• Communications of Mathematical Education
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• v.29 no.3
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• pp.441-463
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• 2015

The big issue of mathematics education in 2009 revised curriculum is to introduce story-telling in math textbook and to aim toward the math that students can learn easily and interestingly. Therefore, this study examine the perception of middle school teachers in working with story-telling, analyze actual utilization of story-telling in class and provide the basic materials for effective practical application. After making questionnaires to check the real conditions of the story-telling and asking math teachers in charge of the first and second graders, this research came to the conclusion as follows. First, the teachers who took part in this research showed positive perception in story-telling textbook the practical use of a variety of materials and the improvement of thinking faculty and creativity. Second, math teachers made use of a variety of storytelling data and especially reflection media in class, but this was limited in introductory part. Mathematic concept was delivered mainly through the activities of exchanging questions and answers between the teachers and students. Third, students showed positive reaction about story-telling class on the whole. For example, they understood the concept easily and they could apply it in real life. However, story-telling failed to bring the attention and interest of math itself. Therefore, teachers' ability is needed in the way that math knowledge and concept should be formed and expressed interestingly.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.198-210
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• 2013

The purpose of this study investigates high school students' recognition and realities on the integrated science essay and is to suggest desirable direction of integrated science essay of how eduction. To this end, this paper was a questionnaire developed for use, it consists of the status, the writing skills and recognition of integrated science essay. Firstly, all grade students recognize the interest in integrated science essay class, but the need for third grade boys urgently was feeling. Second, STEAM class as a whole than average preference was. Third, integrated science essay was the most relevant, then was mathematics, languages, philosophy ethics, and social. Fourth, integrated science essay class with boys than girls in grade 1, science essay writing, reading science-related essay books, grammar, knowledge of the science and philosophy of science lessons, classes STEAM, read commentary essay reference all on the item, the higher affinity. Currently being implemented in integrated science essay test compared to the first, team teaching approach in schools project under one class teaches students how many teachers should be made. Second, it would require modifications of course content tailored to the preferences of female preference for science higher grade female students to disappear.

• Communications of the Korean Mathematical Society
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• v.34 no.1
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• pp.279-286
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• 2019

Complex Grassmann manifolds $G_{n,k}$ are a generalization of complex projective spaces and have many important features some of which are captured by the $Pl{\ddot{u}}cker$ embedding $f:G_{n,k}{\rightarrow}{\mathbb{C}}P^{N-1}$ where $N=\(^n_k\)$. The problem of existence of cross sections of fibrations can be studied using the Gottlieb group. In a more generalized context one can use the relative evaluation subgroup of a map to describe the cohomology of smooth fiber bundles with fiber the (complex) Grassmann manifold $G_{n,k}$. Our interest lies in making use of techniques of rational homotopy theory to address problems and questions involving applications of Gottlieb groups in general. In this paper, we construct the Sullivan minimal model of the (complex) Grassmann manifold $G_{n,k}$ for $2{\leq}k<n$, and we compute the rational evaluation subgroup of the embedding $f:G_{n,k}{\rightarrow}{\mathbb{C}}P^{N-1}$. We show that, for the Sullivan model ${\phi}:A{\rightarrow}B$, where A and B are the Sullivan minimal models of ${\mathbb{C}}P^{N-1}$ and $G_{n,k}$ respectively, the evaluation subgroup $G_n(A,B;{\phi})$ of ${\phi}$ is generated by a single element and the relative evaluation subgroup $G^{rel}_n(A,B;{\phi})$ is zero. The triviality of the relative evaluation subgroup has its application in studying fibrations with fibre the (complex) Grassmann manifold.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.251-272
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• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.

• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.283-308
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• 2021

This study aims to analyze statistical tasks in Korean and Singaporean textbooks with the mathematical modeling perspective and compare the learning contents and experiences of students from both countries. I analyzed mathematical modeling tasks in the textbooks based on five aspects: (1) the mathematical modeling process, (2) the data type, (3) the expression type, (4) the context, and (5) the mathematical activity. The results of this study show that Korean and Singaporean textbooks provide the highest percentage of the "working-with-mathematics" task, the highest percentage of the "matching task," and the highest percentage of the "picture" task. The real-world context and mathematical activities used in Korean and Singaporean textbooks differed in percentage. This study provides implications for the development of textbook tasks to support future mathematical modeling activities. This includes providing a balanced experience in mathematical modeling processes and presenting tasks in various forms of expression to raise students' cognitive level and expand the opportunity to experience meaningful mathematizing. In addition, it is necessary to present a contextually realistic task for students' interest in mathematical modeling activities or motivation for learning.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.401-420
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• 2010

The purpose of this research is to find out effectiveness of geometry learning through spatial reasoning activities on mathematical problem solving ability and mathematical attitude. In order to proof this research problem, the controlled experiment was done on two groups of 6th graders in N elementary school; one group went through the geometry learning style through spatial reasoning activities, and the other group went through the general geometry learning style. As a result, the experimental group and the comparing group on mathematical problem solving ability have statistically meaningful difference. However, the experimental group and the comparing group have not statistically meaningful difference on mathematical attitude. But the mathematical attitude in the experimental group has improved clearly after all the process of experiment. With these results we came up with this conclusion. First, the geometry learning through spatial reasoning activities enhances the ability of analyzing, spatial sensibility and logical ability, which is effective in increasing the mathematical problem solving ability. Second, the geometry learning through spatial reasoning activities enhances confidence in problem solving and an interest in mathematics, which has a positive influence on the mathematical attitude.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.545-562
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• 2009

Calculus is used in various parts of human life and the basis of social science such as economics and public administration. Yet that is still considered important in the field of science and technology only, and there have been a lot of disputes on that phenomenon. Fortunately, calculus is going to be taught as part of the academic high school second-year mathematics curriculum in and after 2010. Students who face calculus for the first time should be helped not to lose interest in differentiation learning, not to be apprehensive of it nor to avoid it. The purpose of this study was to examine the types of errors made by students in the course of solving differentiation problems in an effort to lay the foundation for differentiation education. A pilot test was conducted after generalized differentiation problems to which students were usually exposed were selected, and experts were asked to review the pilot test. And then a finalized test was implemented to make an error analysis according to an error type analysis framework to serve the purpose.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.333-348
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• 2023

Clear analysis and diagnosis of various characteristic factors of individual students is the most important in order to realize individual customized teaching and learning, which is considered the most essential function of math artificial intelligence-based digital textbooks. In this study, analysis factors and tools for individual customized learning diagnosis and construction models for data collection and analysis were derived from mathematical AI digital textbooks. To this end, according to the Ministry of Education's recent plan to apply AI digital textbooks, the demand for AI digital textbooks in mathematics, personalized learning and prior research on data for it, and factors for learner analysis in mathematics digital platforms were reviewed. As a result of the study, the researcher summarized the factors for learning analysis as factors for learning readiness, process and performance, achievement, weakness, and propensity analysis as factors for learning duration, problem solving time, concentration, math learning habits, and emotional analysis as factors for confidence, interest, anxiety, learning motivation, value perception, and attitude analysis as factors for learning analysis. In addition, the researcher proposed noon data on the problem, learning progress rate, screen recording data on student activities, event data, eye tracking device, and self-response questionnaires as data collection tools for these factors. Finally, a data collection model was proposed that time-series these factors before, during, and after learning.

• The Korean Journal of Applied Statistics
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• v.15 no.1
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• pp.153-163
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• 2002

There seems to be a little trouble in delivering an effective teaching of statistics at the school of Business. Students attitude toward the understanding of mathematics appears to be one of the hindrances encountered to the wide spread use of statistics. Nevertheless, the usefulness of statistics is notably appreciated these days although students may not be aware of it. It is true that many processes of decision-making are based on various future uncertainties, however, decisions must be made at the present. In this synopsis, we would like to solve simple business problems, thereby, suggest more constructive ways to match the statistics with the interest of management. We, in the mean time, will talk about the understanding of business, method of teaching, and Monte Carlo education.

• Journal of health informatics and statistics
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• v.43 no.4
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• pp.318-328
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• 2018

Objectives: People are living longer, but often with diseases or chronic conditions. As a consequence, interest in resolving insurance blind spots is growing. This study provides substandard risk-relevant statistics to help substandard risks who are likely to fall in insurance blind spots obtain insurance coverage, such as the reimbursement of medical costs, as well as to stimulate insurance product development. Methods: This study uses National Health Insurance Service (NHIS) cohort data to determine the relevant statistics. The incidence rates of severe diseases are derived and compared against standard risks to establish a set of relative risk factors. These incidence rates of standard and substandard risks are then compared. Results: Currently, an individual's cancer history is used in the underwriting process for simplified issue insurance. However, underwriting focusing on hospitalization and procedures related to serious illnesses could lower premiums for substandard risks. Moreover, the statistical results could be used to expand the coverage of health insurance products. Conclusions: This study's relative risk factors can be used to derive simplified issue premium rates for substandard risks. They can also be used to implement discount and loading schemes for medical reimbursement insurance and help insurance companies implement proactive risk management.