• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.41-51
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• 2006

The purpose of this study is to verify learning components to be taught in each grade of middle schools, to propose hierarchical structures on algorithm content, and to resolve overlapping across related subjects. In order to verify learning components, four criteria were proposed. To evaluate practical application, they were implemented into The Proposal of Curriculum Revision on Computer Education in Middle School on MPE website. It was found that there was content overlapping between 'problem solving methods and procedures' in the middle school Informatics Curriculum and 'regulation and problem solving' in the Elementary Mathematics Curriculum. So it is needed to find a way to differentiate the contents of 'problem solving methods and procedures' from the other related subjects.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.257-275
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• 2019

Technology-based convergence education is being emphasized for students in the era of the fourth industrial revolution. In math education, students need to increase their capabilities in the future by having them experience mathematical problems using robots and sensors, a key technology in the era of the fourth industrial revolution. To this end, it is necessary to present educational uses for educational robots in relation to math and curriculum from a 'mathematics education perspective' and analyze its educational use in relation to the mathematics and curriculum, considering the role of mathematics at the base of the process of exploring real-world phenomena and solving problems. Based on the analysis of Van Hiele levels of development in geometry and the LOGO activity level of Olson et al.(1987), this study analyzed and presented the level of LEGO Mindstorm activity, a representative educational Robot capable of collecting and analyzing data and programming in the form of block language, in the first to fourth level.

• School Mathematics
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• v.14 no.1
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• pp.85-107
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• 2012

Problem solving is important in school mathematics as the means and end of mathematics education. In elementary school, inductive reasoning is closely linked to problem solving. The purpose of this study was to examine ways of improving problem solving ability through analysis of inductive reasoning process. After the process of inductive reasoning in problem solving was analyzed, five different stages of inductive reasoning were selected. It's assumed that the flow of inductive reasoning would begin with stage 0 and then go on to the higher stages step by step, and diverse sorts of additional inductive reasoning flow were selected depending on what students would do in case of finding counter examples to a regulation found by them or to their inference. And then a case study was implemented after four elementary school students who were in their sixth grade were selected in order to check the appropriateness of the stages and flows of inductive reasoning selected in this study, and how to teach inductive reasoning and what to teach to improve problem solving ability in terms of questioning and advising, the creation of student-centered class culture and representation were discussed to map out lesson plans. The conclusion of the study and the implications of the conclusion were as follows: First, a change of teacher roles is required in problem-solving education. Teachers should provide students with a wide variety of problem-solving strategies, serve as facilitators of their thinking and give many chances for them ide splore the given problems on their own. And they should be careful entegieto take considerations on the level of each student's understanding, the changes of their thinking during problem-solving process and their response. Second, elementary schools also should provide more intensive education on justification, and one of the best teaching methods will be by taking generic examples. Third, a student-centered classroom should be created to further the class participation of students and encourage them to explore without any restrictions. Fourth, inductive reasoning should be viewed as a crucial means to boost mathematical creativity.

• Proceedings of the Korea Information Processing Society Conference
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• 2003.05b
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• pp.1221-1224
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• 2003

비즈니스 룰은 이윤을 획득하기 위한 상용 시스템에서는 반드시 명확하게 기술되어야만 하며 시스템에서 비즈니스 룰의 충돌은 시스템에 대한 신뢰도를 떨어뜨리는 요인이 될 뿐만 아니라, 시스템의 계획 당시에는 예측하지 못했던 크고 작은 경제적인 손실을 발생하게 한다. 일반적으로 비즈니스 룰은 애매모호함을 가지고 있는 비정형 언어로 기술되는 경우가 많아서, 설정된 비즈니스 룰간의 충돌을 예측하기가 매우 어려울 뿐만 아니라, 개발 중에 룰이 추가되는 경우에 기존의 룰과의 충돌을 예측하기란 매우 어려운 일이다. 본 논문에서는 이 문제를 해결하기 정형 명세를 이용한 모델링을 사용하였다. 수학, 논리학에 기반을 둔 정형 모델링 방법으로 비즈니스 룰을 명확하게 표현하고, 해당 룰을 내포한 시스템 모델링을 구현하였다. 그 결과 작성된 비즈니스 룰의 충돌 여부를 판단할 수 있게 되었다. 시스템 개발 초기에 구현 후에 발생할 수 있는 문제를 미연에 발견하여 시스템 모델 혹은 비즈니스 룰의 수정하여 신뢰할 수 있는 시스템을 개발할 수 있도록 도움을 주고자 한다 본 논문에서는 명확한 표현을 위해서 비즈니스 룰을 일차 논리로 기술하고 룰과 모델링을 위해서 일차논리 기반의 정형 명세 언어인 Z 를 사용하였다.

• Proceedings of the KIEE Conference
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• 2001.07d
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• pp.2458-2460
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• 2001

단일 로봇을 이용한 물체의 운반은 제어대상이 하나이기 때문에 제어가 쉽다는 장점이 있다. 그러나 로봇의 크기에 비해 물체의 길이가 길어지거나 부피가 커지고 무게가 증가할 경우, 물체의 균형을 유지하기가 힘들고 로봇의 속도가 감소하는 등의 문제가 발생한다. 본 연구에서는 페트리넷의 그래픽적인 모델링 방법을 이용하여 전체 작업을 모델링하여 로봇의 작업 상태를 쉽게 파악할 수 있도록 하였으며 명령체계상에서 발생할 수 있는 오류를 사전에 제거하려 하였다. 또한 시스템을 분산형 구조로 설계하여 시스템을 관리하는 별도의 시스템을 설정하지 않는 대신 퍼지 제어기를 이용하여 두 로봇의 협조 작업을 통해 물체를 운반할 경우 일어날 수 있는 애매한 상황에 대한 문제를 수학적인 모델링이 필요하지 않은 퍼지 제어기의 특성을 이용해 해결하고자 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.471-489
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• 2012

2007 Curriculum Revision adopted new Inquiry Activities in mathematical textbooks. So it is critical to analyze the problems of actual application of Inquiry activities in the classrooms. For this purpose, we analyzed the Inquiry activities of Measurement Area of the textbooks and find the appropriate solutions. Secondly, we develop the reorganization materials to fix and solve the existing problems found in the previous problem analysis, and apply the development materials and examine the effects afterwards. The results of the survey indicated that most of teachers are well aware of the importance of Inquiry Activities. However, many teachers answered that Inquiry activities does contain neither diverse strategic approaches nor solutions accommodating with various learning levels of students. The most difficult points to educate Inquiry Activities are that it is difficult to teach students based on individual learning level and that activities consist of mainly short answers that makes it difficult to do in-depth Inquiry Activities. Analyzing Inquiry Activities in the textbook shows that Inquiry Activities in some chapters were constructed as simple sentence questions or presented with the solving process in the questions themselves. The following application classes were implemented by partially taking advantage of the newly developed reorganization materials. Then, the effects were measured by before and after questionnaires, the survey to teachers, and the results of activities. The reorganization materials were effective at arousing the curiosity from students as well as enabling the natural ability-level driven classes.

• Journal of Educational Research in Mathematics
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• v.17 no.1
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• pp.33-50
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• 2007

Positive attitude toward mathematics is gaining bigger recognition as an important contributing factor to mathematical ability. As a strategy for strengthening affective domain and betterment of mathematics teaching and loaming, classifying students by their causes for liking or disliking mathematics can be an effective way In this study the author tried to devise methods to classify students by their types of math disliking and investigate correlations between mathematical achievements and these math-disliking types from a sample group of 8th graders. To identify the types of reasons why 8th graders dislike mathematics, a questionnaire with 30 items was made firstly. Then by applying the 'Factor analysis' of SPSS, the 30 items were divided into five partitions. Through abstraction of each partition, five math-disliking types, 'Competences', 'Basics', 'Confidences', 'Usefulness', and 'Teachers' were defined. They are expected to help teachers for describing each student's tendency of math-disliking. Further, correlation coefficients between mathematical achievements and each of the five math-disliking type were investigated against 4 groups which were made from sample group by the discrimination of gender and two levels (high and low) of mathematical achievements in cognitive area. As results, the following facts were found. (i) The trends of correlations between cognitive achievement and the five math disliking types were different across the 4 groups at statistically meaningful degrees. (ii) Most of the male students who had math-disliking types were proved to be in the low achievement level. But for the female students, only 50% of students who had math-disliking types were in the low achievement level. (iii) Compared to male students, higher portion of female students had math-disliking types despite their high achievement in cognitive area.

• Journal of the Korean Chemical Society
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• v.68 no.1
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• pp.40-53
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• 2024

The study investigates the number and proportion of questions in each area by examining Chemistry I questions from the College Scholastic Ability Test from 2019 to 2022. The analysis was conducted using a three-dimensional framework that included key concepts in chemistry, behavioral domains in chemistry, and behavioral domains in mathematics. The results indicated that Chemistry I questions on the College Scholastic Ability Test had a relatively even distribution of questions across core individual topics, but highly difficult questions were predominantly biased toward stoichiometry. In terms of the behavioral domains in chemistry, there was a remarkably low proportion of questions related to problem recognition and hypothesis establishment, as well as designing research and implementing research. Conversely, highly difficult questions were more inclined towards drawing conclusions and evaluations. Regarding behavioral domains in mathematics, there was a limited number of questions addressing heuristic reasoning and deductive reasoning. On the other hand, high-difficulty questions favored internal problem-solving ability. Additionally, certain key concepts in chemistry and behavioral domains in chemistry exhibited a strong correlation with specific behavioral domains in mathematics. This characteristic was particularly evident in questions that encompassed higher-dimensional behavioral domains in mathematics, which students tend to find challenging.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.329-348
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• 2023

This study is necessary for the stable settlement of the 2022 revised mathematics curriculum 'data and possibility' area. This study was conducted centering on literature analysis. The purpose of this study is to realize statistics education in line with the 2022 revised mathematics curriculum. This purpose was achieved by examining the statistics learning contents of the 2022 revised curriculum, analyzing Chinese mathematics curriculum, and analyzing Chinese mathematics textbooks. In this study, the following studies were conducted. First, five elements were extracted through the analysis of the 'statistics and probability' area of the Chinese mathematics curriculum. The extracted elements are the 4th grade goals, synthesis and practice content areas, achievement standards for statistics and probability (6), (9), and (11). Second, examples presented in Chinese mathematics textbooks and Chinese curriculum appendices related to the extracted elements were analyzed. Regarding the 4th grade goal, the statistical problem-solving process of the 7th grade 2nd semester mathematics textbook was analyzed. Regarding the synthesis and practice content area, the data analysis unit of the 8th grade 2nd semester mathematics textbook was analyzed. In relation to the achievement standard (6), Example 85 of the curriculum appendix was analyzed, in relation to the achievement standard (9), Example 86 was analyzed, and in relation to the achievement standard (11), Example 87 was analyzed. Third, based on the analysis results, implications for the development of new curriculum and 'textbook development, teaching and learning methods' according to the 2022 revised middle school mathematics curriculum were derived. Through the results of this study, we expect the successful realization of the 2022 revised middle school mathematics and curriculum statistics education.

• Journal of the Korea Society for Simulation
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• v.15 no.4
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• pp.69-77
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• 2006

In most positioning and allocation practices, many mathematical models are proposed in various fields. The set covering (SC) problem has many practical applications of modeling not only real world problem but also in military. As our air defense weapon systems are getting older and declining the performance, new plans far acquisition of high-tech air defense weapon system are being conducted. In this paper we established simulation model for optimal allocation of KDX which carries new missile defense weapon system by using partial set covering considering both attacker and defender side. By implementating simulation model, we assess the available scenarios and show the optimal pre-positioning of KDX and interceptor's allocation. Furthermore, we provide a variety of experiments and extensive scale sized situations for Korea Indigenous Missile Defense (KIMD) and support decision-making for efficient positioning of unit.