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- 저자 : Hiroto Fukuda (검색결과 2 건)
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Physical Properties of a New Ternary Compound RP₃Al<SUB>5</SUB> (R = rare earth)
Hiroto Fukuda,Takatsugu Koizumi,Yoshiki J. Sato,Yusei Shimizu,Ai Nakamura,Dexin Li,Yoshiya Homma,Atsushi Miyake,Dai Aoki,Masashi Tokunaga,Ryoma Kato,Masanobu Shiga,Tatsuya Kawae,Fuminori Honda 한국물리학회 2023 새물리 Vol.73 No.12
Electronic properties of a new ternary f-electron system RP ₃Al<SUB>5</SUB> (R: rare earth elements) have been investigated. RPt ₃Al<SUB>5</SUB> crystalizes in the CePt ₃Al<SUB>5</SUB>-type orthorhombic structure where R atoms form 1-dimensional chains along the b-axis. LaPt ₃Al<SUB>5</SUB> shows superconductivity below 0.4 K, while others show magnetic ordering. CePt ₃Al<SUB>5</SUB> orders antiferromagnetically below T<SUB>N</SUB> = 1.2 K with spontaneous moment and shows successive magnetic transition at T<SUB>m</SUB> = 0.9 K. The nearly divalent antiferromagnet EuPt ₃Al<SUB>5</SUB> indicates an unusual valence cross-over behavior into the nearly trivalent state under high pressure of 9 GPa. It is also found that most of RPt ₃Al<SUB>5</SUB> orders antiferromagnetically and, in some cases, shows characteristic features in magnetic suscep- tibility, where the broad maximum appears slightly above T<SUB>N</SUB>, reecting the low-dimensional nature.
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Yuichiro Hattori,Hiroto Fukuda,Takuya Baba 대한수학교육학회 2021 수학교육학연구 Vol.31 No.3
The purpose of this study is to propose socio-critically open-ended problems (SCOEPs) as a novel theoretical framework for nurturing students’ critical mathematical literacy while respecting diverse values embedded in trans- scientific problems. First, we outline the socially open-ended problem─which is of current interest to Japanese researchers of critical mathematics education─and describe its nature and significance. Second, we derive issues from current research on social justice and ethics in mathematics education using a literature interpretive methodology and build a theoretical framework of SCOEPs to develop socially open-ended problems. We present several potential examples of classroom practices based on the SCOEPs framework that were implemented in Japanese schools to explore the impact of these questions on student’s engagement and thinking processes. We found evidence that the objectives of nurturing both social judgment skills within an ethical framework, as well as fostering mathematically and socially diverse solutions for authentic problems are integrated in SCOEPs. The framework can be described as the coexistence of the process of fostering social decision-making through mathematical thinking and the process of critically considering mathematical thinking to achieve social justice. This proposal has significant implications for the future directions of mathematics education in the 21st century.
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