• Proceedings of the Korea Information Processing Society Conference
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• 2007.11a
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• pp.1278-1281
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• 2007

초고속 인터넷망이 발달됨으로써 분산 컴퓨팅 시스템 구축이 용이해졌다. 분산 컴퓨팅 시스템은 저비용과 유휴 계산 자원의 활용으로 기존의 슈퍼컴퓨터와 유사한 능력을 발휘할 수 있다는 장점을 지닌다. 암호 알고리즘의 실질적인 안전성 요소인 키의 길이는 전수조사 계산량에 의존한다. 키 전수조사를 위한 대용량 계산은 슈퍼컴퓨터, 클러스터, 분산 컴퓨팅 등의 환경에 따라 세부적인 메커니즘에 차이를 보인다. 본 논문에서는 분산 컴퓨팅 시스템을 소개하고, 이러한 환경 하에서 암호 알고리즘의 키 전수조사 작업을 수행하기 위한 세부적인 절차에 대해서 논하고, 구체적으로 키 전수조사 작업을 효율적으로 수행하기 위한 방법을 제안한다.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.73-78
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• 2009

본 논문은 초등정보교육과정의 "문제해결방법과 절차" 영역에 필요한 알고리즘적 사고를 향상시키고자 초등 컴퓨터과와 수학과를 통합한 교수 학습 과정을 연구하고 적용하였다. 그리고 연구한 교수 학습과정을 적용한 실험군과 적용하지 않은 통제군을 비교하여 알고리즘적 사고력의 향상도, 통합된 교수 학습과정의 효과성에 대한 분석을 통해 본 논문에서 적용한 초등 컴퓨터과-수학과를 통합한 교수 학습 방법이 문제해결과정 구성 능력에 해당하는 알고리즘적 사고력 향상에 효과가 있는지 검증 및 분석하였다.

• Economic and Environmental Geology
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• v.18 no.1
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• pp.49-53
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• 1985

This study evaluates temperature profiles with distances from the center of nuclear wastes. The mathematical model to understand disposal plan is applied. The evaluation for thermal aspects includes mathematical derivation, numerical solution and some limitations. The numerical results and procedures of this work predict temperature variation in the radioactve wastes.

• Proceedings of the Korean Information Science Society Conference
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• 2003.10c
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• pp.34-36
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• 2003

본 논문은 무선 LAN 상에서 단말간에 전송되는 트래픽의 서비스 품질을 차별화하고, 처리율 관점에서 기존의 IEEE 802.11e 프로토콜보다 향상된 서비스 품질을 제공하기 위한 새로운 백오프 방식을 제안한다. 제안된 백오프 방식은 단말의 수나 트래픽 손실률과 같은 서비스 영역의 정보를 분석하여 그 정보를 바탕으로 트래픽 특성에 따라 경쟁 윈도우를 동적으로 변화시켜 백오프 절차를 수행한다. 본 논문에서는 제안된 백오프 방식을 분석하기 위해 마코프 모델을 이용한 수학적 분석으로 기존의 IEEE 802.11e 백오프 방식과 비교 분석한다.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.19-38
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• 2024

This study aims to analyze the characteristics of students' understanding of artificial intelligence and mathematical concepts by developing and applying an artificial intelligence education program for mathematics convergence using robots. To this end, we analyzed the content standards of elementary artificial intelligence education to extract conceptual elements of artificial intelligence and identified mathematics achievement standards that can effectively integrate them. In particular, a five-session (15 classes in total) program was developed by selecting the units 'angle' and 'quadrilateral' suitable for utilizing the robot's movement and reorganizing the lesson to integrate the mathematics achievement standard with the artificial intelligence content elements. As a result of applying this to 22 fourth grade elementary school students over five months and analyzing the students' understanding revealed by topic of artificial intelligence content, the artificial intelligence education program for mathematics convergence using robots was helpful in students' understanding artificial intelligence principles and mathematical concepts. In addition, the use of robots was confirmed to improve students' understanding of artificial intelligence and mathematics as well as their participation in class by making them visually check a series of performing procedures.

• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.261-275
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• 2016

Many students have dualistic beliefs about mathematics and its learning- for example, there is always just one right answer in mathematics and their role in the classroom is receiving and absorbing knowledge from teacher and textbook. This article investigated some epistemic implications and limitations of common mathematics teaching practices, which often present mathematical facts(or procedures) and treat students' errors in a certain and absolute way. Langer and Piper's (1987) experiment and Oliveira et al.'s (2012) study suggested that presenting knowledge in conditional language which allows uncertainty can foster students' productive epistemological beliefs. Changing the focus and patterns of classroom communication about students' errors could help students to overcome their dualistic beliefs. This discussion will contribute to analyze the implicit epistemic messages conveyed by mathematics instructions and to investigate teaching strategies for stimulating students' epistemic development in mathematics.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.111-127
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• 2020

In many studies, mathematics anxiety (MA) is a major factor affecting students' mathematical achievement (MC) and is reported to have a greater negative effect on female students. In the study, we developed a complex treatment program consisting of 10 lesson units, to reduce mathematic anxiety and applied it to 26 male and female students with high MA. For this purpose, we analyzed the differences between the two gender groups collected by the Math Anxiety Scale for Students(MASS) and Mathematical Achievement Scale(MCS) before and after. As a result of the treatment program, MA was decreased in both groups, but only female students scored higher in MC. The program that had been effective for both boys and girls in MA satisfied the main purpose of which was to treat MA with integrated mathematical and psychological aspects, and implied that additional procedures and guidance should be followed for boys' MC.

• The Mathematical Education
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• v.63 no.3
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• pp.527-547
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• 2024

It is difficult for mathematics teachers to develop mathematical modeling tasks and implement mathematical modeling lessons for their students. These difficulties serve as a reason why mathematical modeling lessons are not implemented well in school mathematics. In this study, we aimed to examine how preservice mathematics teachers (PMTs) modify mathematical modeling tasks in mathematics textbooks as a way to develop mathematical modeling tasks and how they implement the mathematical modeling lesson. In particular, we focused on how the openness and reality reflected in the task and the mathematical modeling process change as PMTs modify the tasks. We collected data through PMTs' evaluation reports on analyzing textbook tasks, task modification, lesson plans and implementations, peer evaluation, and self-evaluation. Then, we analyzed these data according to the case analysis process. The findings revealed that when PMTs modified the textbook task, they focused on and improved the openness and the defining variables and the model stages of mathematical modeling process. However, when PMTs implemented lesson, the openness and the defining variables and the model stages of mathematical modeling process were restricted again. PMTs did not focus on other stages. Based on these results, the theoretical and practical implications of the study was discussed.

• School Mathematics
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• v.11 no.4
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• pp.607-623
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• 2009

This study aims to investigate a child's informal knowledge of carrying and borrowing in additive calculations. The additive word problems including three types of calculations are posed a child that is the first grader and has no lessons about carrying and borrowing. By analysing his answers, his informal knowledge, that is his methods and strategies for calculating the additive problems are revealed. As a result, conceptual aspects and procedural aspects of his informal knowledge are recognized, and the didactical implications are induced for connecting his informal knowledge and the formal knowledge about carrying and borrowing.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.41-52
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• 2012

The korean mathematics textbooks according to the 2007 revised mathematics curriculum and the MiC textbooks are similar in that they introduce mathematical materials in real life situations and are composed in such a way that require students to form their own mathematical concepts. However the MiC textbooks are focus more on situation-centered problems and context-centered problems where a set of procedures need to be followed in order to arrive at an answer. So, this paper is aim at comparing the units of statistics in the korean mathematics textbooks and the MiC textbooks in order to find the implications for writing textbook. By comparing the specific content and the used methods, I found Korean textbooks focused on understanding concepts and spending less time surveying and collecting data. On the other hand, MiC textbooks used activities that real mathematicians would be involved with, such as surveying and analyzing data to compose mathematical concepts.