• Journal of the Computational Structural Engineering Institute of Korea
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• v.25 no.4
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• pp.363-372
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• 2012

In this study, a new information-based hybrid modeling framework is proposed. In the hybrid framework, a conventional mathematical model is complemented by the informational methods. The basic premise of the proposed hybrid methodology is that not all features of system response are amenable to mathematical modeling, hence considering informational alternatives. This may be because (i) the underlying theory is not available or not sufficiently developed, or (ii) the existing theory is too complex and therefore not suitable for modeling within building frame analysis. The role of informational methods is to model aspects that the mathematical model leaves out. Autoprogressive algorithm and self-learning simulation extract the missing aspects from a system response. In a hybrid framework, experimental data is an integral part of modeling, rather than being used strictly for validation processes. The potential of the hybrid methodology is illustrated through modeling complex hysteretic behavior of beam-to-column connections.

• School Mathematics
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• v.18 no.3
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• pp.571-587
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• 2016

Nam(2008a) suggested that the role of teacher for helping students to learn mathematical structures should be the manifestor of tacit knowledge. But there have been lack of researches on embodying the manifestation of tacit knowledge. This study embodies the manifestation of tacit knowledge by showing that exemplification is one way of manifestation of tacit knowledge in terms of goal, contents, and method. First, the goal of the manifestation of tacit knowledge through exemplification is helping students to learn mathematical structures. Second, the manifestation of tacit knowledge through exemplification intends to teach students mathematical structures in the tacit dimension by perceiving invariance in the midst of change. Third, the manifestation of tacit knowledge through exemplification intends to teach students mathematical structures in the tacit dimension by constructing explicit knowledge creatively, reflection on constructive activity and social interaction. In conclusion, exemplification could be seen one way of embodying the manifestation of tacit knowledge in terms of goal, contents, and method.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.1-17
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• 2003

Development and evaluation of distance learning for the gifted students in science and mathematics In this study, we developed and administrated the distance learning for the gifted students in science and mathematics, and analysed their responses. To do this, four types of teaching programs - lectures using program for distance learning, practice activities using simulation program, tasks solving programs based on discussions, and problem solving activities - were developed and students responses were analysed in eight area - stimulus, difficulties, structure, learning circumstances, involvement, interaction, learning outcomes, comparison with other learning -. As results, it was found that many students responded positively and thought programs helped their creativity, logical thinking, intelligent ability, and information searching ability. Students preferred practice activities based on appropriate guidances to lectures providing detailed explanations. And interaction could be stimulated by inducing discussion.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.55-69
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• 2003

It is clear that students attending at technical high schools, which are commonly believed to have low mathematical learning standard, are able to improve their mathematical learning abilities through concrete operational activities. One thing that teachers should remember is that the subject in learning is the student not the teacher any more, so that teachers are able to become assistants by letting students study independently rather than passively.

• The Mathematical Education
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• v.57 no.4
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• pp.371-391
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• 2018

The purpose of this study is to analyze manifestation examples and effects of group creativity in mathematical modeling and to discuss teaching and learning methods for group creativity. The following two points were examined from the theoretical background. First, we examined the possibility of group activity in mathematical modeling. Second, we examined the meaning and characteristics of group creativity. Six students in the second grade of high school participated in this study in two groups of three each. Mathematical modeling task was "What are your own strategies to prevent or cope with blackouts?". Unit of analysis was the observed types of interaction at each stage of mathematical modeling. Especially, it was confirmed that group creativity can be developed through repetitive occurrences of mutually complementary, conflict-based, metacognitive interactions. The conclusion is as follows. First, examples of mutually complementary interaction, conflict-based interaction, and metacognitive interaction were observed in the real-world inquiry and the factor-finding stage, the simplification stage, and the mathematical model derivation stage, respectively. And the positive effect of group creativity on mathematical modeling were confirmed. Second, example of non interaction was observed, and it was confirmed that there were limitations on students' interaction object and interaction participation, and teacher's failure on appropriate intervention. Third, as teaching learning methods for group creativity, we proposed students' role play and teachers' questioning in the direction of promoting interaction.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.431-455
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• 2013

In this thesis, I classified various meanings of fraction into two categories, i.e concept(rate, operator, division) and model(whole-part, measurement, allotment), and surveyed appearances which is shown in Korea elementary mathematics textbook. Based on this results, I derived several implications on learning-teaching of fraction in elementary education. Firstly, we have to pursuit a unified formation of fraction concept through a complementary advantage of various concepts and models Secondly, by clarifying the time which concepts and models of fraction are imported, we have to overcome a ambiguity or tacit usage of that. Thirdly, the present Korea's textbook need to be improved in usage of measurement model. It must be defined more explicitly and must be used in explanation of multiplication and division algorithm of fraction.

• School Mathematics
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• v.19 no.1
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• pp.189-208
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• 2017

The purpose of this study is to capture and explain the roles that signs and attention play in the fraction learning process, through a previous study that employs Deleuze's perspective on sign and the role of attention. From this case study of elementary school students, we found that signs are a prerequisite for learning and that learning takes place as different forms of attention shifts. The various types of semiotic resources used by teachers and students have been found to play an important role in coordinating collective attention between teachers and students.

• Journal of Intelligence and Information Systems
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• v.4 no.2
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• pp.35-44
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• 1998

자동차 사고 재구성이란 사고 상황으로부터 가능한 모든 정보를 수집, 분석하여 사고 거동 및 원인을 규명하는 작업을 의미한다. 본 논문에서는 자동차 사고 재구성에 직접 적용이 가능하도록 개발된 범용성의 정성적 충돌 전문가 시스템의 Prototype을 소개한다. 이 시스템은 충돌 전 물체의 운동 방향과 공간에서의 정보가 주어졌을 때, 충돌로 인한 물체의 순간적인 운동을 정성적으로 예측한다. 분야 모델은 정성적 충돌 이론과 정성적 계산을 제공하는 정성적 수학의 지식 베이스로 구성된다. 충돌로 인한 물체의 운동을 해석하는 데 있어, 충돌 전 물체의 운동 방향과 충돌시의 기하학적 배치사이의 상호 작용을 분석하는 것이 그 핵심을 이루고 있다. 본 논문에서는 그 상호 작용을 밝혀 내어 정성적 표현 방식에 의거하여 해석하는 충돌 이론을 소개하였다. 추론 기관을 설계하는데 있어서는 동력학 정보뿐만 아니라 공간 정보를 추론하기 위한 기법이 제시되었다.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.53-80
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• 2012

This study was designed to find the characteristics of mathematical errors and discourse in simultaneous equations and inequalities for migrant students from North Korea. 5 sample students participated, who attended in an alternative school for the migrant students from North Korea at the study in Seoul, Korea. A total of 8 lesson units were performed as an extra curriculum activity once a week during the 1st semester, 2011. The results indicated that students showed technical errors, encoding errors, misunderstood symbols, misinterpreted language, and misunderstood Chines characters of Koreans and the discourse levels improved from the zero level to the third level, but the scenes of the third level did not constantly happen. Nevertheless, the components of discourse, explanation & justification, were activated and as a result, evaluation & elaboration increased in ERE pattern on communication.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.73-92
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• 2014

This study was performed in part with the task to find measures to improve the defining characteristics of feelings, value, interest, self-efficacy, and others aspects in regards to learning math among elementary and middle school students. For this study, it was essential to understand the appropriate questions that are needed to be asked during a consultation at a math clinic, for students that are having a hard time learning math. As a method for performing this study, the content of scheduled counseling over 2 years from a math clinic were collected and the questions that were given and taken were analyzed in order to figure out the types of questions needed in order to effectively examine students that are facing difficulty with learning math. The analysis was performed using Grounded theory analysis by Strauss & Corbin(1998) and went through the process of open coding, axial coding, and selective coding. For the paradigm in the categorical analysis stage, 'attitude towards learning math' was set as the casual condition, 'feelings towards learning math' was set as the contextual condition, 'confidence in one's ability to learn math' was set as the phenomenon, 'individual tendencies when learning math' was set as the intervening condition, 'self-management of learning math' was set as the action/interaction strategy, and 'method of learning' was set as the consequence. Through this, the questions that appeared during counseling were linked into categories and subcategories. Through this process, 81 concepts were deducted, which were grouped into 31 categories. I believe that this data can be used as grounded theory for standardization of consultation in clinics.