• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.339-358
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• 2014

On the subjects of elementary 3-rd grade three child prodigies who learned primary concept of division, this study explored how they could compose schema and transformed schema through recognition of precise concepts and linking with the contents of division of fraction. That is to say, this study examined in depth what schema and transformed schema as primary concept of division they composed to get relational understanding of division of fraction, and how they used the schema and transformed schema composed by themselves to approach problem solving as well as how they transformed the schema in their concept composition and problem solving competence. As a result, it was found that learning of primary concept of division played a key role of composing schema and transformed schema needed for coping with division of fraction, and that at this time, composition of the transformed schema and transformed schema derived from the recognition of primary concept of division could play the inevitable role of problem solving for division of fraction.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.17-43
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• 2014

On the subjects of elementary 3rd grade three child prodigies who had learned the four fundamental arithmetic operations and primary concepts of fraction, this study conducted a qualitative case research to examine how they composed schema of addition and multiplication of fractions and transformed schema through recognition of precise concepts and linking of concepts with addition and multiplication of fractions as the contents. That is to say, this study investigates what schema and transformed schema child prodigies form through composition of primary mathematic concepts to succeed in relational understanding of addition and multiplication of fractions, how they use their own formed schema and transformed schema for themselves to approach solutions to problems with addition and multiplication of fractions, and how the subjects' concept formation and schema in their problem solving competence proceed to carry out transformations. As a result, we can tell that precise recognition of primary concepts, schema, and transformed schema work as crucial factors when addition of fractions is associated with multiplication of fractions, and then that the schema and transformed schema that result from the connection among primary mathematic concepts and the precise recognition of the primary concepts play more important roles than any other factors in creative problem solving with respect to addition and multiplication of fractions.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.251-266
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• 2013

With elementary school students who have learned the primary concepts of the four arithmetic operations as its subjects, this study has investigated in depth how schema and transformed schema are composed by recognition of the correct concepts and connection of concepts, that is to say, what schema learners form along with transformed schema with the primary concepts of the four arithmetic operations to understand the secondary concepts when power and mixed calculations are taken into contents. It has also investigated how the subjects use the schema they have formed for themselves and the transformed schema to approach problem solving, and how their composition of concepts and schema in problem solving ability achieve transformations. As a result, we can tell that the recognition of precise primary concepts and transformed schema work as important factors in the development from the primary to the secondary concepts. Here, we can also see learn that the formation of the schema created due to the connection among the primary concepts and the recognition of them and of the transformed schema play more important roles in the development toward the secondary concepts and the solution of arithmetic problems than any other factors.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.437-448
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• 2017

This study was conducted as a qualitative case study for examining what transformed primary concepts and transformed schemas were formed for the addition of decimals and how they were formed, and how the relational understanding of the addition of decimals was in three 3rd grade elementary school children who had studied the primary concepts of division, fraction and decimal. That is, this study investigated how the subjects approached problems of decimal addition using transformed primary concepts and transformed schemas formed by themselves, and how the subjects formed concepts and transformed schemas in problem solving. According to the results of this study, transformed primary concepts and transformed schemas formed through the learning of the primary concepts of division, fraction, and decimal functioned as important factors for the relational understanding of decimal addition.

• Education of Primary School Mathematics
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• v.15 no.3
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• pp.201-218
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• 2012

In this study, the following topics were investigated targeting elementary school students: Schema formed through precise notion of cognitive and the connection of the concepts when studying common divisor, common multiple, and the lowest common multiple, configuration ability and problem solving of the students when learning using a modified schema, how the schema of the student to advance to a higher level, and how the deformation of the schema is carried out student's configuration of concept and problem solving ability. As a result, it was found out that cognition about precise concept, schema and the modified schema are important factors when a primary concept was developed into a secondary concept, and play important roles when the connection and the formation of the modified schema created by cognition about the precise primary concept rather than by the formation of the secondary concept (formation of the secondary schema) created by the connection between the primary concept.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.353-370
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• 2015

This study was conducted as a qualitative case study that explored how gifted 3rd-grade elementary school children who had learned the primary concepts of division and fraction, when they studied contents about decimal, formed the transformed primary concept and transformed schema of decimal by the learning of accurate primary concepts and connecting the concepts. That is, this study investigated how the subjects attained relational understanding of decimal based on the primary concepts of division and fraction, and how they formed a transformed primary concept based on the primary concept of decimal and carried out vertical mathematizing. According to the findings of this study, transformed primary concepts formed through the learning of accurate primary concepts, and schemas and transformed schemas built through the connection of the concepts played as crucial factors for the children's relational understanding of decimal and their vertical mathematizing.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.191-205
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• 2017

The purpose of this study is to investigate the types and characteristics of the Seventh Graders' proofs. Harel, & Sowder's proof schemes were used to analyze the subjects' responses. As a result of the study, there was a difference in the type of proof schemes used by the students depending on the academic achievement level. While the proportion of students using a transformative proof scheme decreased from the top to the bottom, the proportion of students using inductive (measure) proof scheme increased. In addition, features of each type of proof schemes were shown, such as using informal codes in the proof process, and dividing a given picture into a specific ratio in the problem. Based on this, we extracted four meaningful conclusions and discussed implications for proof teaching and learning.

• The KIPS Transactions:PartD
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• v.13D no.3 s.106
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• pp.317-324
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• 2006

In this paper, we propose a new indexing technique to solve various queries which have a strong good point not only database indexing schema take advantage of converting from semi-structured data to structured data but also performance is more faster than before. We represent structure information of XML document between nodes of tree that additional numbering information which can be bit-stream without modified structure of XML tree. And, We add in indexing schema searching incidental structure information in the process. In Querying schema, we recover ancestor nodes through give information of node using indexing schema in complete path query expression as well as relative path query expression. Therefore, it takes advantage of making derivative query expression with given query. In this process, we recognize that indexing and querying schema can get searched result set faster and more accurate. Because response time is become shorter by bit operating, when query occur and it just needs information of record set earch node in database.

• Proceedings of the Korean Information Science Society Conference
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• 2003.10b
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• pp.31-33
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• 2003

문서를 표현하는 여러 가지 기법 중에서 XML(eXtensible Markup Language)은 확장성과 범용성 때문에 데이타의 교환과 표현에 대한 표준으로 자리잡고 있다. 이에 XML로 데이타를 저장하기 위한 다양한 방법들이 제시되고 있다. 본 논문에서는 관계형 데이타베이스에 XML 데이타를 저장하기 위해 XML 데이터의 타입을 관계형 데이타베이스의 타입으로 매칭해 주는 서브시스템인 타입 처리기를 구현한다. 타입 처리기에서는 eXDM이 내장형 시스템이라는 제한사항을 고려하고, XQuery 형태의 질의문을 지원하기 위해 XML-스키마를 변형한 형태의 XML 타입 정의 문서를 이용한다.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.13 no.1
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• pp.63-70
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• 2013

In previous research, we suggested a business process structured query language(BPSQL) for information extraction and retrieval in the business process framework, and used an existing query language with the tablization for each layer within the framework, but still had a problem to manually build with the specification of each layer information of BFP. To solve this problem, we suggest automatically to build the schema based business process model with model-to-text conversion technique. This procedure consists of 1) defining each meta-model of the entire structure and of database schema, and 2) also defining model transformation rules for it. With this procedure, we can automatically transform from defining through meta-modeling of an integrated information system designed to the schema based model information table specification defined of the entire layer each layer specification with model-to-text conversion techniques. It is possible to develop the efficiently integrated information system.