Application and Modelling in Mathematical Curriculum
정은실 E . S . Jeong
30(1) 119, 1991
정은실 E . S . Jeong
DOI: JANT Vol.30(No.1) 119, 1991
This study intends to provide some desirable suggestions for the development of application oriented mathematics curriculum. More specific objects of this study is : 1. To identify the meaning of application and modelling in mathematics curriculum. 2. To illuminate the historical background of and trends in application and modelling in the mathematics curricula. 3. To consider the reasons for including application and modelling in the mathematics curriculum. 4. To find out some implication for developing application oriented mathematics curriculum. The meaning of application and modelling is clarified as follows: If an arbitrary area of extramathematical reality is submitted to any kind of treatment which involves mathematical concepts, methods, results, topics, we shall speak of the process of applying mathematics to that area. For the result of the process we shall use the term an application of mathematics. Certain objects, relations between them, and structures belonging to the area under consideration are selected and translated into mathematical objects, relation and structures, which are said to represent the original ones. Now, the concept of mathematical model is defined as the collection of mathematical objects, relations, structures, and so on, irrespective of what area is being represented by the model and how. And the full process of constructing a mathematical model of a given area is called as modelling, or modelbuilding. During the last few decades an enormous extension of the use of mathematics in other disciplines has occurred. Nowadays the concept of a mathematical model is often used and interest has turned to the dynamic interaction between the real world and mathematics, to the process translating a real situation into a mathematical model and vice versa. The continued growing importance of mathematics in everyday practice has not been reflected to the same extent in the teaching and learning of mathematics in school. In particular the worldwide "New Maths Movement" of the 1960s actually caused a reduction of the importance of application and modelling in mathematics teaching. Eventually, in the 1970s, there was a reaction to the excessive formallism of "New Maths", and a return in many countries to the importance of application and connections to the reality in mathematics teaching. However, the main emphasis was put on mathematical models. Application and modelling should be part of the mathematics curriculum in order to : 1. Convince students, who lacks visible relevance to their present and future lives, that mathematical activities are worthwhile, and motivate their studies. 2. Assist the acqusition and understanding of mathematical ideas, concepts, methods, theories and provide illustrations and interpretations of them. 3. Prepare students for being able to practice application and modelling as private individuals or as citizens, at present or in the future. 4. Foster in students the ability to utilise mathematics in complex situations. Of these four reasons the first is rather defensive, serving to protect or strengthen the position of mathematics, whereas the last three imply a positive interest in application and modelling for their own sake or for their capacity to improve mathematics teaching. Suggestions, recomendations and implications for developing application oriented mathematics curriculum were made as follows: 1. Many applications and modelling case studies suitable for various levels should be investigated and published for the teacher. 2. Mathematics education both for general and vocational students should encompass application and modelling activities, of a constructive as well as analytical. and critical nature. 3. Application and modelling activities should be introduced in mathematics curriculum through the interdisciplinary integrated approach. 4. What are the central ideas of, arid what are lessimportant topics of applicationoriented curriculum should be s

1991 International Mathematical Olympiad
박한식 , 최영한 H . S . Park , Y . H . Choe
30(1) 124, 1991
박한식 , 최영한 H . S . Park , Y . H . Choe
DOI: JANT Vol.30(No.1) 124, 1991

Improvement ways for InService Training of Mathematics Teachers
박근생 , 조열제 K . S . Park , Y . J . Cho
30(1) 2134, 1991
박근생 , 조열제 K . S . Park , Y . J . Cho
DOI: JANT Vol.30(No.1) 2134, 1991

Affective Factors in mathematical Problem Solving
전평국 P . K . Jeon
30(1) 2538, 1991
전평국 P . K . Jeon
DOI: JANT Vol.30(No.1) 2538, 1991

Iterative Algorithm for Multiobjective Optimization with Set Functions
이준열 , 김상현 , 이재학 Jun Yull Lee , Sang Hyeun Kim , Jae Hak Lee
30(1) 3542, 1991
이준열 , 김상현 , 이재학 Jun Yull Lee , Sang Hyeun Kim , Jae Hak Lee
DOI: JANT Vol.30(No.1) 3542, 1991
Multiobjective Optimization problem involving set functions is introduced. Then an iterative algorithm for these kinds of problems is suggested and its optimal process will be proved.

The Mathematical Tasks to be Considered to Reform the 6th Curriculum
전평국 P . K . Jeon
30(1) 3946, 1991
전평국 P . K . Jeon
DOI: JANT Vol.30(No.1) 3946, 1991

On the Curvature Tensor in ndimensional Semisymmetric Einstein *gmanifold
정필웅 Phil Ung Chung
30(1) 4345, 1991
정필웅 Phil Ung Chung
DOI: JANT Vol.30(No.1) 4345, 1991

Nonparamtric Estimators for Percentile Regression Functions
지은숙 Eun Sook Jee
30(1) 4750, 1991
지은숙 Eun Sook Jee
DOI: JANT Vol.30(No.1) 4750, 1991
We consider the regression model H = h(x) + E, where h is an unknown smooth regression function and E is the random error with unknown distribution F. In this context we present and examine the asymptotic behavior of some nonparametric estimators for the percentile regression functions ξ_p(x) = h(x) + ξ_p, where 0 ＜ p ＜ 1 and ξ_p = inf{x : F(x) ≥ p}

Geometry Education and Van Hiele Theory
한태식 T . S . Han
30(1) 4769, 1991
한태식 T . S . Han
DOI: JANT Vol.30(No.1) 4769, 1991

Locally convex topologies of Vector Spaces
윤갑병 , 전경린 Kap Byung Yoon , Kyung Rin Chun
30(1) 5157, 1991
윤갑병 , 전경린 Kap Byung Yoon , Kyung Rin Chun
DOI: JANT Vol.30(No.1) 5157, 1991

Students' Degree Project as an Efficient Test Discriminator
윤갑병 , 전경린 Kap Byung Yoon , Kyung Rin Chun
30(1) 5966, 1991
윤갑병 , 전경린 Kap Byung Yoon , Kyung Rin Chun
DOI: JANT Vol.30(No.1) 5966, 1991
This paper considers the problem of determining how degree examinations` project which consumes a very significant time of the student and his supervisor affect his overall degree performance and sifts among students of varying performance; particularly at the university level. A survey sampling method for data collection and techniques for analysis are discussed and results show degree project as a poor discriminator.

The Existence of an Upper Solution of n2 / 4 (n1) △u + Ku n2/n+2=o on Compact Manifolds
정윤태 Yoon Tae Jung
30(1) 6769, 1991
정윤태 Yoon Tae Jung
DOI: JANT Vol.30(No.1) 6769, 1991

Didactic Transposition of Mathematical Knowledge in Textbook
강완 W . Kang
30(1) 7189, 1991
강완 W . Kang
DOI: JANT Vol.30(No.1) 7189, 1991

THE SEVENTH INTERNATIONAL CONGRESS ON MATHEMATICAL EDUCATION QUEBEC , CANADA
학회자료
30(1) 7576, 1991
학회자료
DOI: JANT Vol.30(No.1) 7576, 1991

A Manual for Authors of Papers of Mathematical Education
최영한 Y . H . Choe
30(1) 7986, 1991
최영한 Y . H . Choe
DOI: JANT Vol.30(No.1) 7986, 1991

Problem Representation and Search for Teaching Plan of Efficient Word Problem
양순열 S . Y . Yang
30(1) 8796, 1991
양순열 S . Y . Yang
DOI: JANT Vol.30(No.1) 8796, 1991

The Need for Change Discrete Mathematics in the School Mathematics Curriculum
이준열 J . Y . Lee
30(1) 97106, 1991
이준열 J . Y . Lee
DOI: JANT Vol.30(No.1) 97106, 1991

A study of Fraction in Sanhak Gyemong ( Arithmetic Enlightment )
박배훈 , 박근덕 B . H . Park , K . D . Park
30(1) 101125, 1991
박배훈 , 박근덕 B . H . Park , K . D . Park
DOI: JANT Vol.30(No.1) 101125, 1991
Arithemetic Enlightenment is written for school beginner and has given much influence to korea. this article makes a review of fraction in Arithemetic Enlightenment.. Difference of the way of thinking between the West and the Orient, fraction in Nine Chapter of Arithemetic, overview of Arithemetic Enlightenment, fraction education in Arithemetic Enlightenment, all of which are described in this article.

A Study on the CAI Courseware for Teaching Arithmetical Operations
최경희 , 임성택 K . H . Choi , S . T . Lim
30(1) 107123, 1991
최경희 , 임성택 K . H . Choi , S . T . Lim
DOI: JANT Vol.30(No.1) 107123, 1991

A Study on Articulation Geometry of the Elementary , Middle School
송순희 , 위정숙 S . H . Song , J . S . Wee
30(1) 125148, 1991
송순희 , 위정숙 S . H . Song , J . S . Wee
DOI: JANT Vol.30(No.1) 125148, 1991

Research of Metacognition in Mathematical Education
조재영 J . J . Young
30(1) 127135, 1991
조재영 J . J . Young
DOI: JANT Vol.30(No.1) 127135, 1991

Announcement of 1992 National Meeting of Mathematical Education
학회자료
30(1) 149152, 1991
학회자료
DOI: JANT Vol.30(No.1) 149152, 1991

The Seventh International Congress on Mathematical Education ( ICME 7 )
학회자료
30(1) 153153, 1991
학회자료
DOI: JANT Vol.30(No.1) 153153, 1991
