• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.439-466
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• 2008

In this paper, we aim to draw up an alternative instruction scheme by designing a web based instruction model on mathematics. Some learning materials are developed according to the scheme, and its educational effects are examined when it is committed to through regular curriculum. The study is composed of three major parts; setting of the theoretical foundation on cultivating Web based educational materials, design and composition of Web based teaching-learning model, and its experiments in the regular class. First of all, we are concerned with the core principles on WBI including the learning theories, developing learner oriented instruction model, design as well as build-up process for education materials, and strategy in instruction. Next, we propose an alternative instruction model for mathematics, in which programs to embody mathematics education and instruction on the Web are constructed, on the while, the study is proceeded through the Web Site. Finally, we design and produce a WBI instruction model on the subject of the plane quadratic curves. This model is examined in the regular class to estimate its educational effects compared with traditional teaching standpoints. Concomitantly, we explore essential elements and the direction of future growth associated with the Web oriented education.

• The Mathematical Education
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• v.61 no.2
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• pp.359-373
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• 2022

This study aims to examine the differences in the longitudinal relationship between academic stress, mathematics self-efficacy, and engagement in mathematics class according to the math achievement level. According to the results, academic stress, math self-efficacy, and math class engagement were stable over time for the high and low groups. Also, In the high group, math self-efficacy had a negative longitudinal mediation effect in the influence of academic stress to math class engagement. Whereas, in the low group math class engagement had a positive longitudinal mediation effect in the influence of academic stress to math self-efficacy. This means that the academic stress affects differently according to the math achievement level, and mathematics teachers should reflect these results in their teaching/learning strategies so that students can increase their mathematics self-efficacy along with their engagement in mathematics classes.

• Journal of Korean Society of Transportation
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• v.16 no.2
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• pp.133-144
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• 1998

양방향 2차로 도로는 우리나라 전체 포장도로 연자의 84%를 차지하고 있다. 양방향 2차로 도로의 효율성 및 교통류의 운영상태를 파악하기 위한 서비스 수준 척도로 지체시간의 백분율이 많이 사용되고 있다. 지체시간의 산정은 특정 도로 설계구간을 추원금지구간으로 설계할 것이지, 예산을 더 투자하여 선형을 개선함으로써 추원가능 구간으로 설계할 것인지에 대한 판단 기준을 제시할 수 있기 때문에 도로설계과정에 있어서 매우 중요하다. 본 연구에서는 저속차량의 확률적 분포를 고려하여 추원금지구간에서 발생하는 지체시간을 산정할 수 있는 모형을 제시하였다. 모형식이 기존에 확률적 분포를 고려하여 추월금지구간에서 발생하는 지체시간을 산정할 수 있는 모형을 제시하였다. 모형식이 기존에 개발된 거시적 수학적 모형에 비해 비교적 단순하고 입력변수도 수집이 용이한 점이 특징이라 할 수 있다. 모형의 신뢰성을 현장데이터를 이용하여 검증한 결과, 모혀으이 예측값이 근사적으로 츠덩한 실제 지체시간을 포함하는 긍정적인 결과를 도출하였다. 그러나 모형의 예측값 범위가 넓어 실용적인 MOE로 사용하기에 다소 무리가 있을 것으로 판단되므로, 개략적인 평가기준으로 모형이 예측한 값의 평균값을 보정하여 사용할 것을 제안한다. 모형의 신뢰성을 높이기 위해서는 본 연구에서 가정한 확률분포식에 대한 추가적인 검증이 필요할 것으로 판단된다. 본 연구는 실제 상황을 표현하는데 있어 확률적 개념의 도입과 이러한 새로운 접근방법의 기초를 마련한 측면에서 의미를 갖는다. 또한, 양방향 2차로 도로에서의 지체시간은 실제 소요시간과 자유운행시 즉 다른 차량의 영향을 받지 않았을 때의 속도 및 운영시간과의 차이로 정의한 바, 실제 지체시간을 현장자료를 통해 구하기란 현실적으로 불가능하므로, 본 연구에서는 이러한 제약점을 극복할 수 있는 근사적인 지체시간을 계산하는 방법을 제시한 점에서 의미를 갖을 수 있다.

• Proceedings of the Korea Water Resources Association Conference
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• 2007.05a
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• pp.1972-1976
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• 2007

정확한 수문자료를 예측하기 위한 많은 연구들이 현재까지 진행되어 왔다. SVM(Support Vector Machine)은 그 구조가 신경망과 유사하나 신경망과는 다르게 철저히 통계적, 수학적 이론에 기반을 두고 있고 비선형예측 모형이며 지역해 문제가 발생하지 않는 다는 점 등으로 인해 상당히 견고한 모형으로 평가받고 있다. 본 연구에서는 두 경우의 수문시계열 자료를 이용하여 전통적인 통계학적 모형과 신경망 모형 그리고 수문학 분야에서는 아직까지 적용된 사례가 매우적은 SVM 모형의 예측 결과 비교를 통해 모형의 장단점을 평가하였다. 비교 결과 SVM 모형은 수문시계열 자료 예측에 있어서 기존의 방법들에 비해 안정적이고 정확한 예측 결과를 보여 주었다.

• Communications of Mathematical Education
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• v.5
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• pp.147-167
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• 1997

• The Mathematical Education
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• v.58 no.3
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• pp.443-458
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• 2019

Mathematical modeling has been a crucial topic in mathematics education as students' problem solving competency are regarded as a core skill for future society. Despite of the importance of mathematical modeling in school mathematics, there have been very limited studies relating pre-service teachers' knowledge and perceptions on mathematical modeling. In this vein, this study aimed to investigate pe-service mathematics teachers' perceptions on mathematical model, mathematical modeling and educational use of mathematical modeling, and their relationships. The current study utilized a survey consisted of 18 items. The responses of 210 pre-service mathematics teachers to the survey items were quantitatively analyzed using descriptive statistics, analysis of variance, exploratory and confirmatory factor analysis, the structural equation model, and multi group analysis. The results of analysis of variance revealed that pre-service teachers in difference groups (majors, grades, and experiences with mathematical modeling) showed statistically significant differences in mean values. Moreover, according to the results from the structural equation modeling analysis, pre-service mathematics teachers' perceptions on mathematical model and modeling affected their perceptions on educational use of mathematical modeling. In addition, depending on their pre-experiences with mathematical modeling, pre-service teachers represented a different relationship between perceptions on mathematical modeling and educational use of mathematical modeling. Implications for future studies and mathematics classrooms were discussed.

• 전자공학회논문지 IE
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• v.48 no.1
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• pp.36-44
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• 2011

The purpose of this study was to develop the basic design principles for the engineering mathematics teaching model that supported college students to become collaborative problem solvers. For this purpose, the following four design principles were drawn from the steps of systems approach, especially with consideration of needs of engineering students, professors, curriculum and relevant research on mathematical education. As a result, the four design principles for the engineeering mathematics teaching model were drawn as follows: (1) Improve students' basic mathematical learning abilities through repetition and elaborative practice of the basic mathematical concepts and principles, (2) Develop students' problem solving abilities through collaborative projects or learning activities with peers, (3) Facilitate students' reflection and provide teacher's monitoring and prompt feedback during their learning process, and (4) Build up online learning environments that enable students to become self-regulated learners.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.341-362
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• 2018

The purpose of this study is to develop a STEAM education model on the basis of mathematics curriculum using real life context, and to analyze the effect of the class based on developed model to make applicable pedagogical discussion. For this purpose, STEAM class materials that can be used in terms of recognition, connection, extension, and application of mathematical concepts, principles and laws are considered, taking into consideration the ways in which real life contexts and mathematical learning could be harmonized. As a results of using these materials, it was empirically confirmed that students' cognitive thinking and affective aspects abilities were improved. The STEAM instruction centered on the mathematics curriculum and the mathematics class based on the data developed in this study have a unique identity compared to the conventional general mathematics teaching methods using the textbooks. And it is pursuing the future class model which could present desirable creativity and personality education. The result of this study would provide preliminary data and meaningful implications to the researchers for next curriculum and concomitant instructional materials as well as the mathematics teachers.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.63-88
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• 2010

본 연구는 초등학교 수학에 적용 가능한 수학사를 추출하고 이를 효과적으로 활용할 수 있는 수업 모형을 개발하여, 수학사를 활용하는 수업이 학생들의 수학적 의사소통과 수학적 태도에 어떠한 영향을 미치는지 알아보았다. 이를 위해 실험집단에는 수학사를 활용한 수업을, 비교집단에는 교과서를 활용한 강의식 수업을 실시하였으며, 연구 중에 수집된 자료는 양적 분석과 질적 분석 방법을 병행하여 분석하였다. 그 결과 첫째, 수학사를 활용한 수학수업은 학생들의 의사소통 참여도를 향상시키는 데에 도움을 주었으며, 둘째, 학생들이 수학적 논리를 가지고 자신의 의견을 상대방에게 정당화하게 하였다. 또한 셋째, 수학사를 활용한 수학 수업이 학생들의 수학적 태도를 긍정적으로 변화시키는 데에 효과가 있음을 알 수 있었다.

• The Mathematical Education
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• v.63 no.1
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• pp.19-33
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• 2024

This study investigates longitudinal patterns in middle school students' mathematics interest and achievement using panel data from the 4th to 6th year of the Gyeonggi Education Panel Study. Results from the multivariate growth mixture model confirmed the existence of heterogeneous characteristics in the longitudinal trajectory of students' mathematics interest and achievement. Students were classified into four latent classes: a low-level class with weak interest and achievement, a high-level class with strong interest and achievement, a middlelevel-increasing class where interest and achievement rise with grade, and a middle-level-decreasing class where interest and achievement decline with grade. Each class exhibited distinct patterns in the change of interest and achievement. Moreover, an examination of the correlation between intercepts and slopes in the multivariate growth mixture model reveals a positive association between interest and achievement with respect to their initial values and growth rates. We further explore predictive variables influencing latent class assignment. The results indicated that students' educational ambition and time spent on private education positively affect mathematics interest and achievement, and the influence of prior learning varies based on its intensity. The perceived instruction method significantly impacts latent class assignment: teacher-centered instruction increases the likelihood of belonging to higher-level classes, while learner-centered instruction increases the likelihood of belonging to lower-level classes. This study has significant implications as it presents a new method for analyzing the longitudinal patterns of students' characteristics in mathematics education through the application of the multivariate growth mixture model.