• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.195-208
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• 2006

Among different geometrical representations of a mathematical concept, learners are likely to form their geometrical concept image of the given concept based on a specific one. A learner's image is not always in accord with the definition of a concept. This can induce his or her errors in mathematical problem solving. We need to analyse types of such errors and the cause of the errors. In this study, we analyse learners' geometrical concept images for geometrical concepts and errors related to such images. Furthermore we propose a theoretical framework for error analysis related to a learner's concept image for a general mathematical concept in mathematical problem solving.

• Education of Primary School Mathematics
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• v.11 no.1
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• pp.1-19
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• 2008

This study analyzed the repeated error patterns in division of fraction by elementary students through observation of their test papers. The questions for this study were following. First, what is the most changable thing among the repeated error patterns appeared in division of fraction by elementary students? Second, what is the most frequent error patterns in division of fraction by elementary students? First of all, the ratios of incorrect answers in division of fraction by general students were researched. This research was the only one time. The purpose was to know what kind of compositions in the problems were appeared more errors. Total 554 6th grade students(300 boys and 254 girls) from 6 elementary schools in Seoul are participated in this research. On the basis of this, the study for analysis began in earnest. 5 tests made progress for about 4 months. Total 181 6th grade students(92 boys and 89 girls) from S elementary school in Seoul were participated in this. After each test, to confirm the errors and to classify them were done. Then the repeated error patterns were arranged into 4 types: alpha, beta, gamma and delta type. Consequently, conclusions can be derived as follows. First, most students modify their errors as time goes by even though they make errors about already learned contents. Second, most students who appeared errors make them continually caused a reciprocal of natural number in the divisor when they calculate computations about '(fraction) $\div$ (natural number)'. Third, most students recognize that the divisor have to change the reciprocal when they calculate division of fraction through they modify their errors repeatedly.

• Journal of the Korea Convergence Society
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• v.8 no.12
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• pp.23-29
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• 2017

This paper introduces the mold technology for the development of ultra-compact package of less than 1mm, and also analyze the error pattern of the results using this mold technology. The existing ultra-small mold structure was one-piece, which caused the surface of EDM to be rough and increase the error rate. This has been an obstacle to further reducing the size of the mold. On the other hand, the proposed mold technology tries to overcome the limitation of the one-piece type by using the prefabricated type method. This paper also classify defect patterns in the results of the proposed mold structure and analyze the occurrence probability of each pattern to use as a basic data to develop a detector.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.38 no.10
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• pp.735-745
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• 2001

Processors require both intensive and extensive functional verification in their design phase due to their general purpose. The proposed random vector verification method for embedded control RISC cores meets this goal by contributing assistance for conventional methods. The proposed method proved its effectiveness during the design of CalmRISCTM-32 developed by Yonsei Univ. and Samsung. It adopts a cycle-accurate instruction level simulator as a reference model, runs simulation in both the reference and the target HDL and reports errors if any difference is found between them. Consequently, it successfully covers errors designers easily pass over and establishes other new error check points.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2011.10a
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• pp.105-108
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• 2011

RFID(Radio Frequency Identification)를 이용한 창고관리시스템은 작업환경을 개선시키고 작업처리 속도와 정확성을 증가시킨다. RFID 기술은 기존의 바코드를 대체하여 물품관리를 네트워크화하고 지능화함으로써 창고의 물품관리에 혁신을 선도하고 있다. 그러나 RFID는 포장의 물질적 특성, 태그부착 위치, 노이즈 발생원이 있는 주위작업 환경 등에 따라 인식률에 상당한 차이를 낼 수 있고, 이러한 문제 때문에 실제 비즈니스 영역에서의 적용이 다소 제한받고 있다. 그러므로 RFID를 이용한 창고관리시스템이 모든 업무에 가동되어 업무 효율성을 높이기 위해서는 업무 흐름 도중에 발생할 수 있는 다양한 예외상황을 찾아내고 이를 빠르게 해결할 수 있는 방안이 필요하다. 본 논문에서는 RFID를 이용하는 냉동창고에서 업무 자동화가 끊어짐없이(seamless) 이어질 수 있도록 다양한 유형의 RFID 오류원인을 식별해내고 이를 해결할 수 있는 방안에 대해 제시한다. 이를 위해 RFID가 동작하는 작업환경을 업무 별로 분류하고, 각 작업환경에서 진행되는 업무흐름을 분석하여 각 오류를 유형별로 체계화 시킨다. 분류된 오류들에 대해 이를 감지하고 해결할 수 있는 방안을 찾음으로써 냉동창고 내의 전체적인 업무흐름을 원활히 하여 업무처리 소요시간을 줄일 수 있게 한다.

• The Mathematical Education
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• v.54 no.1
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• pp.83-98
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• 2015

By analysing the examination papers for geometry, we classified the errors occured in the proofs for geometric problems into 5 main types - logical invalidity, lack of inferential ability or knowledge, ambiguity on communication, incorrect description, and misunderstanding the question - and each types were classified into 2 or 5 subtypes. Based on the types of errors, answers of each problem was analysed in detail. The errors were classified, causes were described, and teaching plans to prevent the error were suggested case by case. To improve the students' ability to express the proof of geometric problems, followings are needed on school education. First, proof learning should be customized for each types of errors in school mathematics. Second, logical thinking process must be emphasized in the class of mathematics. Third, to prevent and correct the errors found in the proofs for geometric problems, further research on the types of such errors are needed.

• Journal of Korean language education
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• v.28 no.1
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• pp.251-268
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• 2017

This study is based on differences of syllable type between Korean and Chinese language pronunciation. For example, Nasal consonant ending 【n】 and 【${\eta}$】 reside in both Korean and Chinese phonetics simultaneously. However, in experiential training, Chinese learners will make errors in pronunciation of the Korean syllable nasal consonant ending like 【n】 and 【${\eta}$】. In the previous research, analysis of pronunciation errors were often based on the perspective of phonological system and combination of the phoneme rules. However, in this study, the analysis is based on the differences between Korean and Chinese syllables category to indicate the cause of pronunciation errors. The main findings of this study indicated that in the process of pronunciation of Chinese, nasal consonant syllable rime and its 【back】 tongue vowel are combined with each other. However, this rule does not apply in Korean pronunciation. Therefore, the Korean syllabic types like "앤, 응, 옹, 앵, 은, 온, 언" also exist in the Chinese language. When theChinese learners pronounce these types of syllables, the combination of the voweland nasal syllable rime rule will be taken, which will result in pronunciationerrors.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.375-385
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• 2011

Computer education is moving its focus from skill oriented education to improving students' creativity and problem solving ability. Thus, the importance of programming education is being strengthened. However, programming education was biased to grammar oriented language that has been limits of students' interest. Robot programming is problem solving itself, and by allowing students to directly see the robot which is the output of programming, can help interest and motivate to the students. In fact, it is still observed that the students are facing difficulties due to various kinds of errors during the programming education. Therefore, this study categorizes and analyzes the errors students are facing during robot programming, and based on that, a support tool to help treat errors developed. The developed supporting system for error solving reduces the frequency of errors and provides the set of coding instruction, NXC language and error message in Korean, examples and detailed information for each stage of education, function removing major coding errors, and code sorting and indication of row number. This study also confirmed that the supporting tool is helpful in reducing and solving errors after input.

• School Mathematics
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• v.11 no.3
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• pp.431-462
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• 2009

Introduction of logarithm in mathematics textbook in the 7th national curriculum of mathematics is the inverse of exponent. This introduction is happened that students don't know the necessity for learning logarithm and the meaning of logarithm. Students also have solved many problems of logarithm by rote. Therefore, we try to present teaching unit for the logarithm according to the historico-genetic principle. We developed the learning-teaching module of unit for the logarithm according to historico-genetic principle, especially reinvention for real contexts based RME. Loaming-teaching module is carried out as the performance assessment. As a results, We find out that this module helps students understand concepts of logarithm meaningfully Also, mathematical errors of logarithm is revised after the application of learning-teaching module.

• Phonetics and Speech Sciences
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• v.16 no.1
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• pp.33-40
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• 2024

This study investigated acoustic features in spectral moment analysis, comparing accurate articulations with distortions of alveolar fricatives such as dentalization, palatalization, and lateralization. A retrospective analysis was conducted on speech samples from 61 children (mean age: 5.6±1.5 years, 19 females, 42 males) using the Assessment of Phonology & Articulation for Children (APAC) and Urimal-test of Articulation and Phonology I (U-TAP I). Spectral moment analysis was applied to 169 speech samples. The results revealed that the center of gravity of accurate articulations was higher than that of palatalization, while palatalization was lower than dentalization. The variance of dentalization was higher than that of both accurate articulations and palatalization. The skewness of dentalization was higher than that of accurate articulations, and the skewness of palatalization was higher than that of accurate articulations. The kurtosis of palatalization was higher than that of both accurate articulations and dentalization. No significant differences were observed for the position of fricatives (initial, medial) and tense type (plain, tense) across all variables of spectral moment analysis for each distortion type. This study confirmed distinct patterns in center of gravity, variance, skewness, and kurtosis depending on the type of alveolar fricative distortion. The objective values provided in this study will serve as foundational data for diagnosing alveolar fricative distortions in children with speech sound disorders.