• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.199-214
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• 2012

Stochastic independence of events is not only important concept but useful role in statistics and probability. In this paper, we investigate and analyze the definition of stochastic independence used in the middle and high school mathematics education course. and We investigated that students know concept of independent events. As a result, students was a lack of understanding about the concepts associated with independence of events. and the connection between concepts associated with independent of events were partially. Also, Connections between lower-level concepts and high-level concepts can be done well so teaching-learning was needed.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.257-271
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• 2009

Stochastical independence is separated into two. One can be intuitively judged and the other is not. Independence is a concept based on assumption. However, It is defined as multiplication rule and it has produced extension of concept. Analysis on this issue is needed, assuming the cause is on the intersection sign which is used for both simultaneous events and compatible events. This study presented the extension process of independence concept in detail and constructed twofold interpretation of simultaneous events and compatible events which use the same sign $P(A\cap{B})$ with Pierce Semiotics.

• School Mathematics
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• v.10 no.3
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• pp.319-337
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• 2008

Intuitions in independence formed by common language help and also hinder the establishment of new conceptual system about independence as a mathematical term. Intuitions which entail such conflicts can be a driving force in explaining independence but at the same time, it is the impedimental factor causing a misconception. The goal of this paper is to help students use the intuitions properly by distinguishing helpful intuitions and impedimental intuitions. This paper suggests that we need to reveal in teaching the misconception resulting not from mathematic but from linguistic interpretation of independence. This paper points out the need for the clear distinction of independence of trials and independence of events and gives an counterexample of the case that sampling with and without replacement shouldn't be specified as a representative example of independence and dependence of events. The analysis of intuition in this parer is based on intuitions classified by Fischbein and this paper analyzed institutions applied to the concept of independence corresponding intuitions classified by Fischbein.

• The Mathematical Education
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• v.48 no.3
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• pp.353-358
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• 2009

The article discusses the independence concept occurring in the learning of probability. The author does not distinguishes the independence in the events from the independence in the trials. Instead, the author suggests the physico-empirical independence and the logico-mathematical independence to distinguish between the two concepts.

• Journal for History of Mathematics
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• v.15 no.2
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• pp.135-140
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• 2002

In this paper, we explain independence and mutually exclusiveness of events. Also we explain independence and uncorrelation of random variables. Finally we compare with differences as examples.

• The Mathematical Education
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• v.47 no.3
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• pp.373-386
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• 2008

In highschool probability education, this study analyzed conflicts between intuitive concept and formal definition which originates from the process of establishing the concept of statistical independence. In judging independence, completely different types of problems requiring their own approach was analyzed by dividing them into two types. By doing so, this study researched a way to view independence as an overall idea. That is purposed to suggest a solution to a conflicts between intuitive concept and formal definition and to help not to judge independence out of wrong intuition. This study also suggests that calculation process which leads to precise perception of sample space and event be provided when we prove independence by expressing events with assembly symbols.

• Proceedings of the Korea Water Resources Association Conference
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• 2015.05a
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• pp.537-537
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• 2015

In recent decades, the independence and identical distribution (iid) assumption for extreme events has been shown to be invalid in many cases because long-term climate variability resulting from phenomena such as the Pacific decadal variability and El Nino-Southern Oscillation may induce varying meteorological systems such as persistent wet years and dry years. Therefore, in the current study we propose a new parameter estimation method for probability distribution models to more accurately predict the magnitude of future extreme events when the iid assumption of probability distributions for large-scale climate variability is not adequate. The proposed parameter estimation is based on a metaheuristic approach and is derived from the objective function of the rth power probability-weighted sum of observations in increasing order. The combination of two distributions, gamma and generalized extreme value (GEV), was fitted to the GEV distribution in a simulation study. In addition, a case study examining the annual hourly maximum precipitation of all stations in South Korea was performed to evaluate the performance of the proposed approach. The results of the simulation study and case study indicate that the proposed metaheuristic parameter estimation method is an effective alternative for accurately selecting the rth power when the iid assumption of extreme hydrometeorological events is not valid for large-scale climate variability. The maximum likelihood estimate is more accurate with a low mixing probability, and the probability-weighted moment method is a moderately effective option.

• (The) Research of the performance art and culture
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• no.25
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• pp.135-181
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• 2012

The celebration day of national foundation(開國紀元節) is to celebrate the foundation of Joseon by Taejo Lee Seong Gye. It is also shortly called as the celebration day. The events celebrating this were performed either on a large or small scale by the court or the people from 1895 right before 1910, the Korea-Japan Annexation. As you can see from the period of its performance, the celebration day of national foundation was not one of the Joseon's traditional court events, but it was one of the national holidays(慶節) institutionalized newly after the port opening (1876). In Korea, too, they strived to concentrate on modernization as exchanging with all different countries in the world after the port opening. Also, they considered how to concretize all different celebration events for national holidays characterized by the modern days of celebration. As a result, additionally or partly from the traditional court events, the events to celebrate national holidays appeared one after another from 1895. And this article examined the celebration day of national foundation, one of the national holidays referred to as modern-style days of celebration. The event to celebrate this can be seen from Geongbok-gung(景福宮) on the day of July 16th, 1895. And the Independence Association(獨立協會) also held the event for the celebration day of national foundation. The event performed for the celebration day of national foundation shows very distinct aspects on the ground to maintain the congratulatory ways partly. In particular, the ritual for the celebration day of national foundation held by the Independence Association induced modernized ways of celebration such as the congratulatory address and speech, and it also included new elements like the harmony of various music including court music(宮中音樂) or Chang-ga(唱 歌).

• School Mathematics
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• v.3 no.1
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• pp.101-108
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• 2001

Classroom exercise using the randomized response technique may be used to summarize a high school unit of instruction on probability. In this paper, we show that the derivation of the formula for this technique illustrates basic concepts in probability, such events being mutually disjoint and independent.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.69-79
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• 2011

The purpose of this study is to analyze 3rd, 4th and 5th graders' probability understanding and raise issues concerning instructional methods and search for the possibility of learning probability. For the purpose, a descriptive study through pencil-and-paper test regarding fairness, sample space, probability of event, probability comparison, independence and conditional probability was conducted. The following conclusions were drawn from the results obtained in this study. First, the 3rd, 4th, and 5th grade students scored the highest in the sample space questions. In descending order of skill, the students scored the highest in sample space following probability of events, fairness and probability comparison. Second, however, the level of independence understanding was low. There was no meaningful differences between grades and the conditional probability was the least understood. The independence is difficult to develop naturally according to cognitive development. The conditional probability recognizing the probability of an event changes in non-replacement situations was very difficult for these students. Third, there were significant differences between the 5th graders and the 3rd and 4th graders in the probability comparison questions. It shows that 5th graders understand the concept of proportion when they compare equal ratio probability of an event. The 3rd graers could do different ratio probability of an event more easily than equal ratio probability of an event after they were instructed on probability comparison.