• 주류산업
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• v.21 no.1
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• pp.46-55
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• 2001

• School Mathematics
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• v.17 no.3
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• pp.515-530
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• 2015

The concepts of sample and sampling are central to make a statistically correct decision, so we need to be emphasized their importance in the statistics education. Nevertheless, there were not enough studies which discuss how to teach the concepts of sample and sampling. In this study, teaching sample and sampling is addressed by foreign curricula and cases of instruction in order to obtain suggestions for teaching sample and sampling. In particular, the curricular of Australia, New Zealand, England and the United States are analyzed, considering the sample representativeness and the sampling variability; the two elements in the concept of sample. Also foreign textbooks and cases of instruction when it comes to teach sample are analyzed. The results say that with respect to teach sample can be divided into four suggestions: first, sample was taught in the process of statistical inquiry such as data collection, analysis, and results. Second, sample was introduced earlier than Korea curriculum. Third, when it comes to teach sample, sample variability, as well as sample representativeness was considered. Fourth, technological tools were used to enhance understanding sample.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.119-141
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• 2019

This study was carried out in order to draw some implications for teaching statistical graph in mathematics education with respect to practical statistics education for promoting students' statistical literacy. We analyze 133 graphs appearing in 99 elementary textbooks of other subjects (subjects except from mathematics) by subjects and types, and identify some cases of graphs addressed by other subjects. As a results, statistical graph was most addressed in social studies, and bar graphs, line graphs, tables, and circle graphs are most used in other subjects. Moreover, there are some issues related to contents-(1) the problem of curricular sequencing between mathematics and other subjects, (2) the level of addressing ratio graph, and (3) the use of wavy lines. In terms of forms, (1) the visual variation of graphical representations, (2) representation combining multiple graphs, and (2) graphs specialized for particular subjects are drawn as other issues. We suggest some implications to be considered when teaching the statistical graph in elementary mathematics classes.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.509-521
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• 2020

This study began with the discovery of the concept of frequency density in Singapore textbooks and in a set of subject contents of the UK's General Certificate of Secondary Education. To understand the mathematical meaning of frequency density, the mathematical connection of frequency density was considered in terms of mathematics internal connections and mathematics external connections. In addition, the teaching method of frequency density was introduced. In terms of mathematical internal connections, the connections among the probability density function, relative frequency density, and frequency density in high school statistics were examined. Regarding mathematical external connections, the connection with the density concept in middle school science was analyzed. Based on the mathematical connection, the study suggested the need to introduce the frequency density concept. For the teaching method of frequency density, the Singapore secondary mathematics textbook was introduced. The Singapore textbook introduces frequency density to correctly represent and accurately interpret data in histograms with unequal class intervals. Therefore, by introducing frequency density, Korea can consistently teach probability density function, relative frequency density, and frequency density, emphasizing the mathematical internal connections among them and considering the external connections with the science subject. Furthermore, as a teaching method of frequency density, we can consider the method provided in the Singapore textbook.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.393-417
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• 2023

The necessity of this study was to improve academic achievement and math attitudes through leveled reciprocal peer learning, and the specific purpose was as follows. First, each unit seeks to select learning methods and contents for each level of class for reciprocal peer learning, second, develop activity sites for each level through curriculum analysis, and third, improve academic achievement and math attitudes through classes that apply reciprocal peer learning activities. The study was conducted on 60 second graders of 00 High School in 00 Metropolitan City. Two classes were selected for the midterm exam results for the first semester of the second grade. Class 1 was divided into the experimental group and the other class 1 was divided into the comparative group, and 13 classes were conducted for about 2 months from May 1 to July 4, 2020. The experimental group (30 students) was a class that applied leveled reciprocal peer learning activities, and the comparative group (30 students) was a class that was taught based on traditional textbooks. As a result of this study, first, in this study, it was possible to improve academic achievement and math attitudes by setting learning contents for each unit and applying reciprocal peer learning activities for each level. Second, the experimental group taught by applying leveled reciprocal peer learning activities was effective in academic achievement and math attitudes compared to the comparative group taught based on traditional textbooks to students in the upper, middle, and lower groups. Third, in the class applying leveled reciprocal peer learning activities, low-level students who were neglected in math classes were also interested in the class and actively participated in it, showing improvement.

• The KIPS Transactions:PartD
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• v.12D no.1 s.97
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• pp.151-158
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• 2005

In order to use the existing map data base in the mobile phone, the dynamic creation technique of the radio map which will be able to be converted into the raster image and transmitted was proposed. We transferred the client module functions such as the coordinate conversion, data compression and decoding to server, and made driving of JAVA browser in the mobile phone which has the restricted resources possible for the dynamic creation of the radio map. We made the radio electronic map service possible without map data base for the mobile phone use only by performing the general work of the map at the sever. And we guaranteed the client waiting time less then the limit time by performing the filtering work of the map at the server also. After we input the keyword at the user interface for searching the region or facility, and verified the performance of the proposed technique by confirming that the raster electronic map usable at the mobile phone was created dynamically.

• Proceedings of the Korea Water Resources Association Conference
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• 2017.05a
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• pp.472-472
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• 2017

재해로 인한 피해가 급증함에 따라 이를 예방하기 위한 풍수해 피해예측의 필요성이 증가하였고 관련된 다양한 연구가 진행되고 있다. 타 부처 및 각 지자체에서는 각종 재해지도들을 작성하여 만들어진 재해지도는 작성 유형과 방법 등에 따라 다양한 데이터와 서로 다른 정보를 포함하고 있어 데이터 정보를 표준화 시키고 필요한 정보를 효율적으로 찾아 연계 활용하기 위하여 본 연구를 수행하고자 한다. 메타데이터란 데이터에 대한 정보를 의미하며 데이터 변화의 근원과 변화의 흐름을 말한다. 메타데이터 관련 표준으로는 ISO19115(국제표준), KSXISO19115(국가표준), TTAS.KO-10.0139(유통목록 표준), TTAS.IS-19115(관리용 표준)이 있다. 본 연구에서는 국제표준을 준용하여 풍수해 피해 예측지도의 체계적 관리를 위한 메타데이터 설계 및 관리 시스템 구축 방안을 제시하고자 하였다. 풍수해 피해예측지도 메타데이터 관리 시범 시스템 구축을 위한 표준, 정보의 특성, 사용자 수준 등을 고려하여 설계 기본방향 설정하였으며, 풍수해 피해예측지도 정보 메타데이터 표준안 수립에 반영하였다. 그 결과, 메타데이터 패키지는 총 9개의 섹션(클래스)으로 구성하여 정의하였고 하위개체를 설정 및 연계하여 메타데이터 개체셋 정보를 구성하였다. 풍수해 피해예측지도 메타데이터 관리 시범 시스템 설계 제시를 위해 DB항목 조사 및 도출, 데이터 연계 활용 모델 구축, 프로토타입 개발순으로 연구를 수행하였다. 또한 표출 대상 데이터 항목별 분류, 방재활용 단계, 지역구분 등을 주제로 데이터 Mapping 자료를 작성하였고, 설계 기본 방향에 의하여 설정된 기준으로 데이터 항목별 메타데이터 DB를 작성하여 풍수해 피해예측지도 메타데이터 관리 시범 시스템을 설계하였다. 본 연구 결과는 추후 풍수해 피해예측지도 표준 데이터 및 풍수해 피해예측지도 표준 데이터 모델 구축에 활용 가능하며 표준화 연계활용을 위한 연구에 기여할 것으로 판단된다.

• Education of Primary School Mathematics
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• v.25 no.2
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• pp.161-178
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• 2022

Korean uses a dual numeral system consisting of native and Chinese words. This dual numerical system is customarily selected in real life, mixed with two methods, or irregularly transformed. Therefore, the burden on both students and teachers is increased in the learning guidance process of numeral. This study recognized the need to improve the difficulty of learning guidance due to the dual numeral system. To this end, the context in which the numeral system method is selected, various modified cases, and related guidance contents of the current curriculum and textbooks were analyzed and organized. As a result of the analysis, there were characteristics of the selection and deformation of the numeral system method, which appears according to the actual situation using numerical. However, the criteria for characteristics were ambiguous and there were no specific guidance guidelines in the curriculum and textbooks. In this case, since the role of the teacher is more important, the teacher should be aware of the detailed characteristics of the actual situation related to the dual numeral system and let the student understand through experience and practice on various aspects of the use of the dual numeral system.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.547-573
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• 2021

Capacity is a concept that has been covered in elementary mathematics textbooks but its meaning has not been accurately defined in the textbooks. Two units, liter (L) and milliliter (mL), are introduced as the units of capacity in the textbooks, but they are the units of volume according to the International System of Unit. These stimulated us to analyze what capacity is, and how the capacity is related to the concept of volume. This study scrutinized how the different elementary mathematics textbooks that were developed from the first national curriculum to the most recently revised curriculum introduced the capacity and explained the relationship between capacity and volume. This study also examined the understanding of capacity by elementary school teachers using a questionnaire. The results of this study showed that the concept of capacity has been mostly introduced in the third grade in common but that there were differences among textbooks in terms of how they presented and used the concept of capacity as well as whether they described its definition or relationship with the concept of volume. Regarding the results of teachers' understanding, most teachers could explain the capacity as either "the size of the inner space of the container" or "the amount that can be contained" but some of them provided only superficial or inappropriate feedback for the students with the common misunderstandings of capacity. Based on these results, this paper presents implications for textbook developers and teachers to better address the concept of capacity.

• Journal of Korea Spatial Information System Society
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• v.2 no.1 s.3
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• pp.17-27
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• 2000

To build a spatial database from digital maps, it is necessary to rebuild a seamless-map with discrete tile-based digital maps. The sequential merge methods have the disadvantage of degenerating concurrency. In this paper, we consider the implementation of the system based on modified 2PC protocol to retain the concurrent merge. As the engineers share the merge through the system, they can concurrently proceed to merge by negotiation.