統合的인 思考方法을 育成하기 爲한 算數指導의 事例와 그考察

韓年鍾 群山敎育大學 1974 論文集 Vol.7 No.-

In the integrated thought children do not grasp the objects of arithmetic, such as recognized or conjectured experiences, fittings, surrounding, knowledge, functions, principles, formulae, conceptions, terms, signs, techniques, as separated ones individually but grasp them as a whole object in connection with the already acquired objects in common. And they also think how the individual object works and functions in the inclusive object. In this paper I try to study on the fundamental teaching conditions for developing the integrated thought and thought patterns formed by it. The contents of this thesis are as follows; 1. The meaning of the integrated thought 2. The fundamental teaching conditions 3. The thought patterns formed by the integrated thought The integrated thought is not a quite new approach in teaching arithmetic. Being used in the past it was not taken serious. Nowadays, theachers are interested in it more than ever in connection with the modernization of arithmetic teaching. I think teachers require various concrete examples for teaching it with confidence. That's the reason why I aim to study this paper.

群과 環의 構造 및 準同型寫像의 比較

韓年鍾 군산대학교 1980 論文集 Vol.1 No.-

This study is aimed at illustrating the basic theorem of the homomorphism and the structure of the group and the ring regarded as the fundamental conception of the modern algebra for the bigginers, and helping the students understand the theory with ease and exactness by comparing them with each other.

Some Applications of the Sylow Theorems

韓年鐘 群山大學校 1982 論文集 Vol.3 No.-

有限群 G가 可換 일때는 可換群의 基本 定理에 依하여 類型이 證明되여 있고, 有限群 G가 非可換群인 경우에 Sylow 定理를 利用하여 類型을 찾을 수 있는 바 本 稿에서는 G의 位數가 12인 때에 Sylow 定理에 依하여 類型을 찾고 [定理 2.1] 특히, Galois 理論에서 群의 可解性에 응용된 nilpotent 群들에 對한 性質, 즉 有限群 G의 各 極大 部分群이 正規이면 G는 nilpotent이고 可解的임[定理2.8]을 보인다.

數와 演算을 效率的으로 指導하기 爲한 셰-마의 考察 : Chiefly out of the Experimental Textbooks 實驗用 敎科書를 中心으로

韓年鐘 群山敎育大學 1973 論文集 Vol.6 No.-

The textbooks of mathematics in the lst, 2nd and 3rd year grades of primary schools are to revise and put into practice in 1973 according to the revision of arithmetic curriculum caused by the modernization in mathematics. In advance the authorities concerned have made the experimental textbooks and have experimented on them for a near. In this paper I have tried to research and analyze how the schema has been selected and puts into practice in the new ways of guiding arithmetic chiefly on the number and the operation out of the experimental textbooks and also I have intended to present the primary school teachers with the effective direction for use of the schema in the number and the operation. The contents of analysis are as follows. 1) The schema analysis according to the grades between the school years. 2) The schema analysis according to the domains. 3) The schema analysis according to the psychological, emotional, and living surroundings 4) The schema application for the effective guiding The conclusions derived from the above are as follows. 1) They made much use of the concrete schema in the lst shool year but the diagrams of the number in the 2nd school year. 2) They made much use of the non-diagrams of the number in the number domains while they made much use of the diagrams of the number. 3) They selected and made much use of the schema which could be guided the number and the operation at the same time. 4) They selected and made use of the schema which considered the living surroundings and psychological, emotional development of the children.

산수과 학력 도달도 평가자료의 개발 : Focus on the Set 수의 영역의 집합에서

강석태,한년종 群山敎育大學 1977 論文集 Vol.11 No.-

Ⅰ. I made this research by the following purposes and necessities. A. Necessity of Research 1. Elementary school teachers show some resistant responses to the curriculum based on the modernized curriculum in elementary school mathematics. 2. The resistant responses in general are as follows; (a) Insufficiencics in understanding of new contents of the curriculum. (b) Inadequacies for the physical and mental development of children. (c) Lacks of systematization in elementary mathematics resulted from the merely scattered enumerations. (d) Inadequacies of considerations for mathematic thinking. 3. It is urgent and quite natural that we should revise the above stated responses and improve the curriculum for the normal development in mathematics by finding out the good materials and the effective application of them. B. Objective of Research According to the above necesity of research, this research does not deal with the evaluation materials simply for the achievement measure, but deals with the closely related evaluation materials in 1. what to teach-a problem in the curriculum, and 2. how to teach-a problem of teaching method. Consequently this is intended to maximized the results of mathematics education by 1. developing the mathematic thinking and 2. finding out the method fit for the physical and mental growth 3. setting up the systematic relations between the earlier, middle and latter grades at the elementary school. Ⅱ. The outline of the research which was performed is as follows A. Collecting and Studying the evaluation materials already developed.(home and abroad) B. Surveying and analysing the resistant responses both in the curriculum and in actual teaching. C. Preliminary survey of children(surroundings, I. Q test etc.) D. Making the evaluation materials. 1. I limit the scope of research infield of set. 2. Framing guidance objectives of the set domain through all the grades of primary school childre. 3. Scheduling dichotomous taxonomy of educational objectives according to the above guidance objectives. 4. Making up evaluation items on the basies of the above taxonomy. 5. The examination of achievements according to the above evaluation data (application to the fouth grade and the sixth grade)

集合과 論理敎育 : 記號論理를 通한 論理敎育의 一方案

韓年鍾 군산대학교 1979 論文集 Vol.1 No.1

The purpose of this study is to suggest a scheme to help students of form their rational personality and build up their ability which can pass exact judgement and valid inference upon affairs. In this paper, I outlined the content of symbolic logic, and then discoursed upon the practice of logic education which fosters the rational thinking ability in students by using the symbolic logic and the set.

古典論理學의 記號論理學的 解釋 : 三段論法을 中心으로

韓年鍾 群山大學校 1984 論文集 Vol.9 No.-

As the classical logic has been used an everyday language, the equivocation of language, the inexactness of logical form and the inaccuracy of relational analysis and so forth are inevitable. But the symbolic logic develops its logic by a mathematical method using logical symbols instead of language. Therefore it is even more accurate in the exactness of logical form and the accuracy of relational analysis. In this thesis I'll develop the syllogism in the classical logic with the symbolic logic and prove its validity.

Some properties on the Zero-divisors of a Ring

Han, Neon jong 群山大學校 1984 論文集 Vol.7 No.-

本 論文은 環에 對한 다음의 性質을 證明하였다. (1) R가 整域일 때, R을 內包하는 環 T에서 R의 零이 아닌 元이 零因子가 아니면, T의 極小素 ideal의 contraction은 R에서 必然的으로 0이다. (2) 環R에서 p와 q가 素 ideal들일 때 만일 R에는 p와 q에 모두 內包되는 素 ideal이 없다면, ab=0인 a와 b가 存在하여 a가 q에 있고 p에는 없거나, b가 p에 있고, q에 없다. (3) 冪零元이 없는 環 R에서, 모든 極小素 ideal들의 和는 R의 모든 零因子이다. (4) R가 冪零元이 없는 環일 때, R의 모든 元은 unit이거나 零因子이고, R가 有限個의 極小素 ideal을 갖는다면 R의 次元은 0이다.

A Note on the Dedekind Domain

Han, Neon Jong 群山大學校 1984 論文集 Vol.7 No.-

本 論文에서는 A가 1次의 Noether局所整域이면, A의 整閉包는 有限個의 極大 ideal을 갖는 主 ideal 整域이 됨을 證明하였다.