• The Mathematical Education
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• v.61 no.2
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• pp.257-271
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• 2022

As information and communication technologies are being developed so rapidly, education research is actively conducted to provide optimal learning for each student using big data and artificial intelligence technology. In this study, using the mathematics learning data of elementary school 5th to 6th graders conducting blended mathematics classes, we tried to find out what factors predict mathematics academic achievement and developed an artificial intelligence model that predicts mathematics academic performance using the results. Math learning propensity, LMS data, and evaluation results of 205 elementary school students had analyzed with a random forest model. Confidence, anxiety, interest, self-management, and confidence in math learning strategy were included as mathematics learning disposition. The progress rate, number of learning times, and learning time of the e-learning site were collected as LMS data. For evaluation data, results of diagnostic test and unit test were used. As a result of the analysis it was found that the mathematics learning strategy was the most important factor in predicting low-achieving students among mathematics learning propensities. The LMS training data had a negligible effect on the prediction. This study suggests that an AI model can predict low-achieving students with learning data generated in a blended math class. In addition, it is expected that the results of the analysis will provide specific information for teachers to evaluate and give feedback to students.

• Transactions of the Korean Society of Mechanical Engineers B
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• v.36 no.2
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• pp.145-151
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• 2012

Evaluation of the heart work is starting to emerge as a new diagnostic tool for arterial diseases. The aim of this study is to develop a mathematical model for the estimation of heart work utilizing the pulse waves between two points of a vessel. In order to calculate heart work, medical data such as blood pressure waveforms (which are measured using a cuff) are utilized. The heart work is calculated by employing the modified Windkessel model together with the viscosity models of Casson or Herschel-Bulkely (H-B). The results indicate that the compliance values at the proximal and distal locations differ for the Casson and H-B models.

• Proceedings of the KIEE Conference
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• 2000.07d
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• pp.2339-2341
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• 2000

본 논문은 제어대상인 현수형 케이블의 수학적 모델을 작성하고 이것에 장력을 발생하는 교류서보 전동기의 수학적 모델을 구하였다. 제어 방법은 제어대상의 동적 모델이 비선형 시변계이기 때문에 강인성이 있는 퍼지제어를 적용하고 차대가 움직이기 시작할 때 발생하는 오버슈트을 억제하기 위해서 피드포워드제어를 채택한다. 케이블의 동적 모델에 기초하여 퍼지제어기와 피드포워드제어를 도입하여 시스템을 구성하고 시뮬레이션 실험에 의해 그 유효성을 평가하였다. 현재 로프제조 공정, 전차 트롤리선 가설공사는 장력의 제어가 필요하지만 거의 수동으로 행하고 있는 실정이고 제품의 균질성과 생산성 향상을 위하여 제조 공정의 자동화가 필요하다. 따라서 전차의 트롤리선 가설공사는 케이블을 탑재한 차대가 주행하면서 드럼에 감긴 케이블을 풀어주고 양단의 장력을 일정히 유지하도록 조절할 필요가 있다. 그러나 전기공사에서 시행하고 있는 송 배전 선로의 전력케이블 가선공사나 전차 트롤리선 가설공사는 수동으로 하고 있는 실정이고 이것의 자동화기계가 필요하다. 따라서 본 연구의 목적은 현수형 가선 케이블 가설장치의 자동화이다. 본 연구에서는 제어대상인 현수형 케이블의 수학적 모델을 작성하고 이것에 장력을 발생하는 교류서보 전동기의 수학적 모델을 구하였다. 제어 방법은 제어대상의 동적 모델이 비선형 시변계이기 때문에 강인성이 있는 퍼지제어를 적용하고 차대가 움직이기 시작할 때 발생하는 오버슈트를 억제하기 위해서 피드포워드제어를 채택한다. 케이블의 동적 모델에 기초하여 퍼지제어기와 피드포워드제어를 도입하여 시스템을 구성하고 시뮬레이션 실험에 의해 그 유효성을 평가하였다.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.485-506
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• 2020

The purpose of this study is to analyze of the effect in Mathematics Teachers beliefs on their students beliefs by Latent Class Regression Model (LCRM). For this analysis, the study used the findings and surveys of Kang, Hong (2020) who developed a belief profile by analyzing the mathematical beliefs of 60 high school teachers and 1,850 second-year high school students learning from them through the Latent Class Analysis (LCA). As a result It was observed that 'Nature of Mathematics', 'Mathematic Teaching' and 'Mathematical Ability' of mathematics teachers beliefs influence the mathematical beliefs of students. The teacher's belief of 'Nature of Mathematics' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Mathematics Learning'. The teacher's belief of 'Teaching Mathematics', 'Mathematical Ability' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Self-Concept'. The results of this study can give a preview of the phenomenon in which teacher's mathematical beliefs are reproduced into student's mathematical beliefs. In addition, the results of observation of this study can be used to the contents that can achieve the purpose of reorientation for mathematics teachers.

• Communications of Mathematical Education
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• v.9
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• pp.97-114
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• 1999

새로운 세기의 수학 교육은 직관과 조작 활동에 바탕을 둔 경험에서 수학적 형식, 관계, 개념, 원리 및 법칙 등을 이해하도록 지도되어야 한다. 즉 학생들의 내면 세계에서 적절한 경험을 통하여 시각적 ${\cdot}$ 직관적으로 수학적 개념을 재구성할 수 있도록 상황과 대상을 제공해야 한다. 이를 위하여 컴퓨터 응용 프로그램을 활용한 자기주도적 수학 개념 형성에 적합한 교수 ${\cdot}$ 학습 모델을 구안하여 보았다. 이는 수학의 필요성과 실용성 인식 및 자기주도적 문제해결력 향상을 위한 상호작용적 매체의 활용이 요구된다. 본 연구는 구성주의적 수학 교수 ${\cdot}$ 학습 이론을 근간으로 대수 ${\cdot}$ 해석 ${\cdot}$ 기하 및 스프레트시트의 상호 연계를 통하여 수학 지식을 재구성할 수 있도록 학습수행지를 제작하여 교사와 학생의 다원적 상호 학습 기회를 제공하는 데 주안점을 두고자 한다.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.445-453
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• 2019

Gender might be interpreted in different roles and meanings depending on social and cultural backgrounds. Based on the premise that understanding of gender may change the direction of mathematics education, this paper confirmed how gender is interpreted in the preceding study of mathematics education in Korea by applying the literature research method. In particular, predictive model based on empirical perspective and gender schema model based on constructivist perspective. Based on the analysis of gender and research methods in cultural and historical composition models based on historical perspectives and postmodernism models based on postmodernism perspectives, this study analyzed trends in domestic mathematics education. As a result of the analysis, it is confirmed that gender is recognized as a biological difference in domestic mathematics education, and that analysis of gender and related elements of mathematics education is mainly used using statistical analysis techniques. This suggests that various approaches to interpreting gender's role in future mathematics education are needed. The existing mathematics education research on gender is composed in terms of gender differences. Since biology at the time did not explain this difference, however, it should now be based on the concept of gender, which is socially defined gender. Accurate understanding of gender and gender can be the basis for clearer understanding and interpretation of gender-related mathematics research.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.581-609
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• 2013

Students' learning processes and mathematical levels should be correctly diagnosed in many different methods of assessment to help students learn mathematics. The study developed the model for the process-based assessment while using manipulatives in the middle school in order to improve problem solving, reasoning and communication which are emphasized in 2009 reformed curriculum as the areas of mathematical process. Identifying the principles of assessment, we created the assessment model for each area and carried out a preliminary study. Based on this, we revised the representative items and the observation checklist and then conducted a main study. Through the results of assessment, we found that students' thinking processes were well presented in scoring rubric for their responses on each item. It meant that the purpose of the assessment as a criterion-referenced test was achieved.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.373-389
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• 2008

In this paper, we designed a teaching unit for the learning mathematization of secondary pre-service teachers through exploring the relationship between partition models and generalized fibonacci sequences. We first suggested some problems which guide pre-service teachers to make phainomenon for organizing nooumenon. Pre-service teachers should find patterns from partitions for various partition models by solving the problems and also form formulas front the patterns. A series of these processes organize nooumenon. Futhermore they should relate the formulas to generalized fibonacci sequences. Finding these relationships is a new mathematical material. Based on developing these mathematical materials, pre-service teachers can be experienced mathematising as real practices.

• School Mathematics
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• v.14 no.1
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• pp.135-150
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• 2012

This paper analyzes the activities for (fraction) ${\times}$(fraction) in Korean elementary textbooks focusing on the connection between visual models and the algorithm. New Korean textbook attempts a new approach to use length model (as well as rectangular area model) for developing the standard algorithm for the multiplication of fractions, $\frac{a}{b}{\times}\frac{d}{c}=\frac{a{\times}d}{b{\times}c}$. However, activities with visual models in the textbook are not well connected to the algorithm. To bridge the gap between activities with models and the algorithm, distributive strategy should be emphasized. A wealth of experience of solving problems of fraction multiplication using the distributive strategy with visual models can serve as a strong basis for developing the algorithm for the multiplication of fractions.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.1-17
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• 2006

This thesis analyzed the effects of cooperative learning blended with TAI(Team Assisted Individualization) and STAD(Student Team Achievement Division) models on the students' ability of problem solving in mathematics in order to discover what kind of effects would give to their ability of that, and would promote their disposition and attitude to learn mathematics. The results of this study were as follows : First, the learning method blended with TAI and STAD models was more effective in the students' ability of problem solving in mathematics than traditional learning method because of the blended model's characteristics; positive interdependence, individual accountability, team recognition, curriculum materials. Second, the learning method blended with TAI and STAD models was more effective in sub-elements - self-confidence, adaptability, will, curiosity and value - of mathematical disposition than traditional learning method. And the learning method blended with TAI and STAD models was more effective in sub-elements - self-consciousness of mathematics and interests - of mathematical attitude than traditional learning method. In conclusion, the learning method blended with TAI and STAD models could affect to not only the students' ability of problem solving in mathematics but also the students' several affective factors.