• Journal for History of Mathematics
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• v.34 no.6
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• pp.205-223
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• 2021

It has been argued that as for the origin of the Pythagorean theorem, the theorem had already been discovered and proved before Pythagoras, and the historical records of ancient mathematics have confirmed various uses of this theorem. The purpose of this study is to examine the relevance of its name caused by Eurocentrism and the weakness of its use in Korean school mathematics and to seek improvements from a critical point of view. To this end, the Pythagorean theorem was reviewed from the perspectives of the history of mathematics and mathematics education. In addition, its name in relation to objective mathematical contents regardless of any specific civilization and its use as a starting point for teaching the theorem in school mathematics were suggested.

• The Mathematical Education
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• v.57 no.2
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• pp.93-110
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• 2018

One of the biggest changes in the 2015 revised mathematics curriculum is shifting to the second year of middle school in Pythagorean theorem. In this study, the following subjects were studied. First, Pythagoras theorem analyzed the expected problems caused by the shift to the second year middle school. Secondly, we have researched the reconstruction method to solve these problems. The results of this study are as follows. First, there are many different ways to deal with Pythagorean theorem in many countries around the world. In most countries, it was dealt with in 7th grade, but Japan was dealing with 9th grade, and the United States was dealing with 7th, 8th and 9th grade. Second, we derived meaningful implications for the curriculum of Korea from various cases of various countries. The first implication is that the Pythagorean theorem is a content element that can be learned anywhere in the 7th, 8th, and 9th grade. Second, there is one prerequisite before learning Pythagorean theorem, which is learning about the square root. Third, the square roots must be learned before learning Pythagorean theorem. Optimal positions are to be placed in the eighth grade 'rational and cyclic minority' unit. Third, Pythagorean theorem itself is important, but its use is more important. The achievement criteria for the use of Pythagorean theorem should not be erased. In the 9th grade 'Numbers and Calculations' unit, after learning arithmetic calculations including square roots, we propose to reconstruct the square root and the utilization subfields of Pythagorean theorem.

• School Mathematics
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• v.4 no.3
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• pp.347-360
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• 2002

This study analyzed the mathematical and didactical contexts of the Euclid's proof about Pythagorean theorem and compared with the teaching methods about Pythagorean theorem in school mathematics. Euclid's proof about Pythagorean theorem which does not use the algebraic methods provide students with the spatial intuition and the geometric thinking in school mathematics. Furthermore, it relates to various mathematical concepts including the cosine rule, the rotation, and the transfor-mation which preserve the area, and so forth. Visual demonstrations can help students analyze and explain mathematical relationship. Compared with Euclid's proof, Algebraic proof about Pythagorean theorem is very simple and it supplies the typical example which can give the relationship between algebraic and geometric representation. However since it does not include various spatial contexts, it forbid many students to understand Pythagorean theorem intuitively. Since both approaches have positive and negative aspects, reciprocal complementary role is required in pedagogical aspects.

• Journal of the Korean Data and Information Science Society
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• v.27 no.3
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• pp.653-661
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• 2016

In this paper, we provide a suitable optimal exponent in the generalized Pythagorean theorem and propose to use the logistic model & the probit model to estimate the winning rate in Korean professional baseball league. Under a criterion of root-mean-square-error (RMSE), the efficiencies of the proposed models have been compared with those of the Pythagorean theorem. We use the team historic win-loss records of Korean professional baseball league from 1982 to the first half of 2015, and the proposed methods show slight outperformances over the generalized Pythagorean method under the criterion of RMSE.

• Journal of the Korean Data and Information Science Society
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• v.26 no.3
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• pp.653-659
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• 2015

The Pythagorean formula for baseball postulated by James (1982) indicates the winning percentage as a function of runs scored and runs allowed. However sometimes, the Pythagorean formula gives a less accurate estimate of winning percentage. We use the records of team vs team historic win loss records of Korean professional baseball clubs season from 2005 and 2014. Using assumption that the difference between winning percentage and pythagorean expectation are affected by unusual distribution of runs scored and allowed, we suppose that difference depends on mean, standard deviation, and coefficient of variation of runs scored per game and runs allowed per game, respectively. In conclusion, the discrepancy is mainly related to the coefficient of variation and standard deviation for run allowed per game regardless of run scored per game.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.103-124
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• 2014

The process of analogical reasoning can be conventionally summarized in five steps : Representation, Access, Mapping, Adaptation, Learning. The purpose of this study is to develop more detailed model for reason of analogies considering the distinct characteristics of the mathematical education based on the process of analogical reasoning which is already established. Ultimately, This model is designed to facilitate students to use analogical reasoning more productively. The process of developing model is divided into three steps. The frist step is to draft a hypothetical model by looking into historical example of Leonhard Euler(1707-1783), who was the great mathematician of any age and discovered mathematical knowledge through analogical reasoning. The second step is to modify and complement the model to reflect the characteristics of students' thinking response that proves and links analogically between the law of cosines and the Pythagorean theorem. The third and final step is to draw pedagogical implications from the analysis of the result of an experiment.

• Journal of Advanced Navigation Technology
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• v.19 no.6
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• pp.558-563
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• 2015

There have recently been various services that use indoor location estimation technologies. Representative methods of location estimation include fingerprinting and triangulation, but they lack accuracy. Various kinds of research which apply existing location estimation methods like AOA, TOA, and TDOA are being done to solve this problem. In this paper, we study the location estimation algorithm based on AOA using a RSSI difference in indoor environments. We assume that there is a single AP with four antennas, and estimate the angle of arrival based on the RSSI value to apply the AOA algorithm. To compensate for RSSI, we use a recursive averaging filter, and use the corrected RSSI and the Pythagorean theorem to estimate the angle of arrival. The results of the experiment, show an error of 18% because of the radiation pattern of the four non-directional antennas arranged at narrow intervals.

• The Journal of Korean Association of Computer Education
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• v.4 no.1
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• pp.99-107
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• 2001

One of the main objects of geometry in mathematics education is to improve students' geometric intuition capability and logical reasoning capability based on them. A visual element related to intuition plays an important role in teaching and learning of geometry. Therefore, in this research, we focus on the development of multimedia title available to dynamic operation about visual elements and verify of effect of its application. This title for the learning of "the Pythagorean theorem and its practical use" in the third grade of middle school is designed and implemented by an authoring tool, Toolbook. And it enables learners to study mathematics individually and can be applied to the educational field, too. And we taught two groups, the applied group and the compared one of the second grade of middle school and surveyed Questions and evaluated study achievement. We calculated study achievement of two groups on t-test using SPSS. As the result, we knew that the applied group is higher than the compared one in the study achievement and provision of dynamic operation possibility on visual elements make students know very high learning effect and help improvement of intelligent capability.