• Proceedings of the Korea Water Resources Association Conference
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• 2016.05a
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• pp.298-298
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• 2016

최근 기후변화의 영향으로 시간에 따라 자료 및 통계적 특성이 변하는 비정상성이 다양한 수문자료에서 관측됨에 따라 비정상성 빈도해석에 대한 연구가 활발히 진행되고 있다. 비정상성 빈도해석에 사용되는 비정상성 확률 모형은 기존의 매개변수를 시간에 따라 변하는 공변량이 포함된 함수의 형태로 나타내기 때문에, 정상성 확률 모형에 비해 매개변수의 개수가 많으며 복잡한 형태를 가지게 된다. 따라서 본 연구에서는 비정상성 고려 시 모형이 복잡해짐에 따라 매개변수 및 확률 수문량의 불확실성이 어떻게 변하는지 알아보고자 하였다. 베이지안 방법은 매개변수 추정 및 확률 수문량의 산정 뿐 아니라 이에 대한 불확실성을 정량화할 수 있는 방법 중 하나이다. 따라서 베이지안 방법에서 매개변수 추정에 주로 쓰이는 Monte Carlo Markov Chain (MCMC) 방법 중 하나인 Metropolis-Hastings 알고리즘을 이용하여 정상성 및 비정상성 GEV모형에 대한 매개변수 및 확률수문량의 사후분포를 산정하였다. 산정된 사후분포의 사후구간을 통해 각 모형의 불확실성을 정량화하였으며, 계산된 불확실성의 비교를 통해 모형의 복잡성이 불확실성에 미치는 영향을 평가하였다.

• School Mathematics
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• v.5 no.4
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• pp.421-440
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• 2003

It is difficult for the learner to understand completely the ratio concept which forms a basis of proportional reasoning. And proportional reasoning is, on the one hand, the capstone of children's elementary school arithmetic and, the other hand, it is the cornerstone of all that is to follow. But school mathematics has centered on the teachings of algorithm without dealing with its essence and meaning. The purpose of this study is to analyze the essence of ratio concept from multidimensional viewpoint. In addition, this study will show the direction for improvement of ratio concept. For this purpose, I tried to analyze the historical development of ratio concept. Most mathematicians today consider ratio as fraction and, in effect, identify ratios with what mathematicians called the denominations of ratios. But Euclid did not. In line with Euclid's theory, ratio should not have been represented in the same way as fraction, and proportion should not have been represented as equation, but in line with the other's theory they might be. The two theories of ratios were running alongside each other, but the differences between them were not always clearly stated. Ratio can be interpreted as a function of an ordered pair of numbers or magnitude values. A ratio is a numerical expression of how much there is of one quantity in relation to another quantity. So ratio can be interpreted as a binary vector which differentiates between the absolute aspect of a vector -its size- and the comparative aspect-its slope. Analysis on ratio concept shows that its basic structure implies 'proportionality' and it is formalized through transmission from the understanding of the invariance of internal ratio to the understanding of constancy of external ratio. In the study, a fittingness(or comparison) and a covariation were examined as the intuitive origins of proportion and proportional reasoning. These form the basis of the protoquantitative knowledge. The development of sequences of proportional reasoning was examined. The first attempts at quantifying the relationships are usually additive reasoning. Additive reasoning appears as a precursor to proportional reasoning. Preproportions are followed by logical proportions which refer to the understanding of the logical relationships between the four terms of a proportion. Even though developmental psychologists often speak of proportional reasoning as though it were a global ability, other psychologists insist that the evolution of proportional reasoning is characterized by a gradual increase in local competence.

• The Korean Journal of Applied Statistics
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• v.21 no.2
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• pp.291-299
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• 2008

This paper discusses model building for repeated binary response data with different time-dependent covariates each occasion. Since repeated measurements data are having correlated structure, weighed least squares(WLS) methodology is applied. Repeated measures designs are usually having different sizes of experimental units like split-plot designs. However repeated measures designs differ from split-plot designs in that the levels of one or more factors cannot be randomly assigned to one or more of the sizes of experimental units in the experiment. In this case, the levels of time cannot be assigned at random to the time intervals. Because of this nonrandom assignment, the errors corresponding to the respective experimental units may have a covariance matrix. So, the estimates of effects included in a suggested logit model are obtained by using covariance structures.

• Journal of the Korean Chemical Society
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• v.45 no.2
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• pp.177-182
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• 2001

An instructional model using multiple analogies according to component process (MACP) was designed on the vasis of schema theory and comornent process theory in analogical reasoning. This model has ？ phases: introducting multiple analsgs, extracting multiple analogs, extracting common attributes of analogs, introducing target conanother context. Te instructional effects of this model upon students' conceptual understanding and learning motivation were compared with those of the Teaching-With-Analogy (TWA) and non-analogy instructions. Three classes of 8th grade were randomly assigned to MACP, TWA, and control group, respectively, Subjects were taught about chemical changes and reactions for 10 class hours. The ANCOVA results indicated that the scores of the conceptions test for the MACP group were significantly higher than for the control graup. However, no significant differences were found among the three groups in the test scores of learning motivation.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.1-22
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• 2017

This study investigated three $10^{th}$ grade students' concept of rate of change while they perceived changing values of given functions. We have conducted a teaching experiment consisting of 6 teaching episodes on how the students understood and expressed changing values of functions on certain intervals in accordance with the concept of rate of change. The result showed that the students did use the same word of 'rate of change' in their analysis of functions, but their understanding and expression of the word varied, which turned out to have diverse perceptions with regard to average rate of change. To consider these differences as qualitatively different levels might need further research, but we expect that this research will serve as a foundational study for further research in students' learning 'differential calculus' from the perspective of rate of change.