• Journal of Korea Technology Innovation Society
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• v.2 no.2
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• pp.187-200
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• 1999

전자상거래는 유통업의 형태를 바꿀 정도로 엄청난 기술혁신이지만, 적어도 앞으로 상당기간, 산업적인 성과는 기대이상으로 그렇게 커 보이지 않는다. 기술혁신이 분명 존재하였건만 이 효과를 가로막는 다른 한계들이 있기 때문이다. 바로 이러한 한계가 무엇인가를 보다 집중적으로 분석하고자 한 것이 본고의 목적이다. 이는 전자상거래가 어떻게 하면 성공할 것인가를 살펴보는 것과도 일맥 상통한 것이다. 본고는 종전의 전자상거래 분석 관점과는 달리 유통 전문가적인 시각을 견지한다. 유통 전문가적인 시각이란 유통업적인 관점이고 유통업체를 바탕으로 한 관점이다. 유통업적인 입장을 강조하기 위해 본고는 먼저 점포도 불필요하고 인건비나 관리비를 절감할 수 있다는 전자상거래가 오히려 전통상거래보다 비싸다는 점에서 출발한다. 그리고 매입의 문제, 택배비용의 문제, 거래의 신뢰성 문제, 시장기반의 문제 등이 있다는 점을 지적한다.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.501-525
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• 2015

This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.

• 한국IT서비스학회:학술대회논문집
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• 2003.11a
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• pp.70-77
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• 2003

본 연구는 아웃소싱 상황에서 정보시스템 개발프로젝트의 관리에 대한 이해를 목적으로, 시스템개발 프로젝트에 대한 관리를 통제(control) 또는 조정(coordination)의 관점에서 보는 기존의 연구 흐름과 같은 선상에서, IS 아웃소싱 프로젝트 관리의 문제를 조직간 통제관점에서 살펴보고자 한다. 본 연구에서는 다음의 두 가지 측면에서, 기존 연구의 확장을 시도하였다. 첫번째, 조직내부의 시스템 개발프로젝트 관리의 연구결과를 아웃소싱 상황으로 확장하여 적용하였다. 두번째, 기존 연구들이 개별 통제유형에 주목하였으나, 현실적으로는 다양한 통제유형이 동시에 존재하기 때문에, 조합적 측면에 초점을 맞추어 확장하였다. 이를 위하여 공식적 통제와 비공식적 통제를 두 가지 기준을 사용하여, 네 가지의 통제조합에 대한 이론적 유형(typology) - 역동적, 계약중심, 파트너쉽중심, 수동적 유형 - 제시하여, 35개 기업의 66개 프로젝트를 통하여 실증적으로 검증하였다. 연구결과는 파트너쉽중심 유형을 제외하고는 이론적 유형과 유사한 네 가지의 통제조합에 대한 실증적 유형(taxonomy) - 역동적, 계약중심, 중간형, 수동적 유형-이 도출되었다. 각 실증적 유형간의 차이는 역동적 유형과 계약중심 유형이 높은 것으로 나타났으며, 중간형 유형과 수동적 유형의 성과가 상대적으로 낮은 것으로 나타났다.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.445-474
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• 2010

The results of performing first survey after learning linear equation and second survey after 5 months to find out whether there is change in solving process while seventh grade students solve linear equations are as follows. First, as a result of performing McNemar Test in order to find out the correct answer ratio between first survey and second survey, it was shown as $p=.035^a$ in problem x+4=9 and $p=.012^a$ in problem $x+\frac{1}{4}=\frac{2}{3}$ of problem type A while being shown as $p=.012^a$ in problem x+3=8 and $p=.035^a$ in problem 5(x+2)=20 of problem type B. Second, while there were students not making errors in the second survey among students who made errors in the solving process of problem type A and B, students making errors in the second survey among the students who expressed the solving process correctly in the first survey were shown. Third, while there were students expressing the solving process of linear equation correctly for all problems (type A, type B and type C), there were students expressing several problems correctly and unable to do so for several problems. In conclusion, even if a student has expressed the solving process correctly on all problems, it would be difficult to foresee that the student is able to express properly in the solving process when another problem is given. According to the result of analyzing the reaction of students toward three problem types (type A, type B and type C), it is possible to determine whether a certain student is 'able' or 'unable' to express the solving process of linear equation by analyzing the problem solving process.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.103-122
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• 2015

Problem posing activity was mentioned and enhanced in the newly revised mathematics curriculum in 2007. It is important to know which types of problem posing activities are involved in the textbook and workbook and what the results that students perform activities in the textbook and workbook during the regular classes are. This study surveys the types of problem posing activities in the 4-1 textbook and workbook revised in 2007, analyzes contents that students perform with related to problem posing activities of the textbook and workbook, and suggests some educational implications.

• Annual Conference on Human and Language Technology
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• 2006.10e
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• pp.15-21
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• 2006

본 논문에서는 올바른 한국어 생활과 한국어 실력 향상을 위하여, 한국어 어휘에 대한 풍부한 정보를 담고 있는 한국어사전, 사용자 어휘지능망(User-Word Intelligent Network : U-WIN)등의 언어자원을 이용한 자동문제생성기술을 소개하고, 이를 이용한 한국어 어휘학습시스템을 제시한다. 대부분의 학습시스템에서 사용하는 문제 은행식 출제 방식의 문제점을 해소할 수 있는 하나의 방법으로서, 기존의 한국어 어휘문제의 문항을 분석하여 8가지 문제 유형으로 재편성하고, 각 유형별 자동 문제 생성패턴에 따라 언어자원이 가지고 있는 한국어 어휘의 형태적 정보, 의미적 정보를 이용하여 한국어 어휘 문제를 자동 출제하는 한국어 어휘학습시스템을 구현하였다.

• Korean Journal of Logic
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• v.16 no.3
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• pp.407-436
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• 2013

I examine the notion of truth in the intuitionistic type theory and provide a better explanation of the objective intuitionistic conception of mathematical truth than that of Dag Prawitz. After a brief explanation of the distinction among proposition, type and judgement in comparison with Frege's theory of judgement, I examine the judgements of the form 'A true' in the intuitionistic type theory and explain how the determinacy of the existence of proofs can be understood intuitionistically. I also examine how the existential judgements of the form 'Pf(A) exists' should be understood. In particular, I diagnose the reason why such existential judgements do not have propositional contents. I criticize an understanding of the existential judgements as elliptical judgements. I argue that, at least in two respects, the notion of truth explained in this paper is a more advanced version of the objective intuitionistic conception of mathematical truth than that provided by Prawitz. I briefly consider a subjectivist's objection to the conception of truth explained in this paper and provide an answer to it.

• Proceedings of the Korean Nutrition Society Conference
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• 1994.07a
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• pp.666-674
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• 1994

• The Mathematical Education
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• v.29 no.1
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• pp.1-6
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• 1990

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.885-905
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• 2010

This study questions that mathematical evaluations strive to memorize fragmentary knowledge and have an objective test. To solve these problems on mathematical education We did descriptive test. Through the descriptive test, students think and express their ideas freely using mathematical terms. We want to know if that procedure is correct or not, and, if they understand what was being presented. We studied this because We want to analyze where and what kinds of faults they committed, and be able to correct an error so as to establish a correct mathematical concept. The result from this study can be summarized as the following; First, the mistakes students make when solving the descriptive tests can be divided into six things: error of question understanding, error of concept principle, error of data using, error of solving procedure, error of recording procedure, and solving procedure omissions. Second, students had difficulty with the part of the descriptive test that used logical thinking defined by mathematical terms. Third, errors pattern varied as did students' ability level. For high level students, there were a lot of cases of the solving procedure being correct, but simple calculations were not correct. There were also some mistakes due to some students' lack of concept understanding. For middle level students, they couldn't understand questions well, and they analyzed questions arbitrarily. They also have a tendency to solve questions using a wrong strategy with data that only they can understand. Low level students generally had difficulty understanding questions. Even when they understood questions, they couldn't derive the answers because they have a shortage of related knowledge as well as low enthusiasm on the subject.