• Proceedings of the Korea Information Processing Society Conference
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• 2003.05b
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• pp.1269-1272
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• 2003

무선랜은 무선으로 근거리 단말들을 연결하는 통신 기술로, 높은 데이터 전송률을 제공할 수 있다. 무선랜은 보통 하나의 AP와 하나 이상의 단탈 기기가 BSS를 구성하는데 AP에서 거리가 멀리 떨어진 단말은 신호의 세기가 약해지므로 고속 데이터 전송률의 보장을 반을 수 없는 단점을 가지고 있다. 본 논문에서는 무선 단말중 일부를 리피터로 이용함으로써 그룹화를 통해 고속 데이터 전송을 가능하게 하는 방법을 제안하고, 시뮬레이션을 통해 무선 단말의 그룹화를 위한 깊이우선탐색 알고리즘과 넓이우선탐색 알고리즘을 비친, 분석하였다. 그 결과 넓이우선탐색 알고리즘이 무선 단말을 위한 그룹화에 보다 효과적인 알고리즘임을 보였다.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2017.11a
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• pp.44-45
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• 2017

본 논문에서는 비균등 선형 마이크로폰 어레이를 활용한 convolutional neural network (CNN) 기반의 음원분리 방법을 제안한다. 우선, 주어진 어레이 배치에 따라 채널간의 시간차를 분석하고, 분석된 시간차에 따라 주파수별로 방사각과 넓이에 따라 입력 오디오 신호의 spectral magnitude를 예측한다. 그러고 나서, CNN 분류기로부터 최적의 방사각과 넓이를 선별하고 이를 통해 음원을 분리한다.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.367-373
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• 2006

This study suggests that it is necessary to prove that the values of three areas of a triangle, which are obtained by the multiplication of the respective base and its corresponding height, are the same. It also seeks to deeply understand the meaning of Area formula of triangles by exploring some questions raised in the analysis of the proof. Area formula of triangles expresses the invariance of congruence and additivity on one hand, and the uniqueness of parallel line, one of the characteristics of Euclidean geometry, on the other. This discussion can be applied to introducing and developing exploratory learning on area in that it revisits the ordinary thinking on area.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.177-189
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• 2006

This study focuses on the analysis of prospective elementary teachers' representation of trapezoid area and teacher educator's reflecting in the context of a mathematics course. In this study, I use my own teaching and classroom of prospective elementary teachers as the site for investigation. 1 examine the ways in which my own pedagogical content knowledge as a teacher educator influence and influenced by my work with students. Data for the study is provided by audiotape of class proceeding. Episode describes the ways in which the mathematics was presented with respect to the development and use of representation, and centers around trapezoid area. The episode deals with my gaining a deeper understanding of different types of representations-symbolic, visual, and language. In conclusion, I present two major finding of this study. First, Each representation influences mutually. Prospective elementary teachers reasoned visual representation from symbolic and language. And converse is true. Second, Teacher educator should be prepared proper mathematical language through teaching and learning with his students.

• East Asian mathematical journal
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• v.31 no.2
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• pp.167-188
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• 2015

Formula for the area of a trapezoid is an educational material that can handle algebraic and geometric perspectives simultaneously. In this note, we will make up the expression equivalent algebraically to the formula for the area of a trapezoid, and deal with the conversion of a geometric point of view, in algebraic terms of translating and interpreting the expression geometrically. As a result, the geometric conversion model, the first algebraic model, the second algebraic model are obtained. Therefore, this problem is a good material to understand the advantages and disadvantages of the algebraic and geometric perspectives and to improve the mathematical insight through complementary activity. In addition, these activities can be used as material for enrichment and gifted education, because it helps cultivate a rich perspective on diverse and creative thinking and mathematical concepts.

• The Mathematical Education
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• v.43 no.3
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• pp.275-289
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• 2004

The purpose of the study is to investigate how children and preservice teachers would make a progress in solving the open-problems related to area. In knowledge-based information age, information inquiry, information construction, and problem solving are required. At the level of elementary school mathematics, area is mainly focused on the shape of polygon such as square, rectangle. However, the shape which we need to figure out at some point would not be always polygon-shape. With this perspective, many open-problems are introduced to children as well as preservice teacher. Then their responses are analyzed in terms of their logical thinking and their understanding of area. In order to make students improve their critical thinking and problem solving ability in real situation, the use of open problems could be one of the valuable methods to apply.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2019.05a
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• pp.33-35
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• 2019

해상구조물은 그 특성상 해상에서 고립되어 있고, 액체상태 또는 가스 상태의 탄화수소 등을 다루고 있어 사고발생시 대형사고로 이어질 가능성이 크다. 이에 해상구조물에는 유엔해양법협약에 따라 500m라는 넓이의 안전수역이 설정되어 있으며 추가로 설정되는 제한 수역은 명확한 근거 없이 상이한 넓이로 설정되어 있다. 이에 본 연구에서는 선박의 조종성능 및 해상구조물에서 다루는 화물의 고유한 위험특성을 파악하여 표준화된 안전수역을 설정하는 방안을 제시하고자 한다. 이에는 국제해사기구의 조종성능기준인 선회경의 크기제한, 초기선회성능, 정지성능 등이 있다. 본 연구는 정량화된 안전수역 및 제한수역 설정 등에 대한 기준을 제시하는 데 도움을 줄 수 있을 것으로 사료된다.

• School Mathematics
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• v.14 no.1
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• pp.135-150
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• 2012

This paper analyzes the activities for (fraction) ${\times}$(fraction) in Korean elementary textbooks focusing on the connection between visual models and the algorithm. New Korean textbook attempts a new approach to use length model (as well as rectangular area model) for developing the standard algorithm for the multiplication of fractions, $\frac{a}{b}{\times}\frac{d}{c}=\frac{a{\times}d}{b{\times}c}$. However, activities with visual models in the textbook are not well connected to the algorithm. To bridge the gap between activities with models and the algorithm, distributive strategy should be emphasized. A wealth of experience of solving problems of fraction multiplication using the distributive strategy with visual models can serve as a strong basis for developing the algorithm for the multiplication of fractions.

• The korean journal of orthodontics
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• v.25 no.2 s.49
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• pp.201-208
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• 1995

Recently, magnetic forces are considered as a method for more efficient tooth movement. The purpose of this study was to evaluate the effects of the changes of the magnetic volume on the magnetic forces. The universal testing machine and the electronic balance were used for the exact measurement of the force with constant air gap. While the magnet was kept same on one side, the magnetic volume of the other side was increased gradually in four manners. In the first group, the thickness was increased by adding same size of the magnets one after another while the thickness was increased by changing with a thicker magnet gradually in the second group. In the third group. the width was increased by adding same size of the magnets while the width was increased by changing with a wider magnet gradually in the last group. The results were as follows : 1. With the increase of the thickness, the magnetic force increased, while the magnetic force decreased with the increase of the width. 2. The magnetic force according to the change of the magnetic volume showed the distribution of the logarithmic function. 3. An originally thick magnet showed larger force than the added magnets although both of them had same volume.

• The Mathematical Education
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• v.58 no.3
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• pp.367-381
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• 2019

This investigation engaged elementary and middle school pre-service teachers in a task of modeling and explaining the magnitude of $0.14m^2$ and examined their responses. The study analyzed both successful and unsuccessful responses in order to reflect on the patterns of misconceptions relative to pre-service teachers' prior knowledge. The findings suggest a need to promote opportunities for pre-service teachers to make connections between different domains through meaningful tasks, to reason abstractly and quantitatively, to use proper language, and to refine conceptual understanding. While mathematics teacher educators (MTEs) could use such mathematical tasks to identify the mathematical content needs of pre-service teachers, MTEs generally use instructional time to connect content and pedagogy. More importantly, an early and consistent exposure to a combined experience of mathematics and pedagogy that connects and deepens key concepts in the program's curriculum is critical in defining the important content knowledge for K-8 mathematics teachers.