• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.10a
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• pp.595-598
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• 2009

최근 영재 및 영재교육에 관련된 연구가 다방면에서 진행되고 있으며, 초기에 수학 및 과학 분야 위주로 이루어졌던 영재교육은 정보, 발명, 인문, 예술 등의 기타 분야로 점차 확대되어 가고 있다. 사회적으로는 고도화된 정보화 사회로의 진행과 더불어 정보과학에서도 영재교육데 대한 관심과 중요성이 커지고 있다. 그러나 정보과학의 학문적 역사가 짧고 그 범위의 설정이 어려운 만큼 정보과학 분야의 영재교육에 있어서도 대상자의 선발과 교육이 어려운 것이 사실이다. 특히 영재교육 대상자의 선정과 교육에 필수적인 평가 방식에 대한 학문적 연구가 부족하여 교육 방식의 보완과 창의적인 대상자 선발에 있어 개선에 대한 목소리가 높다. 이에 본 연구에서는 여러 형태의 평가 방식 중 관찰평가가 평가도구로서 어떻게 작용하는지 다면 평가의 측면에서 지필평가와 보완적 작용을 하는지에 대해 연구하였다. 이를 위해 2년간의 학습자들의 지필평가 성적과 관찰평가 중 리커트 척도 방식의 체크리스트와 서술형 관찰 기록지 사이의 상관관계를 통계적으로 분석 하였다. 또한 항목간의 상관관계를 알아보기 위해 체크리스트와 서술형 관찰기록지의 하위 항목간의 상관관계를 분석하였다. 연구 결과 체크리스트의 하위항목 분석을 통해서는 태도와 문제해결 능력 간의 상관관계, 수학적인지영역과 문제해결 능력 간의 유의미한 상관 관계를 알 수 있었으며, 서술형 관찰 기록지 분석을 통해서는 투입 프로그램 적응 능력이라 할 수 있는 과정적 영역은 정의적 영역과 인지적 영역의 상관 관계가 중요함을 알 수 있었다. 또한 평가 방식간의 상관 관계는 지필 평가와 관찰 평가의 유의미한 연관성이 없다는 것이 밝혀졌다. 즉, 정보과학 분야 영재교육 학습자의 잠재 능력이나 사회성, 창의성, 문제해결력 등을 평가하기 위해서는 지필평가와 더불어 관찰평가가 반드시 필요하며 다면평가의 측면에서 상호 보완적인 역할을 한다는 것이다.

• Journal of the KSME
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• v.32 no.6
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• pp.496-503
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• 1992

상사실험법(analogous experimental method)이라 함은 물리적현상을 다른 물리적현상으로 변환 하여, 후자를 실험적으로 측정하여 전자의 제반 물리량을 얻는 과정을 말한다. 이 때 두 물리량 사이에는 수학적 상사관계, 특히 미분방정식 상의 유사관계가 성립함을 전제로 한다. 일반적으로 임의형상의 내부응력을 실험적으로 해석하는 데는 탄소성 변위를 직접 전기적저항으로 바꾸어 측정하는 방법(strain gauge method)이나 광파의 간섭무늬(fringe)로 가시화하는 광탄성 법(photoelastic method), 또는 전자계산기를 이용하여 분할요소해석의 연계집적으로서 얻는 유 한요소법(F.E.M) 등이 널리 사용되고 있으나, 이들은 다같이 그 나름대로의 장단점을 지니고 있다. 전기저항식은 변형을 직접 측정할 수 있어 측정의 오차를 줄일 수 있고, 특히 실물측정과 동하중 해석에는 큰 강점이 있으나, 점해석(point by analysis)이기 때문에 전시야적인 분포를 파악하기 어렵다. 또한 광탄성법은 명료한 전시야적 분포를 얻을 수 있지만 모형해석(model analysis)이기 때문에 정밀한 모형제작의 어려움이 수반되며, F.E.M.(B.E.M.도 포함)은 복잡한 형상에서의 요소분할이 매우 어렵고, 경계조건의 정확한 설정에 문제가 있다. 따라서 여러 실험적 방법은 실측대상에 따라 그 장단점을 감안하여 선택되어야 하며, 이 글에서 논술하고자 하는 상사실험법에 의한 응력해석도 이러한 관점에서 지금까지의 일련의 연구결과를 종합하여 그 효 용적인 용도, 응용 및 그 전망과 더불어 장차 해결하여야 할 2,3의 문제를 제시하고자 한다.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.445-473
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• 2021

The purpose of this study is to derive implications for the design of the next curriculum by analyzing the textbooks designed as a new subject in the 2015 revised curriculum. In the mathematics curriculum documents of , 'related learning elements' are presented instead of 'learning elements'. 'Related learning elements' are defined as mathematical concepts or principles that can be used in the context of artificial intelligence, but there are no specific restrictions on the amount and scope of dealing with 'related learning elements'. Accordingly, the aspects of 'related learning elements' reflected in the textbooks were analyzed focusing on the textbook format, the amount and scope of contents, and the ways of using technological tools. There were differences in the format of describing 'related learning elements' in the textbook by textbook and the amount and scope of handling mathematics concepts. Although similar technological tools were dealt with in each textbook so that 'related learning elements' could be used in the context of artificial intelligence, the focus was on computations and interpretation of results. In order to fully reflect the intention of the curriculum in textbooks, a systematic discussion on 'related learning elements' will be necessary. Additionally, in order for students to experience the use of mathematics in artificial intelligence, substantialized activities that can set and solve problems using technological tools should be included in textbooks.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.431-448
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• 2015

Elementary school teacher selection test has to be implemented for knowledge(MKT) to estimate and to be a step in the expansionary direction. For this, It has to be analyzed closely in terms of teacher's MKT first that questions set from selection tests until now. In this research, some standards were established by type of question, grade, contents field and subject from 84 mathematics questions set at examinations. And it was analyzed concretely by general tendency and produced the results of analysis related to elementary teacher's MKT in elementary school teacher selection test since year 2000. The results showed that descriptive and short answer type was mostly set(71.4%) in type of question and integrated grade type was mostly set(41.7%) in type of grade in elementary school teacher selection test. And in type of contents field, rated from highest to lowest, number and operations(31.0%), measurement(23.8%), figure(15.5%) were set. Textbook/manual(34.5%), solution of problem(26.2%), learning psychology(13.1%) in status of subject were followed in order, but there's no relationship with estimation. This research was based on a standard of precedent study and made an analysis of elementary mathematics questions of selection test since year 2000. Therefore, it has a meaning because of produced results from analysis related to elementary teacher's MKT.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.47 no.12
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• pp.856-864
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• 2019

The weapon-target assignment (WTA) problem is a matter of effectively allocating weapons to a number of threats. The WTA in a rapidly changing dynamic environment of engagement must take into account both of properties of the threat and the weapon and the effect of the previous decision. We propose a method of applying the Greedy Randomized Adaptive Search Procedure (GRASP) algorithm, a kind of meta-heuristic method, to derive optimal solution for a dynamic WTA problem. Firstly, we define a dynamic WTA problem and formulate a mathematical model for applying the algorithm. For the purpose of the assignment strategy, the objective function is defined and time-varying constraints are considered. The dynamic WTA problem is then solved by applying the GRASP algorithm. The optimal solution characteristics of the formalized dynamic WTA problem are analyzed through the simulation, and the algorithm performance is verified via the Monte-Carlo simulation.

• Journal of Korean Association for Spatial Structures
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• v.6 no.3 s.21
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• pp.103-110
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• 2006

This study presents a technique to control quantitatively lateral drift of RC tall frameworks subject to lateral loads. To this end, lateral drift constraints are established by introducing approximation concept that preserves the generality of the mathematical programming and can efficiently solve large scale problems. Also the relationships of sectional properties are established to reduce the number of design variables and resizing technique of member is developed under the 'constant-shape' assumption. Specifically, the methodology of dynamic displacement sensitivity analysis is developed to formulate the approximated lateral displacement constraints. Three types of 10 and 50 story RC framework models are considered to illustrate the features of dynamic stiffness-based optimal design technique proposed in this study.

• Journal of Practical Engineering Education
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• v.7 no.1
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• pp.1-9
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• 2015

STEM Education in the US and Korean STEAM are reviewed. The present STEM education focuses on K-12 and it does not concern STEM education in university. In this paper, we define a STEM education that can be made available in university and we establish a way of teaching and learning differential equations based on the STEM education. The class provides students with a chance to explore the capstone design projects that are developed by seniors and do hands-on activities. We introduce and set a Mobius strip with an instant delivery pathway to solve real problems as a symbol of STEM education.

• Journal of the Korean School Mathematics Society
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• v.21 no.3
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• pp.247-266
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• 2018

In this paper, three main concepts are chosen for this statistical estimation study, based on previous studies: confidence interval and reliability, sampling distribution of mean and population mean estimation, and relationships between elements of confidence interval. The main objectives of this study are as follows: 1. How are the attitudes that future math teachers and high school students have to ward the statistical estimation? 2. Is there some difference in the awareness of misconceptions about the statistical estimation that future math teachers and high school students have? A study result shows that both groups have difficulties in understanding statistical concepts and their meaning used in Unit Statistical Estimation. They tend to wrongly think that the meaning of reliability is the same as that of probability. They also have difficulties in understanding sample variance in the sampling distribution of mean, which makes it impossible to connect with population mean estimation. It is shown that relationships between elements consisting of confidence interval are not consistent.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.19 no.1 s.71
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• pp.63-71
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• 2006

This study presents the effective stiffness-based optimal technique to control Quantitatively lateral drift for shear wall-frame structure system using sensitivity analysis. To this end, the element stiffness matrices are constituted to solve the compatibility problem of displacement degree of freedom between the frame and shear wall. Also, lateral drift constraint to introduce the approximation concept that can preserve the generality of the mathematical programming and can effectively solve the large scaled problems is established. And, the section property relationships for shear wall and frame members are considered in order to reduce the number of design variables and differentiate easily the stiffness matrices. Specifically, constant-shape assumption which is uniformly varying in size during optimal process is applied in frame structure. The thickness or length of shear wall can be changed depending on user's intent. Two types of 20 story shear wall-frame structure system are presented to illustrate the features of the stiffness-based optimal design technique.

• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.13-19
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• 2002

In this experiment we emphasized the cooperative small group learning and the members of my group worked together to succeed and communicate their mathematics ideas freely. The researcher(teacher) became an observer and facilitator of small group interaction, paying attention to the ongoing learning process, Sometimes the researcher suggested some investigation approach(or discovery)being written by computer software or papers. In this experiment we provided 6 activities as follows : (1) changing the conditions in given problem. (2) operating the meaningful heuristics with the problem sets. (3) creating the problem situations related to understanding (4) creating the Modeling situations. (5) creating the problem related to combinatorial thinking in real world. (6) posing some real problem from real world. we could observed several conjectures First, Attitude and chility to interpret the problem setting is highly important to pose the problem effectively. Second, Generating the understanding can be a great tool to pose the problem effectively. Third, Sometimes inquiry approach represented by software or programmed book could be some motivation to enhance the posing activities. Forth, The various posing activities relate to one concept could give the students some opportunity to be adaptable and flexible in the their approach to unfamiliar problem sets.