• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.295-323
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• 2011

This study is based on the recognition that teacher educators have to focus their attention on developing pre-service teachers' statistical reasoning for statistics education of school mathematics. This paper investigated knowledge on pre-service teachers' statistical reasoning. Statistical Reasoning Assessment (SRA) is performed to find out pre-service teachers' statistical reasoning ability. The research findings are as follows. There was meaningful difference in the statistical area of statistical reasoning ability with significant level of 0.05. This proved that 4 grades pre-service teachers were more improve on statistical reasoning than 2 grades pre-service teachers. Even though most of the pre-service teachers ratiocinated properly on SRA, half of pre-service teachers appreciated that small size of sample is more likely to deviate from the population than the large size of sample. A few pre-service teachers have difficulties in understanding "Correctly interprets probabilities(be able to explain probability by using ratio" and "Understands the importance of large samples(A small sample is more likely to deviate from the population)".

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.149-166
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• 2019

The purpose of this study is to analyze the statistical literacy in elementary school students when they beginning inference. Picto-graphs provide statistical information and often data-related arguments they certainly qualify as objects for interpretation, for critical evaluation, and for discussion or communication of the conclusions presented. For research, the inference from pictograph task was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. Evaluating student's statistical literacy is meaningful in that it can check their current level. To know the student's current level can help them achieve a higher level of performance. The outcomes of this research indicate that pictograph can provide a basis for rich tasks displaying not only student's counting skills but also their appreciation of variation and uncertainty in prediction. Raising statistical thinking by students is an important goal in statistical education, and the experience of informal statistical reasoning can help with formal statistical reasoning that will be learned later. Therefore, the task about the inference from a pictograph, discussions on statistical learning of elementary school children are expected to present meaningful implications for statistical education.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.205-221
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• 2019

The study aimed at investigating preservice elementary school teachers' statistical reasoning when they posed survey questions as they engaged in statistical problem solving, and analyzing how their statistical reasoning affect the subsequent stages. 24 groups of sophomore students(80 students) from two education universities conducted statistical problem solving and completed statistical report, and 22 of them were analyzed. As a result, 9 statistical reasoning were shown when preservice teachers posed survey questions. Among them, question clarification oriented reasoning and variability based reasoning were not exclusively focused upon in the previous research. In order to investigate how statistical reasoning in posing survey questions affected subsequent stages, we examined difficulties and issues that preservice teachers had when they engaged in analyses and conclusion stage described in their report. Consequently, preservice teachers' difficulties were related to population relevant reasoning, category level reasoning, standardization reasoning, alignment to question reasoning, and question clarification oriented reasoning. While previous studies did not focus on question posing stage, this study claimed the necessity of emphasizing various statistical reasoning in question posing and importance of teaching and learning method of appropriate statistical reasoning in question posing.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.493-509
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• 2010

Researchers have suggested that educators have to focus their attention on variability and reasoning about variation as means of developing students' statistical thinking in school mathematics. This paper investigated knowledge for the teaching of variability and reasoning about variation; what are sources of variability, how to cope with variability, what are types of variability, how to recognize variability, and the relationship between statistical problem solving and variability. The results involve: discussion on the sources of variability and how to cope with variability promotes students' awareness of different types of variability and students' motivation in the following steps in the statistical activity; emphasis on reasoning about variation in teaching representation of data accords with objectives of statistics education; reexamination of curriculum for statistics education is needed, which has a content-oriented arrangement.

• Journal of the Korean Institute of Intelligent Systems
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• v.17 no.6
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• pp.731-737
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• 2007

In this paper, we propose a system for analyzing nutrition status based on hierarchical fuzzy inference approach, where the hierarchical fuzzy approach used to analyze the transition process on the nutritional status from an obesity degree, the previous nutritional status, and the eating pattern with an individual. Moreover we discussed about the selection method of fuzzy membership intervals of the next layer to improve the reliability of inference results in hierarchical fuzzy system, where their intervals are modified by using statistical information of the defuzzified results obtained from the previous layer. To show the effectiveness of this system, we evaluated the nutritional status from the information of anthropometric measurement, biochemical test, and INQ on 113 people over the age of 65, and also analyzed their nutritional status.

• International Journal of Highway Engineering
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• v.13 no.1
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• pp.69-77
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• 2011

This study is to suggest a methodology to overcome the uncertainty and lack of reliability of data. The fuzzy reasoning model and the neural network model were developed in order to overcome the potential lack of reliability which may occur during the process of data collection. According to the result of comparison with the Poisson regression model, the suggested models showed better performance in the accuracy of the accident frequency prediction. It means that the more accurate accident frequency prediction model can be developed by the process of the uncertainty of raw data and the adjustment of errors in data by learning. Among the suggested models, the performance of the neural network model was better than that of the fuzzy reasoning model. The suggested models can evaluate the safety of signalized intersections in operation and/or planning, and ultimately contribute the reduction of accidents.

• The Korean Journal of Applied Statistics
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• v.15 no.2
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• pp.355-366
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• 2002

Nonparametric statistical inference for the parameter of logit model were examined. Usually nonparametric approach is milder than parametric approach based on normal theory assumption. We compared the two nonparametric methods for legit model, the bootstrap and random permutation in the sense of coverage probability. Monte Carlo simulation is conducted for small sample cases. Empirical power of hypothesis test and coverage probability for confidence interval estimation were presented for simple and multiple legit model respectively. An example were also introduced.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.113-118
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• 2006

고등학교 수학과 교육과정에서의 ‘확률과 통계'단원은 실제로 자료의 수집과 요약을 통하여 자료 분석방법을 배우고 사회와 자연현상을 인식하고 추론하는 능력을 기르는데 목표를 두고 있다. 추상적인 수학내용을 직접 시도하거나 학생들이 실제적인 자료를 수집하고 직접 자료를 해석하고 추론해 보는 경험과정은 수학실험과 시뮬레이션이라는 컴퓨터 학습을 통해 가능하고 개념학습의 전 단계에서 보다 구성적이고 탐구적인 활동을 강화할 수 있다. 본 논문에서는 ‘확률과 통계'의 교수-학습과정에서 수학적 시뮬레이션을 활용한 웹 기반 학습모형을 제시하여 학습자들에게 수학적 내용과 관련된 구체적 매체를 조작하는 컴퓨터 실험 활동을 통하여 수학에서의 원리발견과 통계적 추론을 경험하고 유도할 수 있는 탐구적 학습 환경을 조성해 보고자 한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2014.11a
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• pp.352-355
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• 2014

심리학 연구에 따르면, 인간은 각자의 성격에 따라 이동패턴이 변화한다고 한다. 하지만 실험적 근거가 아닌, 어디까지나 가설로만 사용되어 왔다. 우리의 연구에서는 이런 가설을 증명하기 위해 실제 실험 참가자를 모집하였고, 각 참가자들의 GPS데이터와 BFI성격 데이터를 수집하였다. 그리고 BackProgagation Network를 이용하여, 새로운 위치 데이터를 추론하고, 이렇게 추론된 결과를 바탕으로 회귀분석을 하여, 실제 사람의 성격과 위치 데이터간의 관계를 통계적인 방법에 의해서 보여줄 것이다. 논문의 내용 중 첫 번째로 우리가 지금까지 한 선행 연구에 대해서 설명한다. 여기서 어떻게 참가자를 모집했으며, 각 GPS정보와 BFF성격 정보를 BPN에 학습시키는지 보여줄 것이다. 두 번째로 선행 연구에서 만든 BPN을 바탕으로 어떻게 회귀분석을 하는지 보여줄 것이며, 세 번째로 회귀분석을 통해 나온 통계적인 데이터를 분석하고, 거기에서 의미를 해석할 것이다.

• The Korean Journal of Applied Statistics
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• v.14 no.2
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• pp.401-413
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• 2001

이차원 분할자료에 대해서 행과 열의 관계를 저차원상에 시각적으로 표현하는 탐색적대응분석에 대하여 붓스트랩방법의 사용가능성을 살펴보았다. 기존의 탐색적 면만이 강조되어 왔던 대응분석에서 좌표점의 변이와 좌표점간의 거리에 대한 통계적 추론을 붓스트랩방법으로 해결할 수 있음을 보이고 또한 좌표축의 설명력에 대하여 붓스트랩신뢰구간의 포함확률의 일치성을 모의실험을 통해 제시하였다.