• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.285-296
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• 2007

Graph is a major aspect of science textbooks. In this study, we investigated graph types and characteristics used in high school earth science subject by comparative analysis of science textbooks. The results of the analysis revealed that line graph and contour map was the most widely used graph types in earth science. Among line graphs, multiple line graph and YX graph was dominant. Comparing earth science graphs with other science graphs, earth science graphs exhibited superior in the number and variety. In earth science graphs, the portion of line graph was small, but the portion of contour map and scatter graph was larger than that of other science graphs. YX graph was the most specific graph type in earth science textbooks. The results of our study have implications for reform in function and structure of graph. We suggest that future studies be focused on students' ability of earth science graph interpretation.

• The Transactions of the Korea Information Processing Society
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• v.5 no.10
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• pp.2615-2626
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• 1998

In this paper, we propose a new interconnection network called RFM graph, whichis the merger of the directed rotator and Faber-Moore graph, and analyze fault tolerance, routing algorithm node disjoint cycles and broadcasting algorithm. We also describe methods to embed star graph, 2 dimesional torus and bubblesort graph into RFM graph with unit expasion and dilation 2.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.65-86
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• 2003

Mathematics textbooks are substitutive showing real characters of didactic transposition in pseudo-contextualization and pseudo-personalization. This study analyzed statistical graphs in elementary school mathematics textbooks according to the first to the 7th curriculum in Korea. It focused on the didactic principles used in those methods through those view of Didactic Transposition Theory. The features of the elementary school mathematics textbooks in Korea are investigated and described ethnomethodologically according to each curriculum periods in dividing bar graph, line graph, pictograph, graph of ratio, histogram. The teaching sequences and methods of the statistical graphs, order and methods of sub-learning activities, teaming data, matter of the learning activity indicator were summarized. Usually, the teaching sequences, excepting the graphs of ratio, statistical graphs are introduced in the second semester of each grade. The graph of ratio is introduced in the first semester of 6th grade. As a result of analysing sub-Loaming activities, using them increased from the first to the 7th curriculum and its form was fixed constructive and stable at the 4th curriculum textbooks. As a result of analysing the teaming data, the data of the social aspects are used more frequently and the data of the individual preferences trended more gradually. As a result of analysing the matter of the teaming activity indicators, concept-explanation question style were used more frequently. Statement-practice style and consideration style trended gradually. Concluding remarks are: First, the didactic transposition of the elementary school mathematics textbooks developed systematically according to the first to the 7th curriculum; Second, mathematics textbooks gradually introduced the positive learning style of activity and the learners' spontaneousness; Third, more concrete practice activities and reflective activities were variously introduced considering the level and interest of each elementary student.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.119-141
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• 2019

This study was carried out in order to draw some implications for teaching statistical graph in mathematics education with respect to practical statistics education for promoting students' statistical literacy. We analyze 133 graphs appearing in 99 elementary textbooks of other subjects (subjects except from mathematics) by subjects and types, and identify some cases of graphs addressed by other subjects. As a results, statistical graph was most addressed in social studies, and bar graphs, line graphs, tables, and circle graphs are most used in other subjects. Moreover, there are some issues related to contents-(1) the problem of curricular sequencing between mathematics and other subjects, (2) the level of addressing ratio graph, and (3) the use of wavy lines. In terms of forms, (1) the visual variation of graphical representations, (2) representation combining multiple graphs, and (2) graphs specialized for particular subjects are drawn as other issues. We suggest some implications to be considered when teaching the statistical graph in elementary mathematics classes.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.193-209
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• 2013

This study was designed to identify how teachers and students solve problems and communicate with each other during the course of study through application of PBL questions that can be utilized in math ratio and graph sections of the 6th-grade elementary school curriculum in class. Therefore we haved figure it out that through pbl class student acquired a propound knowledge in math and showed self-directed learning through various communication activities, and that they finally showed positive attitude and confidence in this subject.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.94-99
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• 2006

본 연구에서는 고등학교 지구과학 교과서 분석을 통해 지구과학 그래프의 주요 유형과 특징을 파악하고 지구과학 그래프 관련 검사지를 제작, 투입하여 고등학생들의 지구과학 그래프 해석 능력과 인식을 분석하였다. 지구과학 그래프는 타 과학 과목에 비해 그래프의 수가 많고 그 유형이 다양했다. 특히, 선 그래프와 등치선도가 많았으며, 선 그래프 중에는 다중 선 그래프와 YX 그래프 등의 비율이 높았다. 고등학교 2, 3학년생 111명을 대상으로 한 검사지 1단계에서는 '마그마의 생성 조건', '지구 자기장의 영년 변화', '과냉각 물방울과 빙정의 포화 수증기압', 'H-R도' 등에 관한 문항의 정답률이 특히 낮았다. 검사지 2단계에서는 약 $56\%$의 학생들이 지구과학 그래프의 유형이 타 과학 및 수학 과목의 그래프와 차이가 있다고 응답했다. 검사지 3단계에서는 동일한 내용이라 하더라도 그래프의 형식이나 구체적인 표현 방법에서 학생들의 이해를 높일 수 있는 방안에 대한 고민이 필요함을 알 수 있었다. 본 연구에서 학생들은 '그래프의 유형'에 대한 이해가 다소 부족하고 자신에게 익숙한 그래프를 쉽다고 생각하는 경향을 보였다. 따라서, 과학 교육자나 과학 교육과정 설계자들은 학생들에게 그래프 연습의 기회를 많이 부여하고, '그래프' 자체에 관한 교육은 물론 지구과학의 학문적 특성과 관련지어 '그래프의 유형'에 관해 체계적인 교육을 해야 할 필요가 있다.

• Journal of the Korea Society of Computer and Information
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• v.14 no.10
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• pp.251-258
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• 2009

Data mining is a method that extract useful knowledges from huge size of data. Recently, a focussing research part of data mining is to find interesting patterns in graph databases. More efficient methods have been proposed in graph mining. However, graph analysis methods are in NP-hard problem. Graph pattern mining based on pattern growth method is to find complete set of patterns satisfying certain property through extending graph pattern edge by edge with avoiding generation of duplicated patterns. This paper suggests an efficient approach of reducing computing time of pattern growth method through pattern growth's property that similar patterns cause similar tasks. we suggest pruning methods which reduce search space. Based on extensive performance study, we discuss the results and the future works.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.168-178
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• 2009

In this study, we investigated the errors that students committed in the processes of constructing graphs on experimental results by the students' science achievement level. A test of constructing a graph about 'the relationship between the pressure and volume of a gas' was administered to 7th graders (N=145). Results revealed that most students committed errors in the processes of constructing the graph, showing 12 error types in the categories of 'Misinterpreting the variables', 'Mismarking the graphical elements', and 'Misusing the data'. The students in the lower achievement level had more errors than those in the higher achievement level in the two error types, that is 'representing the bar graph' and 'marking the scale in the presented data order', but the results were reversed in the three error types, that is 'marking the independent variable and dependent variable reversely', 'adding the data', and 'neglecting the data'. In the other error types, there were little differences in the frequencies of the errors by students' science achievement level.

• The Transactions of the Korea Information Processing Society
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• v.5 no.12
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• pp.3099-3108
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• 1998

본 논문에서는 새로운 다중 컴퓨터의 위상으로 하이퍼-스타 그래프를 제안하고, 하이퍼-스타 그래프에 대하여 주요 망 척도인 분지수, 연결도, 확장성, 라우팅, 지름, 임베딩 등의 특징을 분석한다. 하이퍼-스타 그래프 HS(2n,n)에 에지를 한 개 추가한 folded 하이퍼-스타 그래프 FHS(2n,n)은 2nCn개의 노드를 갖고 널리 알려진 상호 연결망인 하이퍼큐브에 비해 상대적으로 분지수와 지름이 작은 값을 갖는 연결망이다. Folded 하이퍼-스타 그래프 FHS(2n,n)가 하이퍼큐브 Qn이 같은 노드 수를 가질 때 분지수$\times$지름에 대한 척도에 있어서 은 n2/2보다 작고, 하이퍼큐브 Qn와 그의 변형들보다 연결망의 망 비용에 있어서 우수함을 의미한다. 또한 하이퍼큐브 Qn과 n$\times$n 토러스를 하이퍼-스타 그래프 HS(2n,n)에 연장비율 2에 임베딩하는 방법을 보인다.

• Proceedings of the Korea Information Processing Society Conference
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• 2008.05a
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• pp.597-600
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• 2008

스타(star) 네트워크는 노드 대칭성, 최대 고장 허용도, 계층적 분할 성질을 갖고, 하이퍼큐브보다 망 비용이 개선 된 상호 연결망이다. 본 연구에서는 상호연결망으로 널리 알려진 스타네트워크와 RFM, 버블정렬네트워크 사이의 임베딩 방법을 제안하고, 임베딩의 연장율 비용을 분석한다. 연구 결과로 버블정렬(Bubblesort) 그래프 $B_N$을 RFM 그래프 $R_N$에 연장비율 2, 버블정렬(Bubblesort) 그래프 $B_N$을 스타그래프 $S_N$에 연장율 3에 임베딩 할 수 있다.