• Education of Primary School Mathematics
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• v.26 no.4
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• pp.349-368
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• 2023

The purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school students have difficulties connecting conceptual and procedural knowledge. A mathematical modeling lesson was designed and implemented to solve problems related to the greatest common divisor while connecting conceptual and procedural knowledge. As a result of the analysis, it was found that the mathematical modeling lesson had positive effects on students solving problems by connecting conceptual and procedural knowledge. In addition, through actual class application, a teaching and learning plan was derived to meaningfully connect conceptual and procedural knowledge in mathematical modeling lessons.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.517-534
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• 2012

As observing the learning of middle school mathematics students for three years, I examined the relationship between students' procedural knowledge and their conceptual knowledge as they develop those knowledges in the rational number domain. In particular, I explored the implications of an unbalanced development in a student's conceptual knowledge and procedural knowledge by considering two conditions: (a) the case of a student who has relatively strong conceptual knowledge and weak procedural knowledge, and (b) the case of a student who has relatively weak conceptual knowledge and strong procedural knowledge. Results suggest that conceptual knowledge and procedural knowledge are most productive when they develop in a balanced fashion (i.e., closely iterative or simultaneously), which calls into question the assumption that one has primacy over the other.

• Proceedings of the Korean Information Science Society Conference
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• 2011.06a
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• pp.154-157
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• 2011

본 연구는 2인의 전문의와 함께 의료 문헌의 초록을 분석하여 의료문서에서의 절차적 지식을 모델링하고 텍스트 마이닝 기법을 적용하여 절차적 지식을 추출하는 방법론에 대해 기술한다. 절차적 지식은 목적과 해법의 묶음으로, 해법은 다시 단위 절차 지식의 네트워크로 정의 하였고, 목적과 해법 정보 추출과 단위 절차 지식의 구성요소인 대상/행위/방법 개체를 인식하기 위해, 품사태깅, 구문분석, 술어-논항구조(Predicate-Argument Structure), 온톨로지 용어 매핑 정보 등에 기반한 기계학습 방법을 사용하였다. 실험을 위해 전문의와 함께 위함과 척추질환에 대한 1309 문서에 절차적 지식 태깅을 수행하였고, 이 문서 집합을 기반으로 목적/해법 추출 작업과 단위 절차 지식(대상질병/행위/적용방법) 추출 실험을 수행하여, 각각 82% 와 63%의 F-measure 값을 얻을 수 있었다.

• School Mathematics
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• v.19 no.4
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• pp.639-661
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• 2017

The purpose of this study is to investigate the relationship between the distance function average speed and the speed function. Particularly, in this study, we investigate the process of constructing the speed function in the distance function (irrational function, exponential function) which is difficult to weaken the argument in the denominator. In this process, students showed various anxieties and expressions about the procedural knowledge that they constructed first. In particular, if student B can not explain all the knowledge he already knows in this process, he showed his reflection on the process of calculating the differential coefficient. This study adds an understanding of the calculation method of students in differential coefficient learning. In addition, it is meaningful that the students who construct procedural knowledge at the time of calculating the differential coefficient have thought about how to provide opportunities to reflect on the procedure they constructed.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.109-120
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• 2004

This study investigated three pre-service teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of pre- service teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

• Proceedings of the Korean Information Science Society Conference
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• 2000.10b
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• pp.116-118
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• 2000

생성 규칙은 지식 기반 시스템의 지식표현 기법 중 가장 많이 사용되고 많은 장점을 갖고 있음에도 불구하고 지식의 일관성 유지가 어렵다는 단점을 가지고 있다. 그런데 지식의 일관성이 추론 결과의 신뢰도에 직결된다는 점에서 지식의 일관성을 유지할 수 있는 시스템이 필수적이다. 따라서 본 논문에서는 새로 첨가될 지식이 기준 지식과 일관성이 유지될 경우에만 지식을 첨가하는 일관성 유지시스템과 지식베이스는 물론 데이터 베이스 내의 선언적 지식과 절차적 지식 등 다양한 지식을 호출할 수 있는 기능을 갖춘 지식 기반 시스템을 구축하였다.

• Proceedings of the Korean Information Science Society Conference
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• 2001.04b
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• pp.385-387
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• 2001

연속적인 절차를 필요로 하는 영역에서 사용자는 단계마다 검색과 정보 획득과정을 반복적으로 수행해야만 한다. 현재 인터넷으로 수행 가능성 영역의 절차에 대해서 검색과 확인 과정을 거치지 않고 시스템과 대화를 통해서 원하는 절차를 한번에 생성해주는 시스템을 개발하기 위해서는 이러한 개념을 수행해 줄 수 있는 지식 베이스 구축이 필요하다. 본 연구에서는 적용하려는 절차의 특성에 다라 대화 모델에서 의도 파악을 위한 Plan-based 기술을 적용할 수 있는 Goal Level과 사용자의 제약 조건을 파악하기 위해 Frame-based 기술을 적용할 수 있는 Constraint Level의 2단계 구조를 갖는 지식 베이스 구조를 제안한다.

• Communications of Mathematical Education
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• v.15
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• pp.71-76
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• 2003

학생들의 분수 나눗셈에 대한 이해는 개념적 이해를 바탕으로 수행되어야 함에도 불구하고 분수 나눗셈은 많은 학생들이 기계적인 절차적 지식으로 획득할 가능성이 높은 내용이다. 이것은 학생들이 학교에서 분수 나눗셈을 학습할 때에 일상생활에서의 경험과 선행 학습과의 연결이 잘 이루어지지 못하고 있는 것에 큰 원인이 있다고 본다. 본 연구에서는 학생들의 분수 나눗셈의 개념적 이해를 돕기 위하여 경험적 지식과의 연결 관계를 활용한 교수 방안을 실험 교수를 통해 조사하였다. 결과로서 번분수를 활용한 수업은 분수 나눗셈의 표준 알고리즘이 수행되는 이유를 알 수 있게 하는데 도움이 되나 여러 가지 절차적 지식이 뒷받침되어야 하며 분수 막대를 직접 잘라 보는 활동을 통한 수업은 분수 나눗셈에서의 나머지를 이해하는데 효과가 있다는 것을 알았다. 결론적으로, 학생들의 경험과 학교에서 이미 학습한 분수 나눗셈들의 관련 지식들을 적절히 연결하도록 한다면 수학적 연결을 통해 분수 나눗셈의 개념적 이해를 이끌 수 있다.

• Journal of Korea Technology Innovation Society
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• v.21 no.3
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• pp.1021-1049
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• 2018

The purpose of this study is to examine whether organizational justice, including procedural justice and distributive justice, improve employees' innovative behavior through work engagement and knowledge sharing. In addition, it was conducted to investigate whether work engagement and knowledge sharing indirectly affect the relationship between organizational justice and innovative behavior. For the hypothesis test of this study, Hayes (2018) PROCESS Macro was used. Result of the analysis shows that procedural justice, work engagement, and knowledge sharing influenced innovative behavior. The constructs influencing work engagement were procedural justice, distributive justice, knowledge sharing. Also, procedural justice and work engagement were constructs that affected knowledge sharing. In the relationship between procedural justice and innovative behavior, the indirect effect was confirmed in all paths. In the relationship between the distributive justice and the innovative behavior, It was confirmed that there is not the indirect effect only in the path via knowledge sharing. he indirect effect was confirmed in all paths that did not acquire knowledge sharing. In addition, through the PROCESS Macro analysis, we examined the magnitude of the indirect effect of various paths between mediators. The results show that organizational justice can have the greatest effect on innovative behavior through work engagement. The weakness of respondents control by SNS survey is the major limitation of this study. In the future, Further research is needed depending on the nature of the organization, such as the analysis of differences between various industries.

• Proceedings of the Korea Contents Association Conference
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• 2004.11a
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• pp.564-569
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• 2004

Most existing ontologies are suited for static knowledge, so they lack capability of representing procedural knowledge which is essential for an agent's action control or inference in the virtual world. Also they are not prepared to describe objects beyond their fixed ranges of domains as designed. In this paper we propose cyber-microcosm ontology (CMO) which augments procedural aspects and expressive power for multiple forms rather than fixed form as in conventional ontologies. The resulting ontology will provide an enhanced knowledge structure to capture procedural aspects of agents' actions and to facilitate their associated inferencing. The procedural aspects of the CMO are designed based on action frame formed according to diverse elements. They are elaborated in terms of various qualifiers and quantifiers to reflect statistical natures over time and instances.