• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 2012.10a
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• pp.605-606
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• 2012

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.05a
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• pp.85-90
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• 2006

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.189-206
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• 2015

There has been a recurring call for using visual representations in textbooks to improve the teaching and learning of proportional reasoning. However, the quantity as well as quality of visual representations used in textbooks is still very limited. In this article, we analyzed visual representations presented in a Grade 6 textbook from two perspectives of proportional reasoning, multiple-batches perspective and variable-parts perspective, and discussed the potential of the double number line and the double tape diagram to help develop the idea 'things covary while something stays the same', which is critical to reason proportionally. We also classified situations that require proportional reasoning into five categories and provided ways of using the double number line and the double tape diagram for each category.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.295-308
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• 2016

In order to determine the message that is communicated to students about people who use math, this study analyzes contexts, human presence in particular, used in problems presented in a U. S. high school mathematics textbook. A framework was developed to analyze the human presence and was used to determine both the degree to which humans are present in the curriculum as well as characteristics of the present humans. One outcome of this study is the framework itself which can be used to analyze the human presence in any mathematics curriculum. Other outcomes include the determination that the particular mathematics textbook under study contains an overwhelming lack of humans, a surprising lack of named humans, and a disappointing presence of humans in math-related careers. These findings raise concerning questions about the message that is communicated to students about the usefulness of school mathematics and missing a valuable opportunity to inspire students to pursue degrees in mathematics. Additionally, it is hoped that these findings would inform the work of the Korean mathematics education communities on the textbook development.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.48-54
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• 2007

컴퓨터 네트워크의 발달로 인터넷이 실생활이 되면서, 온라인에서 인스턴트 메신저를 이용한 커뮤니케이션 방식이 확대되고 있다. 이러한 메신저에서는 이모티콘 및 플래시콘 혹은 윙크 등 과 같은 다양한 방식을 통해 감정을 표현할 수 있도록 제안하고 있다. 하지만, 아직까지 온라인의 감정표현은 흥미위주이며, 오프라인의 다양한 감정표현에 비해서 제한적이다 따라서 오프라인에서의 다양한 사용자 감정표현을 온라인에서 표현해 줄 수 있는 새로운 형태의 감성 커뮤니케이션 방법이 필요하다. 본 연구에서는 온라인 인스턴트 메신저의 사용행태 이해를 통해서 사용자들의 요구사항을 파악하고 이를 통해 제안할 수 있는 커뮤니케이션 방법을 모색하고자 한다. 실생활에서 사용자의 감정표현 방법을 바탕으로 온라인 메신저에 적용하여 새로운 감성 커뮤니케이션 방법을 제안하는 연구로, 감정어휘와 표현방법의 사용자 조사를 통해 감정표현 방법에 대한 컨셉을 제안하였다. 우선 메신저 사용 행태와 요구사항 도출을 위한 사용자 FGI를 진행하였다. 사용자 FGI로 얻어진 사용자들의 메신저 사용행태를 통해, 텍스트와 모션을 활용하는 '텍스트콘'을 컨셉 아이디어로 도출하였다. 아이디어에 적용하기 위해 모션을 감정으로 인해 파생되는 행동과 체감각 요소로 구분하였다. 구체적인 표현방법 및 적용 요소를 추출하기 위한 방법으로 온라인 설문조사를 실시하였으며 감정어휘와 표현방법(행동, 체감각)을 추출하였다. 추출된 내용은 '사용자 참여 관찰' 기법을 활용하여, 사용어휘와 행동을 정리하고 구제화하여 그 결과를 '텍스트콘'에 적용하였다. 본 연구는 사용자들이 메신저를 이용한 감정표현에 있어 텍스트를 선호하고 텍스트에 대한 요구사형에 있음을 확인하였으며, 감정표현 컨셉 아이디어 '텍스트콘'을 도출하였다. '사용자 참여 관찰' 기법을 활용하여 기존의 이모티콘으로 대표되는 그래픽 아이콘 중심의 사용자 감정표현 방법을 보조해줄 수 있는 방법으로 실생활에서 사용자가 표현하고 받아들이는 신체언와 행동을 적용하였다는 것에 그 의의가 있다. 또한, 감정에 의한 생리적 반응 요소를 외적인 반응과 내적인 반응으로 구분하여, '체감각'이라고 하는 내적반응을 중심표현방법으로 삼아, 기존과는 다른 시각으로 접근할 수 있었다.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.337-362
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• 2008

Nowadays the education of Mathematics is more important than any other courses in the school. But the most students have felt the difficulty and uncomfortableness in studying Mathematics, especially the geometry course. Moreover teachers also consider that the teaching of geometry is the hardest part of Mathematics. Therefore we suggest an effective method of teaching the geometry course for the middle school students. We provide the activity papers which contain mathematics problems based on the practical life of students. And we analyze the effects of the activity papers using the questionnaire.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.147-162
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• 2007

This paper reports an analysis of 19 Chinese and Korean middles school mathematics teachers' understanding of division by fractions. The study analyzes the teachers' responses to the teaching task of generating a real-world situation representing the meaning of division by fractions. The findings of this study suggests that the teachers' conceptual models of division are dominated by the partitive model of division with whole numbers as equal sharing. The dominance of partitive model of division constraints the teachers' ability to generate real-world representations of the meaning of division by fractions, such that they are able to teach only the rule-based algorithm (invert-and-multiply) for handling division by fractions.

• School Mathematics
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• v.11 no.3
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• pp.513-526
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• 2009

The purpose of this paper intuitively shows the exact and logical explanation of Independent Event and Dependent Event. In actual classrooms, teachers have difficulty in describing the connection between those events and real life. Some teachers have wrong perceptions on the definition of those events. For example, they may not realize exactly what P(B A)=P(B) means and may not explain intuitively the original meaning of why it is independent event. Also they believe that Independent Event and Dependent Event do not always match with real life. This paper, therefore, tries to prove intuitively the exact meanings of those events in the Verbal Form with some examples and it proves that those events exactly match with real life. It is expected that this paper will greatly contribute to the improvement of probability education.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.63-80
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• 2008

In this paper, we suggested generally some samples and cases of portfolio but centered on elementary mathematics in New Zealand elementary school in the aspects of the assessment for learning activity of learner and so we have found some suggestive points by comparing New Zealand portfolio with ours. Finally, we have an objects that the teachers here in Korea can use these results as a cases which are benchmarked by them. We had known through this paper that portfolio assessment in New Zealand elementary school deals with various aspects and it was accessing in the direction of creating knowledge positively through the real life, not textbookish or artificial problem and also it had a characteristics dealing with real life situation or context without filtering. Especially, it always dealt with all regions of curriculum and looked like focusing on the connections of curriculum relatively.

• KIPS Transactions on Software and Data Engineering
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• v.11 no.2
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• pp.81-86
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• 2022

Given that time series are used in various fields, such as finance, IoT, and manufacturing, data analytical methods for accurate time-series forecasting can serve to increase operational efficiency. Among time-series analysis methods, multi-horizon forecasting provides a better understanding of data because it can extract meaningful statistics and other characteristics of the entire time-series. Furthermore, time-series data with exogenous information can be accurately predicted by using multi-horizon forecasting methods. However, traditional deep learning-based models for time-series do not account for the heterogeneity of inputs. We proposed an improved time-series predicting method, called the temporal fusion transformer method, which combines multi-horizon forecasting with interpretable insights into temporal dynamics. Various real-world data such as stock prices, fine dust concentrates and electricity consumption were considered in experiments. Experimental results showed that our temporal fusion transformer method has better time-series forecasting performance than existing models.