answered to questionnaire. Among them, 3 volunteers were chosen by provinces for in-depth interview. Research findings in mathematics teacher's knowledge are as follows. Firstly, mathematics teachers do not have much of mathematical knowledge on the newly added and changed contents of the high school probability and statistics in the 7th mathematics curriculum. Secondly, mathematics teachers do not change their teaching-learning method for probability and statistics. Thirdly, many teachers think that the use of technology and reconstruction of the textbooks are required in teaching and learning of the high school probability and statistics. But, they stick on their own way. Research findings in mathematics teachers' belief are as follows. Firstly, many mathematics teachers view the nature of statistics as a branch of the applied mathematics and put the value of high school probability and statistics on the practical usefulness, Secondly, many mathematics teachers think that understanding concepts and improving problem solving ability are the best method of the teaching and learning. Thirdly, many mathematics teachers think that high school probability and statistics textbooks should cause motivations and interests in order not to give up studying probability and statistics. It is expected that the above findings can be used to change teachers' teaching and learning methods and to improve teachers training program.

• 천문학회보
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• 제46권2호
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• pp.74.2-75
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• 2021

We demonstrate that a deep learning classifier that only uses to gravitational wave (GW) detectors auxiliary channel data can distinguish various types of non-Gaussian noise transients (glitches) with significant accuracy, i.e., ≳ 80%. The classifier is implemented using the multi-scale neural networks (MSNN) with PyTorch. The glitches appearing in the GW strain data have been one of the main obstacles that degrade the sensitivity of the gravitational detectors, consequently hindering the detection and parameterization of the GW signals. Numerous efforts have been devoted to tracking down their origins and to mitigating them. However, there remain many glitches of which origins are not unveiled. We apply the MSNN classifier to the auxiliary channel data corresponding to publicly available GravitySpy glitch samples of LIGO O1 run without using GW strain data. Investigation of the auxiliary channel data of the segments that coincide to the glitches in the GW strain channel is particularly useful for finding the noise sources, because they record physical and environmental conditions and the status of each part of the detector. By only using the auxiliary channel data, this classifier can provide us with the independent view on the data quality and potentially gives us hints to the origins of the glitches, when using the explainable AI technique such as Layer-wise Relevance Propagation or GradCAM.

• 한국수학사학회지
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• 제31권6호
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• pp.291-313
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• 2018

This study aims to analyze Pardies' ${\ll}$Elements of geometry${\gg}$. This book is very interesting from the perspectives of mathematical history as well as of mathematical education. Because it was used for teaching Kangxi emperor geometry in the Qing Dynasty in China instead of Euclid's which was considered as too difficult to study geometry. It is expected that this book suggests historical and educational implications because it appeared in the context of instruction of geometry in the seventeenth century of mathematical history. This study includes the analyses on the contents of Pardies' ${\ll}$Elements of geometry${\gg}$, the author's advice for geometry learning, several geometrical features, and some features from the view of elementary school mathematics, of which the latter two contain the comparisons with other authors' as well as school mathematics. Moreover, some didactical implications were induced based on the results of the study.

• East Asian mathematical journal
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• 제36권4호
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• pp.455-474
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• 2020

In this study, we investigate the latus rectum, one of the geometric measures of the conics, as one of the ways in which learners harmonize the geometric and algebraic approaches to conics from a pedagogical point of view. We also introduce the conical curve of Biot as presented in 'The Discourse on the Latus Rectum in conics(2013)' by Takeshi Sugimoto and reinterpret it for visualization and use as teaching material. Therefore, we expect that the importance of mathematical concepts will be recognized in conics and students can experience geometry learning that is explored in the school field and have a positive effect in developing the power to apply even in the context of applied problems.

• Journal of Computing Science and Engineering
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• 제7권2호
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• pp.112-121
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• 2013

The last years have seen a rise of interest in using electroencephalography-based brain computer interfacing methodology for investigating non-medical questions, beyond the purpose of communication and control. One of these novel applications is to examine how signal quality is being processed neurally, which is of particular interest for industry, besides providing neuroscientific insights. As for most behavioral experiments in the neurosciences, the assessment of a given stimulus by a subject is required. Based on an EEG study on speech quality of phonemes, we will first discuss the information contained in the neural correlate of this judgement. Typically, this is done by analyzing the data along behavioral responses/labels. However, participants in such complex experiments often guess at the threshold of perception. This leads to labels that are only partly correct, and oftentimes random, which is a problematic scenario for using supervised learning. Therefore, we propose a novel supervised-unsupervised learning scheme, which aims to differentiate true labels from random ones in a data-driven way. We show that this approach provides a more crisp view of the brain states that experimenters are looking for, besides discovering additional brain states to which the classical analysis is blind.