• Journal of Digital Convergence
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• v.11 no.11
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• pp.343-349
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• 2013

Rough set theory comes to derive optimal rules through the effective selection of features from the redundancy of lots of information in data mining using the concept of equivalence relation and approximation space in rough set. The reduction of attributes is one of the most important parts in its applications of rough set. This paper purports to define a information-theoretic measure for determining the most important attribute within the association of attributes using rough entropy. The proposed method generates the effective reduct set and formulates the core of the attribute set through the elimination of the redundant attributes. Subsequently, the control rules are generated with a subset of feature which retain the accuracy of the original features through the reduction.

• Journal of Korean Philosophical Society
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• v.141
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• pp.225-261
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• 2017

Zhàn-shì is divided into the process of getting $gu{\grave{a}}$(64卦) by doing dié-shī and the process of predicting the future by interpreting it. And zhàn-shì is implicitly presupposed before these two courses that there is some kind of information about the future in $gu{\grave{a}}$ which is obtained by doing dié-shī. Otherwise, Interpretation of the $gu{\grave{a}}$ becomes fundamentally invalid. Therefore in this paper the writer tried to clarify how some kind of information about the future can be embedded in $gu{\grave{a}}$ which is obtained by doing dié-shī in zhàn-shì, that is, the basis on which Zhàn-shì can be available. And this study in relation to this subject approaches in a way that it keeps track of what 'tiānmìng(天命)' in Zhōuyì means which can be the only clue. So this paper reveals that 'tiānmìng' becomes '$gu{\grave{a}}$ which is obtained by doing dié-shī', and this again becomes 'a sign or indication related to the future which someone wants to know'. 'To know tiānmìng'[zhīmìng(知命)] is to know signs or indications related to the future which someone wants to know. These three are in mutual equivalence relation. And this paper basically requires that someone should concentrate his consciousness on the desirous thing but should not intend it in the process of doing dié-shī in order 'to receive tiānmìng'[shòumìng(受命)]. Therefore, it is clarified that there is some kind of information about the future in $gu{\grave{a}}$ which is obtained by doing $di{\acute{e}}-sh$. 'some kind of information about the future' is 'signs or indications related to the future which someone wants to know'.

• The KIPS Transactions:PartD
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• v.17D no.4
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• pp.283-296
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• 2010

Timing diagram is a useful tool for describing the specification of system, but there is no study for test case strategy of a timing diagram. To solve this problem, we followed the steps to generate test cases from timing diagram in this paper. 1) We defined a timing diagram formally. 2) We describe the method of transforming from a timing diagram model into a Stateflow model which has an equivalent relationship between a timing diagram model and a transformed Stateflow model. 3) We generated test cases from a transformed Stateflow model using SDV which is plugged in Simulink. To show that our approach is useful, we made an experiment with a surveillance model and arbitrary timing diagram models. In the experiment we transformed timing diagram models into Stateflow models, generated test cases from transformed Stateflow models using SDV, and analyzed the generation results. The conclusion that can be obtained from this study is that timing diagram is not only a specification tool but also a useful tool when users are trying to generate test cases based on model.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.24 no.6
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• pp.450-458
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• 1991

The thermal structures and their spatio-temporal fluctuations in the upper 200m layer off the southeast coast of Korea are studied using the bimonthly temperature data for 17years(1967-1983) at 37 stations. We analyzed the fluctuations of the temperatures in the surface(0-100m) and in the subsurface(100-200m) layers. The fluctuations of temperatures in the surface water are dominated by the annual variation, whereas the subsurface layer temperatures contain considerable non-seasonal fluctuations. The distributions of water temperature anomalies in the subsurface layer are closely related with those in the surface layer. The predominant periods of temperature fluctuations in the subsurface layer, other than the annual variation, are 14 and 70 months. The period of 14 months coincides with that of the pole tide or Chandler wobble. The cluster analysis shows that our study area can be divided into the cold, the frontal and the warm regions.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.21-58
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• 2015

The aim of this study is to look into the didactical background for teaching proportional reasoning in elementary school mathematics and offer suggestions to improve teaching proportional reasoning in the future. In order to attain these purposes, this study extracted and examined key ideas with respect to the didactical background on teaching proportional reasoning through a theoretical consideration regarding various studies on proportional reasoning. Based on such examination, this study compared and analyzed textbooks used in the United States, the United Kingdom, and South Korea. In the light of such theoretical consideration and analytical results, this study provided suggestions for improving teaching proportional reasoning in elementary schools in Korea as follows: giving much weight on proportional reasoning, emphasizing multiplicative comparison and discerning between additive comparison and multiplicative comparison, underlining the ratio concept as an equivalent relation, balancing between comparisons tasks and missing value tasks inclusive of quantitative and qualitative, algebraic and geometrical aspects, emphasizing informal strategies of students before teaching cross-product method, and utilizing informal and pre-formal models actively.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.505-516
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• 2013

The purpose of this paper is to analyse the essence of proportional reasoning and to analyse the contents of the textbooks according to the mathematics curriculum revised in 2007, and to seek the direction for developing the proportional reasoning in the elementary school mathematics focused the task variables. As a result of analysis, it is found out that proportional reasoning is one form of qualitative and quantitative reasoning which is related to ratio, rate, proportion and involves a sense of covariation, multiple comparison. Mathematics textbooks according to the mathematics curriculum revised in 2007 are mainly examined by the characteristics of the proportional reasoning. It is found out that some tasks related the proportional reasoning were decreased and deleted and were numerically and algorithmically approached. It should be recognized that mechanical methods, such as the cross-product algorithm, for solving proportions do not develop proportional reasoning and should be required to provide tasks in a wide range of context including visual models.

• School Mathematics
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• v.5 no.3
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• pp.361-384
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• 2003

The purpose of this study was to investigate students' problem solving process based on the model of IDEAL if they learn to solve word problems of simultaneous linear equations through structure-representation instruction. The problem solving model of IDEAL is followed by stages; identifying problems(I), defining problems(D), exploring alternative approaches(E), acting on a plan(A). 160 second-grade students of middle schools participated in a study was classified into those of (a) a control group receiving no explicit instruction of structure-representation in word problem solving, and (b) a group receiving structure-representation instruction followed by IDEAL. As a result of this study, a structure-representation instruction improved word-problem solving performance and the students taught by the structure-representation approach discriminate more sharply equivalent problem, isomorphic problem and similar problem than the students of a control group. Also, students of the group instructed by structure-representation approach have less errors in understanding contexts and using data, in transferring mathematical symbol from internal learning relation of word problem and in setting up an equation than the students of a control group. Especially, this study shows that the model of direct transformation and the model of structure-schema in students' problem solving process of I and D stages.

• The Korean Journal of Applied Statistics
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• v.6 no.2
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• pp.371-381
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• 1993

When the multicollinearity presents in the standard linear regression model, ridge regression might be used to mitigate the effects of collinearity. As the prediction-oriented criterion, the integrated mean sqare error criterion $J_w(k)$ was introduced by Lim, Choi & Park(1980). By noting the equivalent relationship between the $C_k$ criterion and $J_w(k)$ with a special choice of weight function $W(x)$, we propose a more reasonable selection rule of k w.r.t. the $C_k$ criterion than that given in Myers(1986). Next, to find the $\beta(k)$ which behaves reasonably well w.r.t. competing criteria, we adopt the minimax principle in the sense of maximizing the worst relative efficiency of k among competing criteria.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.49-65
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• 2010

The purpose of this study is to encourage the role of domain to consider the teaching of the concept of functions in modeling real situations. To do this, it is analyzed that how to introduce the concept of functions and linear functions in textbooks treated in the 1st grade and the 2nd grade of middle school. This study also reviewed the role of domain in representational activities for modeling real situations using linear functions. In these reviews, it found that many textbooks do not consider the domain in the equations of functions and these graphs and several text books used linear functions for modeling real situations which are not represented by linear functions contextually. It is concluded that the domain of function is an important concept that will be considered any representational activities for functions.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.309-341
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• 2017

This study aims to investigate an approach to teach percentages in elementary mathematics class by analyzing calculating strategies with percentage the students use to solve the percentage tasks and their percentages of correct answers, as well as types of errors with percentages the students make. For this research 182 sixth graders were examined. The instrument test consists of various task types in reference to the previous study; the percentages tasks are divided into algebraic-geometric, part whole-comparison-change and find part-find whole-find percentage tasks. According to the analysis of this study, percentages of correct answers of students with percentage tasks were lower than we expected, approximately 50%. Comparing the percentages of correct answers according to the task types, the part-whole tasks are higher than the comparison and change tasks, the geometric tasks are approximately equal to the algebraic tasks, and the find percentage tasks are higher than the find whole and find part tasks. As to the strategies that students employed, the percentage of using the formal strategy is not much higher than that of using the informal strategy, even after learning the formal strategy. As an insightful approach for teaching percentages, based on the study results, it is suggested to reinforce the meaning of percentage, include various types of the comparison and change tasks, emphasize the informal strategy explicitly using models prior to the formal strategy, and understand the relations among part, whole and percentage throughly in various percentage situations before calculating.