• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.93-114
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• 2018

The purpose of this study was to analyze mathematical the effects of problem posing activities on students' characteristics toward mathematics to encourage active learning. We will also examine various examples of the characteristics of the problems made by students with different mathematical characteristics. We chose one 6th grade group to conduct this research. From the results of this study, we obtained the following conclusions. First, problem posing activities are effective in improving students' mathematical interest and confidence, value recognition. Second, Students with different mathematical characteristics showed different results in problem posing activities. We confirmed the effectiveness of problem posing activities on students' positive characteristics of mathematics. In this regard, we were able to confirm examples of various problems that students made. In the future, we would like to propose generalization by conducting research on students of various school ages.

• School Mathematics
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• v.14 no.4
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• pp.431-443
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• 2012

The purpose of the research is to offering an implication about problem posing instruction for improving problem solving ability through 5th grade elementary school students' responses on problem posing. For the purpose a survey was implemented to 281 students at Busan urban area. There was a difference between the students' completeness in terms of problem posing types. They tended to make more simple problems linguistically rather than complicated problems and made problems for the equation easily. At first for the problem posing, students need to be taught to learn for making appropriate problems about an equation.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.2
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• pp.101-124
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• 2008

The purpose of this study is to test if problem posing based on structural approach cooperative learning has a positive effect on mathematical achievement and mathematical disposition. For this purpose, this study carried out tasks as follows: First, we design a problem posing teaching learning program based on structural approach cooperative learning. Second, we analyze how problem posing based on structural approach cooperative learning affects students' mathematical achievement. Third, we analyze how problem posing based on structural approach cooperative learning affects students' mathematical disposition. The results of this study are as follows: First, in the aspect of mathematical achievement, the experimental group who participated in the problem posing program based on structural approach cooperative teaming showed significantly higher improvement in mathematical achievement than the control group. Second, in the aspect of mathematical disposition, the experimental group who participated in the problem posing program based on structural approach cooperative teaming showed positive changes in their mathematical disposition. Summing up the results, through problem posing based on structural approach cooperative learning, students made active efforts to solve problems rather than fearing mathematics and, as a result, their mathematical achievement was improved. Furthermore, through mathematics classes enjoyable with classmates, their mathematical disposition was also changed in a positive way.

• Annual Conference on Human and Language Technology
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• 2020.10a
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• pp.32-36
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• 2020

문장의 의미를 잘 임베딩하는 문장 인코더를 만들기 위해 비지도 학습과 지도 학습 기반의 여러 방법이 연구되고 있다. 지도 학습 방식은 충분한 양의 정답을 구축하는데 어려움이 있다는 한계가 있다. 반면 지금까지의 비지도 학습은 단일 형식의 말뭉치에 한정해서 입력된 현재 문장의 다음 문장을 생성 또는 예측하는 형식으로 문제를 정의하였다. 본 논문에서는 위키피디아, 뉴스, 지식 백과 등 문서 형태의 말뭉치에 더해 지식인이나 검색 클릭 로그와 같은 구성이 다양한 이종의 대량 말뭉치를 활용하는 자기 지도 학습 방법을 제안한다. 각 형태의 말뭉치에 적합한 자기 지도 학습 문제를 설계하고 학습한 경우 KorSTS 데이셋의 비지도 모델 성능 평가에서 기준 모델 대비 7점 가량의 성능 향상이 있었다.

• School Mathematics
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• v.15 no.4
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• pp.701-721
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• 2013

In this study, I set the 5th grade children mathematically gifted in elementary school to pose freely the creative and difficult mathematical problems by using their knowledges and experiences they have learned till now. I wanted to find out that the math brains in elementary school 5th grade could posed mathematical problems to a certain levels and by the various and divergent thinking activities. Analyzing the mathematical problems of the mathematically gifted 5th grade children posed, I found out the math brains in 5th grade can create various and refined problems mathematically and also they did effort to make the mathematically good problems for various regions in curriculum. As these results, I could conclude that they have had the various and divergent thinking activities in posing those problems. It is a large goal for the children to bring up the creativities by the learning mathematics in the 2009 refined elementary mathematics curriculum. I emphasize that it is very important to learn and teach the mathematical problem posing to rear the various and divergent thinking powers in the school mathematics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.290-301
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• 2017

This research aimed to develop problem creating worksheets as a teaching & learning material for problem solving activities and assess its effectiveness. Activity worksheets for creative problem development were established. The effectiveness of the problem-creating classes taught to gifted students in invention was evaluated. In addition, effective strategies for encouraging problem creating and question making in teaching & learning processes were explored. The creative problem identification activity consisted of 5 steps, which are idea creation, convergence, execution, and evaluation. The results showed that elementary and middle school students taught in the classes using this problem-identification worksheet were highly satisfied with the program. This study concluded that it requires an educational environment, government level collaboration, and support to create a mature social atmosphere and educational environment motivating students to keep asking questions and identify problems. Through continual modification, additional ongoing efforts to increase the credibility and the quality of the worksheets as a creative problem solving and learning tool will be needed.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.1-19
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• 2006

It is generally accepted that fostering creative thinking is a core in mathematics education and accumulating research products on that topic is really needed. In this study, I hoped to investigate and verify that in mathematics education it was possible to cultivate creative thinking through various and divergent activities, For this purpose, I delat with some illustrations, in which students learned mathematics through the operational activities using teaching tools, problem solving and problem posing activities, and finally they seemed to foster creative mathematical thinking. In conclusion of this paper, I have suggested that in math education those activities should be used to cultivate students' creative thinking in kindergarten or early elementary school. Also I asserted that it is urgently need to store up research products about various materials and methods for those mathematics teaching and learning.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.321-350
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• 2013

The purpose of this study to analysis of problem posing in 5th and 6th grade mathematics textbooks and to comprehend errors in the problem posing activity of 6th graders in elementary school. For solving the research problems, problem posing contents were extracted from mathematics textbooks and practice books for the 5th and 6th grade of elementary school in the 2007 revised national curriculum, and they were analyzed, according to each grade, domain and type. Based on the analysis results, 10 problem posing questions which were extracted and developed, were modified and supplemented through a pre-examination, and a questionnaire that problem posing questions are evenly distributed, according to each grade, domain and type, was produced. This examination was conducted with 129 6th graders, and types of error in problem posing were analyzed using collected data. The implications from the research results are as follows. First, it was found that there was a big numerical difference of problem posing questions in the 5th and 6th grade, and problem posing questions weren't properly suggested in even some domains and types, because the serious concentration in each grade, type and domain. Therefore, textbooks to be developed in the future would need to suggest more various and systematic of problem posing teaching learning activity for each domain and type. Second, the 'error resulting from the lack of information' occurred the most in the problems that 6th graders posed, followed by the 'error in the understanding of problems', 'technical errors', 'logical errors' and 'others'. This implies that a majority of students missed conditions necessary for problem solving, because they have been used to finding answers to given questions only. For such reason, there should be an environment in which students can pose problems by themselves, breaking from the way of learning to only solve given problems.

• Annual Conference on Human and Language Technology
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• 2019.10a
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• pp.272-275
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• 2019

단어 중의성 해소 방법은 지식 정보를 활용하여 문제를 해결하는 지식 기반 방법과 각종 기계학습 모델을 이용하여 문제를 해결하는 지도학습 방법이 있다. 지도학습 방법은 높은 성능을 보이지만 대량의 정제된 학습 데이터가 필요하다. 반대로 지식 기반 방법은 대량의 정제된 학습데이터는 필요없지만 높은 성능을 기대할수 없다. 최근에는 이러한 문제를 보완하기 위해 지식내에 있는 정보와 정제된 학습데이터를 기계학습 모델에 학습하여 단어 중의성 해소 방법을 해결하고 있다. 가장 많이 활용하고 있는 지식 정보는 상위어(Hypernym)와 하위어(Hyponym), 동의어(Synonym)가 가지는 의미설명(Gloss)정보이다. 이 정보의 표상을 기존의 문장의 표상과 같이 활용하여 중의성 단어가 가지는 의미를 파악한다. 하지만 정확한 문장의 표상을 얻기 위해서는 단어의 표상을 잘 만들어줘야 하는데 기존의 방법론들은 모두 문장내의 문맥정보만을 파악하여 표현하였기 때문에 정확한 의미를 반영하는데 한계가 있었다. 본 논문에서는 의미정보와 문맥정보를 담은 단어의 표상정보를 만들기 위해 구문정보, 의미관계 그래프정보를 GCN(Graph Convolutional Network)를 활용하여 임베딩을 표현하였고, 기존의 모델에 반영하여 문맥정보만을 활용한 단어 표상보다 높은 성능을 보였다.

• The Transactions of the Korea Information Processing Society
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• v.5 no.11
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• pp.2897-2907
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• 1998

The production-rule generation from training examples is a hard problem that has large space and many local optimal solutions. Many learning methods are proposed for production-rule generation and genetic algorithms is an alternative learning method. However, traditional genetic algorithms has been known to have an obstacle in converging at the global solution area and show poor efficiency of production-rules generated. In this paper, we propose a production-rule generating method which uses genetic algorithm learning. By analyzing optimal sub-solutions captured by genetic algorithm learning, our method takes advantage of its schema structure and thus generates relatively small rule set.