• Journal of Educational Research in Mathematics
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• v.18 no.4
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• pp.483-497
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• 2008

This study investigated what kind of informal knowledge is emergent and what role informal knowledge play in process of solving 2-digit by 2-digit multiplication task. The data come from 4 times interviews with a 3th grade student who had not yet received regular school education regarding 2-digit by 2-digit multiplication. And the data involves the student's activity paper, the characteristics of action and the clue of thinking process. Findings from these interviews clarify the child's informal knowledge to modeling strategy, doubling strategy, distributive property, associative property. The child formed informal knowledge to justify and modify her conjecture of the algorithm.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.221-242
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• 2006

For teaching division more effectively, it is necessary to know students' informal knowledge before they learned formal knowledge about division. The purpose of this study is to research students' informal knowledge of division and to analyze meaningful suggestions to link formal knowledge of division in elementary school mathematics. According to this purpose, two research questions were set up as follows: (1) What is the students' informal knowledge before they learned formal knowledge about division in elementary school mathematics? (2) What is the difference of thinking strategies between students who have learned formal knowledge and students who have not learned formal knowledge? The conclusions are as follows: First, informal knowledge of division of natural numbers used by grade 1 and 2 varies from using concrete materials to formal operations. Second, students learning formal knowledge do not use so various strategies because of limited problem solving methods by formal knowledge. Third, acquisition of algorithm is not a prior condition for solving problems. Fourth, it is necessary that formal knowledge is connected to informal knowledge when teaching mathematics. Fifth, it is necessary to teach not only algorithms but also various strategies in the area of number and operation.

• School Mathematics
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• v.7 no.2
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• pp.139-168
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• 2005

The purpose of this study is to investigate children's informal knowledge of the fractional multiplication and to develop a teaching material connecting the informal and the formal knowledge. Six lessons of the pre-teaching material are developed based on literature reviews and administered to the 7 students of the 4th grade in an elementary school. It is shown in these teaching experiments that children's informal knowledge of the fractional multiplication are the direct modeling of using diagram, mathematical thought by informal language, and the representation with operational expression. Further, teaching and learning methods of formalizing children's informal knowledge are obtained as follows. First, the informal knowledge of the repeated sum of the same numbers might be used in (fractional number)$\times$((natural number) and the repeated sum could be expressed simply as in the multiplication of the natural numbers. Second, the semantic meaning of multiplication operator should be understood in (natural number)$\times$((fractional number). Third, the repartitioned units by multiplier have to be recognized as a new units in (unit fractional number)$\times$((unit fractional number). Fourth, the partitioned units should be reconceptualized and the case of disjoint between the denominator in multiplier and the numerator in multiplicand have to be formalized first in (proper fractional number)$\times$(proper fractional number). The above teaching and learning methods are melted in the teaching meterial which is made with corrections and revisions of the pre-teaching meterial.

• The Mathematical Education
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• v.47 no.1
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• pp.91-106
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• 2008

Interviews with 24 pupils in grade 1-2 were used to investigate awareness of the relation between situation and computation in simple quotitive and partitive division problems as informally experienced. Then it was suggested how to connect children's informal knowledge and formal knowledge of division. Most subjects counted cubes or made drawing, and related these methods to the situation described in the problems. In result, quotitive division was experienced as a dealing situation, where the number of items represented by the divisor was repeatedly taken from the whole number. And estimate-adjust was the most frequently displayed way of experiencing partitive division. Therefore, partitive division with its two measurement variables can be related to a measurement model. And children should be taught column algorithms for division with estimated-adjust which pupils used for partitive division problems.

• Journal of the Korean Society for information Management
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• v.16 no.4
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• pp.53-74
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• 1999

This paper describes concept mapping techniques for eliciting and representing knowledge. Concept mapping techniques range from very informal to very formal. Informal concept mapping techniques are usually very easy to use and understand for humans, but not for computers. Formal concept mapping techniques are computational, but humans usually find them hard to understand and use. A knowledge acquisition and representation tools which handle both kinds, and the transition from informal to formal, would be very useful. It is proposed that concept maps be regarded as basic components of any knowledge-based system, complementing text and image with formal and informl active diagrams.

• Korean Institute of Interior Design Journal
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• v.19 no.1
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• pp.200-207
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• 2010

The purpose of this study was to analyze the variables of the state-of-the-art office planning for the productive workplaces of the North America and to predict the adaptability in Korea. Knowledge workers have been considered as the decisive factors for the survival and development of organizations. So, open workplaces have been considered appropriate for the workplace to stimulate their informal knowledge sharing. However, the low individual productivity due to low privacy and distraction in the open workplace has been the key problem. To solve the dilemma, this study suggests that closed individual offices are best for the individual productivity and open conference area and meeting places are essential for the informal knowledge sharing. Some state-of-the-art workplaces such as just-in-time offices and hotelings can provide more space for the individual workplaces and open meeting places without excessive cost burden of organizations.

• East Asian mathematical journal
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• v.25 no.3
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• pp.247-262
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• 2009

Permutation and combination are the part of mathematics which can be introduced the pliability and diversity of thought. In prior studies of permutation and combination, there treated difficulties of learning, strategy of problem solving, and errors that students might come up with. This paper provides the method so that meaningful teaching and learning might occur through the systematic approach of permutation and combination. But there were little prior studies treated counting numbers that basic of mathematics' action. Therefore this paper tries to help the understanding of permutation and combination with the process of changing from informal knowledge to formal knowledge.

• Asian Journal of Innovation and Policy
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• v.10 no.1
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• pp.1-38
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• 2021

The paper examines the role of the informal sector on innovation activities of urban formal manufacturing enterprises in India. It provides empirical evidence on firm-level linkages between formal and informal sectors by using the World Bank Enterprise Survey, 2013-14 and the Innovation Follow-up survey, 2014. Primarily, the paper aims to examine the effect of informal sector competition on innovation in urban formal manufacturing enterprises in India. Secondly, the paper analyses the mediation effect of informal sector competition on innovations in the urban manufacturing enterprises. It determines the direct and indirect influence of business regulations and constraints on innovation outcomes through the mediation effect of informal sector competition by using the SEM "Structural Equation Modeling" guidelines. The econometric results show that informal sector competition has a negative effect on the introduction of product innovations while industry-level informal sector competition has a positive effect on product innovation through the local knowledge spillovers from the informal to the formal sector. However, the informal sector competition was found to have no significant effect on the probability of introducing process innovations. Further, the results show the inhibitive role of informal sector competition on innovation in urban formal manufacturing enterprises is more severe for firms with heavy regulatory burdens and is relatively weakened in firms with resource constraints. This suggests that the informal sector plays an important role in the NIS (National Innovation System) in India.

• Hwankyungkyoyuk
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• v.18 no.3 s.28
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• pp.19-32
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• 2005

This paper examines procedure of informal institute-public school collaboration in an elementary school and analysis environmental effects of informal institute-public school collaboration that follows up curriculum based environmental education programs. The purpose of this program is to improve environmental knowledge, attitudes of elementary students. Partnership between informal environmental Institute(NGO's) and public elementary school teachers established through program. Teachers are encouraged to be involved in student's activities and program assesment. The program we discuss here is a community collaboration project that combines environmental and outdoor education based on school curriculum and student's regional properties. The aim of the study was to describe environmental educational-based school-community partnerships and to examine the advantages and limitations for such collaborations. Qualitative and Quantitative Data are collected and analysed. Outcomes of this program are very positive. Students who were participated in this program gained more environmental awareness, attitude, knowledge, skills and affection to their region. More this programs were helpful to teachers who were participated. Further study needs to practice an exemplary collaboration and development of local school-community partnerships, which yields a blueprint for more productive collaboration in other communities.

• Knowledge Management Research
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• v.13 no.1
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• pp.13-24
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• 2012

Unlike the traditional belief that knowledge flows along the formal reporting procedures, recent social network research has reported the importance of informal social networks which may play a critical role as the real knowledge conduits. In fact, as a complementary approach of utilizing knowledge management systems (KMSs), many firms have focused on managing informal knowledge flow through which to acquire and transfer valuable knowledge in a fast and effective way. In a case of global companies that have newly developed foreign branches or subsidiaries, due to cultural or institutional differences and lack of understanding of knowledge management and its benefits, they often have difficulties in activating knowledge sharing in local branches. In these situations, diagnosing organizational knowledge flow through SNA can be a first step to solve the problems. Therefore, in this paper, I report on the result of case study on a foreign branch of "A" global company by identifying organizational knowledge paths. Based on the results of the diagnosis, some implications and insights for building knowledge management (KM) strategy specified for a newly developed foreign branch will also be discussed.