• 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.

• School Mathematics
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• v.18 no.4
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• pp.819-838
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• 2016

This research analyzed proportional reasoning abilities of the 5th grade students who learned only the basis of ratio and rate and 6th grade students who also learned proportion and cross product strategy. Data were collected through the proportional reasoning tests and the interviews, and then the achievement of the students and their proportional reasoning strategies were analyzed. In the light of such analytical results, the conclusions are as follows. Firstly, there is not much difference between 5th and 6th grade students in the achievement scores. Secondly, both 5th and 6th graders are less familiar with the geometric, qualitative and comparisons tasks than the other tasks. Thirdly, not only 5th graders but also 6th graders used informal strategies much more than the formal strategy. Fourthly, some students can't come up with other strategies than the cross product strategy. Finally, many students have difficulties in discerning proportional situation and non-proportional situations. This study provided suggestions for improving teaching proportional reasoning in elementary schools in Korea as follows: focusing on letting students use their informal strategies fluently in geometric, qualitative, and comparisons tasks as well as algebraic, quantitative, and missing value tasks focusing on the concept of ratio and proportion instead of enforcing the formal strategy.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.457-484
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• 2015

This study aims to investigate an approach to teach proportional reasoning in elementary mathematics class by analyzing the proportional strategies the students use to solve the proportional reasoning tasks and their percentages of correct answers. For this research 174 sixth graders are examined. The instrument test consists of various questions types in reference to the previous study; the proportional reasoning tasks are divided into algebraic-geometric, quantitative-qualitative and missing value-comparisons tasks. Comparing the percentages of correct answers according to the task types, the algebraic tasks are higher than the geometric tasks, quantitative tasks are higher than the qualitative tasks, and missing value tasks are higher than the comparisons tasks. As to the strategies that students employed, the percentage of using the informal strategy such as factor strategy and unit rate strategy is relatively higher than that of using the formal strategy, even after learning the cross product strategy. As an insightful approach for teaching proportional reasoning, based on the study results, it is suggested to teach the informal strategy explicitly instead of the informal strategy, reinforce the qualitative reasoning while combining the qualitative with the quantitative reasoning, and balance the various task types in the mathematics classroom.

• 제어로봇시스템학회:학술대회논문집
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• 1986.10a
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• pp.95-96
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• 1986

시스템을 입력과 출력값 만으로 제어하고자 할 경우에는, 플랜트의 파라메타를 추정하면서 제어해 나가야 할 것이다. 이러한 경우에는, 귀환제어나 최적제어 형태로는 여러가지 문제점이 발견되어서, 최근에 적응제어가 많이 연구되고 있다. 이에는 Gain-Scheduling 방법, Self-tuning regulator 방법 및 model reference adaptive control 방법이 있다. Gain-Scheduling 방법은 미지의 파라메타가 plant에 있을지라도, 이를 즉시 예측할 수 있을 경우 보조변수 추정을 통하여 이득을 조절하여 시스템을 안정시키는 것이고, self tuning regulator는 보조변수를 직접 조정하여 시스템을 제어한다. 또 model reference adaptive control 방법은 기준모델을 정하여, 이에 따라 관측기 등을 통하여, 플랜트의 파라메타를 추정 제어해 나가는 것이다. 이때 기준 모델의 출력과 플랜트 출력사이의 오차를 어떻게 할 것인가? 추정되는 파라메타와 오차와의 대수관계 및 차수 등, 그 한계 해석이 최근의 MRAC 설계연구에 큰 과제가 되어 왔다. 이에 본 연구에서는 신호합성 및 해석에 뛰어난 기능이 있는 Walsh 함수를 이용하여, 간단한 Micro computer의 도움으로, 오차 함수를 합성하고, 미지의 파라메타를 추정하여, 시스템의 adaptive filter설계에의 가능성에 대하여 연구하고자 한다. 또 이를 실제 예를 들어 고찰하였다.