• Education of Primary School Mathematics
• /
• v.23 no.1
• /
• pp.45-61
• /
• 2020

The concept of equality is given as a way of reading the equal sign without dealing it explicitly in elementary school mathematics. The meaning of the equal sign can be largely categorized as operational and relational views. However, most elementary school students understand the equal sign as an operational symbol for just writing the required answers. It is essential for them to understand a relational concept of the equal sign because algebraic thinking in middle school mathematics is based on students' understanding of a relational view of the equal sign. Recently, the relational meaning of the equal sign is emphasized in arithmetic. Hence it is necessary for elementary school students to have some activities so that they experience a relational meaning of the equal sign. In this study, we investigate the meaning of the equal sign and contexts of the equal sign in elementary school mathematics to discuss explicit ways to emphasize the concept of equality and relational views of the equal sign.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.4
• /
• pp.643-662
• /
• 2017

The first appearance of the equations in elementary school mathematics is in the expression of the equal sign in the addition sentences without its definition. Most elementary school students have operational understanding of the equal sign in equations. Moreover, students' opportunities to have a clear concept of the properties of operations are limited because they are used implicitly in the textbooks. Based on this fact, it has been argued that it is necessary to introduce the properties of operations explicitly in terms of specific numbers and to deal with various types of equations for understanding a relational meaning of the equal sign. In this study, we use equations to represent the implicit properties of operations and the relational meaning of the equal sign in elementary school mathematics with respect to students' level of understanding. In addition, we give some explicit examples which show how to apply them to make efficient computations.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.2
• /
• pp.207-223
• /
• 2013

Teachers unfold a series of timeless mathematical symbols such as 5+2=7 in time by verbalizing the symbols in classrooms. A number sentence 5+2=7 is read in Korean as '5 더하기 2는(five plus two) 7과(seven) 같다(equals). Unlike in English, 5+2 and 7 are read first before the equal sign in Korean. This sequence of reading in Korean conflicts with the conventional linguistic sequence of writing from left to right. Ways of resolving the discrepancy between reading and writing sequences can make a difference students' understanding of the equal sign. Students would be in danger of perceiving the equal sign as an operational symbol, if a teacher resolves the discrepancy by subordinating reading sequence to linguistic convention of writing. This way of resolving results in the undesired phenomenon of changing the reading expressions in Korean elementary math textbook which represent relational notion of the equal sign into other reading expressions that represent operational notion of it. For understanding of relational notion of the equal sign, the discrepancy should be resolved by changing writing sequence in accordance with reading sequence. In addition, teaching of verbalizing the equal sign should be integrated with teaching of verbalizing inequality signs.

• Education of Primary School Mathematics
• /
• v.25 no.4
• /
• pp.459-475
• /
• 2022

The equal sign and equivalence are the most basic and core concepts in elementary mathematics, but there has been lack of research on how to teach these concepts with textbooks. Given this, this study analyzed elementary mathematics textbooks in terms of three instructional elements (i.e., emphasizing the meaning of the equal sign as a relational symbol, dealing with an equation as an object for reasoning, and using an equation with a missing value). In particular, this study analyzed 10 different mathematics textbook series that are newly used in 2022 and examined the overall trends and characteristics for teaching the equal sign and equivalence. The results of this study showed that the activities emphasizing the meaning of the equal sign as a relational symbol were most noticeable but the activities dealing with an equation as an object for reasoning or using an equation with a missing value were relatively rare. Based on the results of the analysis, this study provides textbook writers with implications on what to further consider in covering the equal sign and equivalence.

• Education of Primary School Mathematics
• /
• v.27 no.1
• /
• pp.39-55
• /
• 2024

Recently, the 2022 revised mathematics curriculum has established achievement standards for equal sign and equality, and efforts have been made to examine teaching methods and student understanding of relational understanding of equal sign. In this context, this study conducted a lesson that emphasized relational understanding in an introduction to equal sign, and compared and analyzed the understanding of equal sign between the experimental group, which participated in the lesson emphasizing relational understanding and the control group, which participated in the standard lesson. For this purpose, two classes of students participated in this study, and the results were analyzed by administering pre- and post-tests on the understanding of equal sign. The results showed that students in the experimental group had significantly higher average scores than students in the control group in all areas of equation-structure, equal sign-definition, and equation-solving. In addition, when comparing the means of students by item, we found that there was a significant difference between the means of the control group and the experimental group in the items dealing with equal sign in the structure of 'a=b' and 'a+b=c+d', and that most of the students in the experimental group correctly answered 'sameness' as the meaning of equal sign, but there were still many responses that interpreted the equal sign as 'answer'. Based on these results, we discussed the implications for instruction that emphasizes relational understanding in equal sign introduction lessons.

• Journal of Digital Convergence
• /
• v.16 no.7
• /
• pp.117-122
• /
• 2018

The purpose of this study is to investigate the relationship between perception, perception, and relationship quality through technical analysis of perception of southern food among college students of Namdo area. Through the analysis and empirical analysis, we tried to provide an understanding of local traditional foods and provide them as a basic data for local traditional food as a tourism resource. It directly or indirectly supports the results of previous studies. It directly or indirectly supports the results of previous studies. Therefore, the perception that can be expressed by knowing the characteristics of the local food is expressed by the continuous relationship and maintenance of the local food, so that the trust, the commitment, and the satisfaction expressed as the quality of the relationship can be expressed as the continuing relationship, maintenance and interest. If the meaning of local food and storytelling are given in order to induce growth and development of food tourism as a local food, it will be very helpful for building image of local traditional food. If local food is perceived as a favorable or unattractive attitude, it will be related to meaning and continuous interest and food and beverage behavior as local people such as active interest and pride in local food, It is believed that food will play a big role in the growth and development of tourism resources.

• School Mathematics
• /
• v.10 no.4
• /
• pp.537-555
• /
• 2008

The study aims to analyze elementary school students' understanding of the concept of equality sign in contexts, to reflect the types of contexts for equality sign which mathematics textbook series for $1{\sim}4$ grades on natural numbers and its operation provide, and to invetigate the effects of teaching methods of the concept of equality sign suggested in this research. In order to achieve these purposes, the origin, concept, and contexts of equality sign were theoretically reviewed and organized. Also the error types in using equality sign were reflected. Modelling, discussing truth or falsity of equations, identifying relations between numbers and their operation, conjecturing basic properties of numbers and their operations, experiencing diverse contexts for equality sign, and creating contexts for equality sign are set up as teaching methods for better understanding the concept of equality sign. The conclusions are as follows. Firstly, elementary school students' under-standing of the concept of equality sign varied by context and was generally far from satisfactory. In particular, they had difficulties in understanding the concept of the equal sign in contexts with operations on both sides. The most frequently witnessed error was to recognize equality sign as a result of operations. Secondly, student' lack of understanding of the concept of equality sign came from the fact that elementary textbooks failed to provide diverse contexts for equality sign. According to the textbook analysis, contexts with operations on the left side of the equal sign in the form of $a{\pm}b=c$ were provided excessively, with the other contexts hardly seen. Thirdly, teaching methods provided in the study were found to be effective for enhancing understanding the concept of equality sign. In other words, these methods enabled students to focus on relational understanding of concept of equality sign rather than operational one.

• Proceedings of the Korea Society for Industrial Systems Conference
• /
• 2006.05a
• /
• pp.178-193
• /
• 2006

기업들이 고객에 대해 관심을 가지는 이유는 고객관계관리(CRM: customer relationship management)의 중요성이 그 어느 때 보다도 강조되고 있기 때문이며, 또한 강력한 고객관계가 기업의 경쟁우위를 위한 주요 수단이 되고 있음을 지각하고 있기 때문이다. 특히 인터넷 쇼핑몰에 대한 고객의 충성행위는 인터넷 쇼핑몰이 제공하는 다양한 상품 및 서비스와 더불어 성공적인 고객관계를 위해서는 매우 중요하다. 또한 인터넷 쇼핑몰의 입장에서는 여러 가지 다양한 서비스를 인터넷 쇼핑몰 이용 고객에게 제공함으로써 인터넷 쇼핑몰을 이용하는 고객들에 대한 신뢰와 몰입을 증가시킴으로써 인터넷 쇼핑몰 이용 고객들로 하여금 인터넷 쇼핑몰에 대해 높은 충성도를 가지게 할 수 있을 것이다. 따라서 본 연구는 인터넷 쇼핑몰 이용 고객에 대한 고객충성행위를 신뢰형성요인, 몰입형성요인, 신뢰, 몰입이라는 측면에서 설명하고자 하였다. 즉, 인터넷 쇼핑몰의 신뢰형성요인(능력, 호의성, 무결성)이 신뢰에 영향을 미치고, 몰입형성요인(촉진정보, 상호작용성, 쇼핑몰디자인)이 몰입에 영향을 미친다. 그리고 신뢰는 몰입과 고객충성행위에, 몰입은 고객충성행위에 영향을 미칠 수 있음을 제안하고 이를 인터넷 쇼핑몰 이용 경험이 있는 고객들을 대상으로 실증적으로 분석하였다. 실증분석 결과에 따르면 제안모델은 수용가능한 모델적합도를 보여 주었으며, 또한 본 연구에서 제시한 9개의 가설 모두가 통계적으로 유의한 결과를 보여주었다. 특히 신뢰는 신뢰형성요인(능력, 호의성, 무결성)과 고객충성행위사이에 매개변수의 역할을 수행하고있으며, 몰입은 몰입형성요인(촉진정보, 상호작용성, 쇼핑몰디자인)과 고객충성행위사이 그리고 신뢰와 고객충성행위사이에 매개변수의 역할을 수행하는 것으로 나타났다.동지역의 고기후를 해석함으로써 고기후적 및 고생태학적 의미를 연구해 보고자 하였다.에서는 시스템 등급에 영향을 준다. 향후에는 더욱 더 다양한 상호의존 모델들이 정량화될 필요성이 있다고 본다. 진행하였다. 줄여서 보다 더 정확하고, 지능적인 규칙구성요소 추출 방법론을 제시하고 구현하여 지식관리자의 규칙습득에 대한 부담을 줄여 주고자 한다. 도움을 받을 수 있게 되었다.을 거치도록 되어있다. 교통주제도는 국가의 교통정책결정과 관련분야의 기초자료로서 다양하게 활용되고 있으며, 특히 ITS 노드/링크 기본지도로 활용되는 등 교통 분야의 중요한 지리정보로서 구축되고 있다..20{\pm}0.37L$, 72시간에 $1.33{\pm}0.33L$로 유의한 차이를 보였으므로(F=6.153, P=0.004), 술 후 폐환기능 회복에 효과가 있다. 4) 실험군과 대조군의 수술 후 노력성 폐활량은 수술 후 72시간에서 실험군이 $1.90{\pm}0.61L$, 대조군이 $1.51{\pm}0.38L$로 유의한 차이를 보였다(t=2.620, P=0.013). 5) 실험군과 대조군의 수술 후 일초 노력성 호기량은 수술 후 24시간에서 $1.33{\pm}0.56L,\;1.00{\ge}0.28L$로 유의한 차이를 보였고(t=2.530, P=0.017), 술 후 72시간에서 $1.72{\pm}0.65L,\;1.33{\pm}0.3L$로 유의한 차이를 보였다(t=2.540, P=0.016). 6) 대상자의 술 후 폐환기능에 영향을 미치는 요인은 성별로 나타났다. 이에 따른 폐환기능의 차이를 보면, 실험군의 술 후 노력성 폐활량이 48시간에 남자($1.78{\pm}0.61L$

• Proceedings of the Optical Society of Korea Conference
• /
• 2000.02a
• /
• pp.288-289
• /
• 2000

SBN, BSKNN KNSBN 등의 tungsten-bronze 계열에 속하는 광굴절 결정은 짧은 파장에서 좋은 감광도와 빠른 응답시간을 갖는다. 이중에서도 KNSBN 결정은 큰 크기의 결정 성장 및 도핑이 용이하고 광굴절 결정에서 중요한 특성 중 하나인 열 안정성(thermal stability)이 좋기 때문에 빠른 응답특성이 요구되는 응용분야에서 촉망받는 매질이다. 본 논문에서는 광정보저장, 광정보처리, 광컴퓨터, 광통신과 같은 다양한 분야에서 응용가능성을 가지는 Cu가 0.04wt.%도핑된 5mm$\times$5mm$\times$5mm 크기의 KNSBN 결정을 이용한 광신호의 증폭기술에 대하여 연구하였다. 먼저 Cu-KNSNB 결정의 2광파 결합 특성을 분석하기 위하여, 기록 파장에 따른 지수이득계수의 외부입사각의존성, 최대 지수이득계수를 나타내는 외부입사각에서 입사빔의 세기비에 따른 2광파 결합 이득을 측정하였다. 또한, 632.8nm파장 영역에서 기록 및 삭제시간 상수, 회절 효율의 입사빔 세기비 의존성을 측정하였다. 그리고, 음향-광학 변조기(AOM: acousto-optic modulator)에 의해 진폭 변조된 신호빔을 이용하여 광신호 증폭특성을 분석하고 그 결과를 제시하였다. 이때 두 빔의 입사각은 최대 지수이득계수를 나타내는 입사반각 12$^{\circ}$로 고정하고, 감쇄기를 이용하여 신호빔의 세기를 조절하면서 신호빔의 차동이득을 측정하였다. 투과된 신호빔은 같은 주파수에서 차동 이득(diffrerential gain)을 보였으며, 이는 moving grating과 시간-변조된 신호빔(또는 펌프빔)사이의 새로운 상호작용은 광굴절 결정의 시간 적분 특성에 의한 것이다. (중략) 경우는 상온에서 펌프 펄스의 유지시간이 0.5% 인 경우 레이저가 동작하는 것을 보여주었다. 이는 구조내에서 열전도가 문제가 된다는 것을 의미하는데 위아래가 공기로 둘러 싸여 있어 발생한 열이 가는 유전체 네트웍을 통해서만 전달 될 수 있기 때문이다. (중략)$^4$A$_2$에 의한 nophonon line R$_1$, R$_2$(680.4, 678.5 nm) 및 $^2$T$_1$$\longrightarrow$$^4$A$_2$(655.7, 649.3, 645.2 nm)의 형광방출 스펙트럼을 얻었으며, 형광수명은 0.264 ms로 조사되었다. 제조된 레이저 발진봉은 직경 6.3 m, 길이 45 nm이었다.\pm$0.06kHz Ge $F_4$; -1.84$\pm$0.04kHz$0.04kHz/TEX>0.04kHz 모국어 및 관련 외국어의 음운규칙만 알면 어느 학습대상 외국어에라도 적용할 수 있는 보편성을 지니는 것으로 사료된다.없다. 그렇다면 겹의문사를 [-wh]의리를 지 닌 의문사의 병렬로 분석할 수 없다. 예를 들어 누구누구를 [주구-이-ν가] [누구누구-이- ν가]로부터 생성되었다고 볼 수 없다. 그러므로 [-wh] 겹의문사는 복수 의미를 지닐 수 없 다. 그러면 단수 의미는 어떻게 생성되는가\ulcorner 본 논문에서는 표면적 형태에도 불구하고 [-wh]의미의 겹의문사는 병렬적 관계의 합성어가 아니라 내부구조를 지니지 않은 단순한 단어(minimal $X^{0}$ elements)로 가정한다.

• Korean Journal of Heritage: History & Science
• /
• v.53 no.3
• /
• pp.164-183
• /
• 2020

In the textile culture of the Joseon Dynasty, the historic record of Banpo is fragmentary and contains many missing details. The main reason is a lack of associated literature, and it is also significant that the actual substance used is not clear at present. Banpo is a kind of cotton, but this has not been confirmed in the traditional textiles that are currently handed down. The word Ban [斑] in Banpo means "stain", and the letter Po [布] means "fabric". At the border of white discourse, Banpo did not receive attention as a research topic. This study is an attempt to restore some of the textile culture of the Joseon Dynasty through Banpo. Banpo is not just limited to the Joseon Dynasty; it is an important material for examining the development of textile culture and exchange in East Asia. This study was broadly divided into three parts. First, the record and meaning of Banpo during the Joseon Dynasty were examined. Records of Banpo can be seen from the early Joseon period during King Sejo and Seongjong, and the production and actual use of Banpo have been confirmed. Banpo was maintained until the beginning of the 20^th century, but is no longer observed. Banpo is a woven fabric made of cotton yarn dyed in many colors and has appeared in Southeast Asia since ancient times. In East Asia, there are other fabrics similar to Banpo, such as Ho [縞], Sum [纖], and Chim [綅]. In particular, the correlation between Banpo and Ho is an important link in understanding Banpo in the Joseon Dynasty. Second, the meaning of Banpo was examined from various angles through comprehensive analysis of Chinese and Japanese literature records and cases. The appearance and development of Banpo moved in sync with the period when cotton was introduced into East Asia. In East Asia, cotton was introduced and produced in earnest from the end of the Song Dynasty to the beginning of the Yuan Dynasty, and the meaning of Banpo was diversified. In China, the name of Banpo was changed to Hwapo [花布], Gizapo [碁子布], Gizahwapo [棋子花布], etc. Japan was late to introduce cotton and developed it in acceptance of the changed meaning. In Japan, use of the name Banpo is not on record, but a Ryujo [柳條] fabric of the same type as banpo has been identified. This Ryujo is the same concept as Ho and Hwapo, and later merged into Ho. Names such as Ho, Hwapo, Banpo, etc. were used differently in each country, but the form was shared across East Asia. Third, based on the meaning of Banpo shared in East Asia, the format of Banpo in the Joseon Dynasty was classified. The format of Banpo in the Joseon Dynasty can be divided into grid and striped versions. The name Banpo disappeared over time, but the form remained and was passed down until recently. I hope that this study will help restore Banpo in the future.