• Journal for History of Mathematics
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• v.15 no.2
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• pp.49-68
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• 2002

One of the characteristics of modem mathematics is to use algebra in every fields of mathematics. But we don't have the exact definition of algebra, and we can't clearly define algebraic thinking. In order to solve this problem, this paper investigate the history of algebra. First, we describe some of the features of proportional Babylonian thinking by analysing some problems. In chapter 4, we consider Greek's analytical method and proportional theory. And in chapter 5, we deal with Diophantus' algebraic method by giving an overview of Arithmetica. Finally we investigate Viete's thinking of algebra through his ‘the analytical art’. By investigating these history of algebra, we reach the following conclusions. 1. The origin of algebra comes from problem solving(various equations). 2. The origin of algebraic thinking is the proportional thinking and the analytical thinking. 3. The thing that plays an important role in transition from arithmetical thinking to algebraic thinking is Babylonian ‘the false value’ idea and Diophantus’ ‘arithmos’ concept.

• School Mathematics
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• v.13 no.1
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• pp.207-227
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• 2011

This study developed a statistical thinking level with constructs framework from based on Jones, Thornton, Langrall, & Mooney (2000) to analyze the 6th graders' thinking level shown on their survey activities. It was modified by 5 constructs framework such as collecting, describing, organizing, representing, and analyzing and interpreting data with four thinking levels, which represent a continuum from idiosyncratic to analytic reasoning. As a result, among four levels such as idiosyncratic level (level 1), transitional level (level 2), quantitative level (level 3), and analytical level (level 4), levels of two through four are shown on statistical thinking levels in this study.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.393-401
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• 2017

The purpose of this study is to develop a deep learning based learning system for improving learner's data analytical thinking ability. The contents of the study are as follows. First, deep learning was applied to the discovery learning model to improve data analytical thinking ability. This is a learning method that can generate a model showing the relationship of given data by using the deep learning method, then apply the model to new data to obtain the result. Second, we developed a deep learning based system for DBD learning model. Specifically, we developed a system to generate a model of data using the deep learning method and to apply this model. The research of deep learning based learning system will be a new approach to improve learner's data analytical thinking ability in future society where data becomes more important.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.64-81
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• 2019

The purpose of this study is to analyze elementary science gifted students' characteristics of the thinking in the problem solving process through a MEA(Model Eliciting Activity)activity. The subjects of this study are 40 elementary science gifted students who passed the first screen for the admission to the science gifted education institute in P university in 2018. The MEA activity was 'Coffee cup challenge', which is to find the best way to place cup side and bottom to save paper in a given material. Three drawings from each student and explanations of each drawing through out the design process were collected as the main data source. The data were analyzed by statistically (correlation coefficient) and qualitatively to find the relationship between; 1) the intuitive thinking and visual representation and 2) analytical thinking ability and communication skills that reflect MEA activities. In conclusion, first, intuitive thinking plays an important role in the ability of visual representation through pictures and the whole problem solving process. Second, the analytical thinking and elaboration process which are reflected through reflection on the arrangement of the drawings have a great influence on the communication skills. Therefore, this study investigated that MEA activities are useful activities to stimulate both intuitive and analytical thinking in elementary science gifted students, and to develop communication ability, by organizing their own ideas and providing learning opportunities for various solutions.

• Educational Technology International
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• v.14 no.2
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• pp.167-187
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• 2013

Team project learning is a type of Project-Based Learning, which is an effective learning method for developing collaborative competency and interpersonal communication skills, as well as for developing cognitive competency such as critical thinking, creative thinking, and analytical skills. This research, conducted to analyze learning activities, focuses on students' creative thinking and activities in TPBL(Team Project-Based Learning). A qualitative approach including a reflective journal based on the 6 stages of TPBL, was adopted for this purpose. In this study, 69 reflective journals on the three stages (developing a theme, researching, theme-making) of 23 undergraduate students were categorized on the basis of three criteria: divergent thinking factors, convergent thinking factors and affective factors. The results show that the participants' journals demonstrated twenty-eight activities from nine cognitive factors and nine activities from three affective factors were derived from reflect journal. This finding indicates that more appropriate instructional strategies are needed for students to enhance their creative thinking skills and activities

• Journal of the Korea Society of Computer and Information
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• v.24 no.1
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• pp.49-55
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• 2019

The character dialogue created by AI is unnatural when compared with human-made dialogue, and it can not reveal the character's personality properly in spite of remarkable development of AI. The purpose of this paper is to classify characters through the linguistic style and to investigate the relation of the specific linguistic style with the personality. We analyzed the dialogues of 92 characters selected from total 60 movies categorized four movie genres, such as romantic comedy, action, comedy and horror/thriller, using Linguistic Inquiry and Word Count (LIWC), a text analysis software. As a result, we confirmed that there is a unique language style according to genre. Especially, we could find that the emotional tone than analytical thinking are two important features to classify. They were analyzed as very important features for classification as the precision and recall is over 78% for romantic comedy and action. However, the precision and recall were 66% and 50% for comedy and horror/thriller. Their impact on classification was less than romantic comedy and action genre. The characters of romantic comedy deal with the affection between men and women using a very high value of emotional tone than analytical thinking. The characters of action genre who need rational judgment to perform mission have much greater analytical thinking than emotional tone. Additionally, in the case of comedy and horror/thriller, we analyzed that they have many kinds of characters and that characters often change their personalities in the story.

• Journal of the Korean Society of Safety
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• v.31 no.4
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• pp.120-125
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• 2016

Usually, a risk can be expressed as a product of likelihood and consequence of a hazard factor. Therefore, conventional risk assessment is carried out by frequency analysis and severity analysis, in turns. However, it is well known that intuitive thinking is another excellent way of thinking of human beings. This study aimed to confirm whether there exist any difference in risk assessment results derived by two different procedures - intuitive and analytical. Thus, the present study showed 10 different illustrations to 30 undergraduate students. Their responses were organized as fuzzy membership functions, and summarized as risk assessments, and compared. The results were also verified with the help of statistical hypothesis testing, which showed no significant difference. On the contrary, however, similarity measure used in fuzzy set theory was not credible as anticipated. Many cases failed to satisfy statistical hypothesis even with similarity measure higher than 0.60 so that only a trend could be accepted. In addition, a subject showed a somewhat consistent logical discrepancy in his response, which implied the necessity of sincere analysis in fuzzy formulations.

• The Mathematical Education
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• v.43 no.2
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• pp.199-210
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• 2004

This study investigates 55 preservice secondary mathematics teachers' situational understanding of functional relationship. Functional thinking is fundamental and useful because it develops students' quantitative thinking about the world and analytical thinking about complex situations through examination of the relations between interdependent factors. Functional thinking is indispensable for understanding natural phenomena, for investigation by science, and for the technological inventions in engineering and navigation. Therefore, it goes without saying that teachers should be able to represent and communicate about various functional situations in the course of teaching and learning functional relationships to develop students' functional thinking. The result of this study illustrates that many preservice teachers were not able to appropriately represent and communicate about various functional situations. Additionally, it shows that most preservice teachers have limited understanding of the value of teaching function.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.3
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• pp.143-161
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• 2023

The purpose of this study was to investigate whether students' creative problem-solving skills improve through project-based courses. Rather than measuring overall competencies, the focus was specifically on measuring the improvement of problem-solving skills. The study involved a literature review, the design of project-based courses, and the assessment and analysis of students' competencies before and after the courses. The results of the study are as follows: Firstly, the measurement of students' creative problem-solving skills before and after the project-based courses indicated an overall improvement in the five dimensions of problem identification, analytical thinking, flexible thinking, alternative generation, and a proactive attitude. Secondly, significant correlations were found among these five dimensions, particularly strong correlations were observed between problem identification and alternative generation, problem identification and analytical thinking, and analytical thinking and alternative generation. To generalize the findings of this study, further research is needed to apply similar approaches in different types of courses and across various universities and departments.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.443-453
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• 2015

In this study, we suggested the design thinking process that was possible to be introduced in science education and also examined the validity of the process in terms of group creativity. To do this, the design thinking process applicable to science education was selected from a variety of design thinking processes developed abroad, and then the process was modified and supplemented. We created the education program based on the developed design thinking process and applied it to high school students. The results revealed that we could offer the design thinking process through the five stages: 'understanding knowledge', 'empathy', 'sharing perspective', 'generating idea', and 'prototype'. With the results of the application of the program, we could confirm the relationship building and information seeking attributes in the understanding knowledge stage and the user-orientation, relationship building, and interpersonal understanding attributes in the empathy stage. We could also find the organization of the team attribute in the sharing perspective stage and the analytical strategic thinking attributes in the generating idea stage. Finally, the communication and analytical strategic thinking attributes in the prototype stage were confirmed. All of the key attributes of the group creativity found from skilled professionals were not confirmed from the students. However, we could ascertain the possibilities that the students should experience the process of group creativity and learn the relevant values through the developed design thinking process.