• School Mathematics
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• v.12 no.2
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• pp.193-217
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• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 8th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.39-62
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• 2013

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, according to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of knowledge obtaining, instructional planning, instructional implementation, and instructional reflection. In this study, 1st and 2nd pilot studies was accomplished for revising evaluation standards and as a result, the procedure for implementing mathematics teaching using evaluation standards was changed to evaluate teachers own teaching using the standards focused on instructional reflection and according to the degree of satisfaction on reflecting their own teaching, standards on knowledge obtaining, instructional planning, instructional implementation would be utilized. Teacher survey is accomplished two times, by the subject of seven teachers. According ot the result of the first teacher questionnaire which was consisted of the essay type of questions on the degree of understanding the content of standards, the evaluation standards were revised. According ot the result of the second teacher questionnaire which was consisted of the essay type of questions on the application of standards, the evaluation standards were revised finally and the way of how to use the standards efficiently was suggested.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.81-96
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• 2014

Now, most of programs developed were presented as form of item pool by dividing problems by section and level for the level differentiated course, so the utilization is decreasing at the field caused by unconsidered school underachievement elements by achievement. Especially, the study on teaching materials and effective measures map for mid-low level students with low utilization is more urgent. Therefore, in this study we will promote teaching method for improving learning achievement at high school. The development teaching materials(the performance evaluation and diagnostic assessment, reconstruction of textbooks) will be applied to classes for the underachieving students directly, and the achievement in the experimental class was significantly improved compared to the comparative class and the meaningful conclusions could be drawn as results of conducting same assessment based on the experimental class and the comparative class.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.301-316
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• 2012

Ball, Thames & Phelps(2008) introduced the idea of Mathematical Knowledge for Teaching(MKT) teacher. Specialized Content Knowledge(SCK) is one of six categories in MKT. SCK is a knowledge base, useful especially for math teachers to analyze errors, evaluate alternative ideas, give mathematical explanations and use mathematical representation. The purpose of this study is to analyze the elementary teacher's SCK. 29 six graders made word problems with respect to division fraction $9/10{\div}2/5$. These word problems were classified four sentence types based on Sinicrope, Mick & Kolb(2002) and then representative four sentence types were given to 10 teachers who have taught six graders. Data analysis was conducted through the teachers' evaluation of the answers(word problems) and revision of students' mathematical errors. This study showed how to know meanings of fraction division for effective teaching. Moreover, it suggested several implications to develop SCK for teaching and learning.

• Journal of Science Education
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• v.45 no.2
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• pp.257-273
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• 2021

This study explores classes for pre-service mathematics teachers. The purpose of this study is to examine the differences between 'non-face-to-face' classes & 'face-to-face' classes, as well as the differences in learning outcomes between these two methods. A Professors' Learning Group was formed to effectively carry out this study. Through this learning group, we shared how to plan and operate the lecture. The subjects of this study are 'non-face-to-face calculus courses & face-to-face calculus courses' and 'non-face mathematics education theory courses & face-to-face mathematics education theory courses." Specifically, in these two pairs of courses, we analyze the differences in course management and the differences in the outcomes of students' assessments. Non-face-to-face classes were planned, developed, implemented and evaluated based on the 'non-face class design model.' The results of this study are as follows: First, we explored the differences between 'non-face-to-face classes/mixed classes' and 'face-to-face classes.' Second, the achievement results in calculus courses were higher in face-to-face classes than in non-face classes. Third, the results of achievements in mathematics education theory courses were higher in mixed classes than in face-to-face classes. Through the results of this study, we hope that the non-face-to-face class capabilities can be improved in pre-service mathematics teacher training.

• Review of KIISC
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• v.17 no.6
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• pp.67-74
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• 2007

정보통신과 인터넷 기술의 발전으로 실생활에서 정보의 이용이 용이해 지면서, 쉽게 정보를 얻기 위한 정보에 대한 공유와 검색에 관련한 기술이 발전하게 되었다. 그 결과로 정보는 쉽게 얻을 수 있게 되었지만, 개인정보 유출, 악의적인 시스템 파괴 등 역기능 빠른 속도로 늘어나고 있다. 이에 따라 국제적으로 정보보호의 중요성대 대두 되고 보안에 대한 필요성이 극대화 되었으며, 시스템 보안성의 신뢰도를 일관성 있게 평가하기위하여 공통평가기준이 제정되었다. 특히, 높은 신뢰도를 요구하는 보안기능에 대해서는 수학적, 논리적 기반의 명확한 명세와 엄밀한 증명을 수행하는 정형기법을 사용한 경우에만 고등급을 획득할 수 있다. 본고에서는 공통평가기준과 정형기법의 상관관계를 설명하고, 고등급 평가에 관련된 국외 동향을 기술한 후, 간단한 예를 들어 보안정책모델의 정형화 방법에 대하여 기술하였다.

• Proceedings of the Computational Structural Engineering Institute Conference
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• 2010.04a
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• pp.335-338
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• 2010

구조물의 상태평가는 구조물 고유의 동특성을 분석함으로써 평가할 수 있다. 구조물은 태풍, 지진 및 기타 외적 환경 등에 의하여 손상이 발생하고 이러한 구조물의 손상은 강성의 변화로 이어져 구조물의 동특성에 변화를 일으킨다. 따라서 손상 발생 전후의 동적응답을 각각 계측한 후 구조물 식별(Structural System Idetification)을 통하여 고유진동수 및 모드형상을 추출하고 수학적인 기법을 사용하여 구조물을 구성하고 있는 개별 부재 혹은 부재 그룹의 강성을 비교함으로써 손상의 발생여부 및 손상정도를 추정할 수 있다. 본 연구에서는 지붕트러스 구조물에 대하여 손상평가를 수행하고 이를 검증할 수 있는 Mock-up 구조물을 설계 및 시공하였다.

• Journal of Advanced Navigation Technology
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• v.20 no.4
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• pp.285-291
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• 2016

Safety assessment is an essential activity for developing a system in the CNS/ATM domain. Up to now, there are many reference materials, but there is nothing that definitely specifies what to do and how to apply in the CNS/ATM. Another problem is that software assurance level has to be determined for a software under development. But there is nothing that defines a determination scheme of software assurance level. To solve these problems, this paper proposes a method to conduct a hazard assessment based on target level of safety defined in ICAO Doc 9689. To be applied generally in CNS/ATM domain, it mathematically defines procedures of hazard assessment. And it defines severity classification, probability, and safety objective of a system, which are necessary for hazard assessment, and it describes a method to apply event tree analysis process in order to conduct a hazard assessment.

• Journal of Korea Water Resources Association
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• v.30 no.5
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• pp.527-537
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• 1997

Reliability, resiliency and vulnerability for the risk analysis are mathematically defined as the evaluation standard of risk level to characterize the risk which influences water resources management and optimal reservoir operations. Monthly inflows are synthetically generated by stochastic generation model for a long-term reservoir water budget analysis, and this method is applied to the Dae-Cheong Multipurpose Dam. As a result of study, reliability based on occurrence, time and quantity are derived respectively. Also resiliency, vulnerability and resiliency inc\dices are estimated to evaluate the performance of water supply on reservoir system, and their relationships are evaluated.

• School Mathematics
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• v.2 no.2
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• pp.357-388
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• 2000

This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.