• Communications of Mathematical Education
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• v.27 no.3
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• pp.179-203
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• 2013

The purpose of this study was to discuss the example that developed geometry model textbook based on storytelling using real-life context. To achieve this purpose, we first elaborated the meaning of the textbook based on storytelling with real-life context, and then we discussed the outline of the story and the summary of each lesson. This study defined the storytelling textbook with real-life context as the textbook consisting of activities that explored and organized mathematical concepts by using real-life situations as materials of stories. The geometry textbook we developed employed two real-life materials, a map and a set square: we used a map for the coordinate geometry and a set square for the equation of a line. To attract students' interest, we introduced confrontation between a teacher and two students and a villain. We implemented experimentation with the textbook based on storytelling in order to verify its validity. The participants were 25 students that were enrolled in a high school in Seoul. Among them, 17 participants were surveyed. Students' answers from the survey questionnaire suggested that the geometry textbook we developed based on storytelling helped them learn mathematics and that the instruments such as a map and a set square helped them understand mathematical concepts. However, their opinion implied that the story of the textbook needed to be improved so that the story reflected more realistic contexts that were familiar with students.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.573-588
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• 2015

In this paper, we introduce development process and application of a simple and effective model of a statistics laboratory using open source software R, one of leading language and environment for statistical computing and graphics. This model consists of HTML files, including Sage cells, video lectures and enough internet resources. Users do not have to install statistical softwares to run their code. Clicking 'evaluate' button in the web page displays the result that is calculated through cloud-computing environment. Hence, with any type of mobile equipment and internet, learners can freely practice statistical concepts and theorems via various examples with sample R (or Sage) codes which were given, while instructors can easily design and modify it for his/her lectures, only gathering many existing resources and editing HTML file. This will be a resonable model of laboratory for studying statistics. This model with bunch of provided materials will reduce the time and effort needed for R-beginners to be acquainted with and understand R language and also stimulate beginners' interest in statistics. We introduce this interactive statistical laboratory as an useful model for beginners to learn basic statistical concepts and R.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.118-125
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• 2006

The purpose of the study was to research science gifted students' learning styles and perceptions on subject matter content. The data was collected from primary science and mathematics classes of a University Center for Science Gifted Education, science classes of a Metrocity Primary Gifted Education Institute, and classes of a normal school. The results of the study were that gifted students perceived the school curriculum much easier than non-gifted students did, ($X^2(4)=33.180$, p<.001), and that levels of interest in the content did not differ between the groups, but 34.6 percent of the total students responded that they found the content uninteresting. Gifted students did not see the content as being important compared to the non-gifted students, ($X^2(4)=12.443$, p<.05), and gifted students valued the methods used higher than the actual content of the textbook. The most helpful activities for their teaming that gifted students chose were projects, listening to teachers, and conducting experiments, amongst others. They also preformed 'teaming at their own speed in a mixed group'" for the study of social studies, science, and mathematics, whereas non-gifted students preformed teaming at the same speed. The two groups of science gifted students varied especially in their perceptions of most helpful activities. It is suggested that special programs for fulfilling gifted students' needs and abilities need to be developed and implemented.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.835-846
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• 2017

The purpose of this study is to investigate the perceptions of scientifically gifted middle school students about their engineering design process according to gender and talent division. The instrument in surveying their perceptions about the engineering design process consists of 24 items (Likert 5 point type) five domains: problem definition, information collection and utilization, idea generation, inquiry performance, and teamwork (communication, cooperation, leadership). A total of 102 scientifically gifted students participated in the survey, according to gender (69 males and 33 females) and talent divisions (physics, biological sciences, software, mathematics, space-geological sciences, and chemistry). They had a high level of awareness of their engineering design ability. It is necessary to develop a customized gifted-education program so that their talent in their field of interest can be fully displayed according to the gender and talent division. In addition, the teaching and learning methods and strategies of the engineering design program for the scientifically gifted middle school students should be established to fully reflect the practical needs of the talented.

• Journal of the Korean Mathematical Society
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• v.46 no.2
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• pp.363-447
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• 2009

The author previously defined the spectral invariants, denoted by $\rho(H;\;a)$, of a Hamiltonian function H as the mini-max value of the action functional ${\cal{A}}_H$ over the Novikov Floer cycles in the Floer homology class dual to the quantum cohomology class a. The spectrality axiom of the invariant $\rho(H;\;a)$ states that the mini-max value is a critical value of the action functional ${\cal{A}}_H$. The main purpose of the present paper is to prove this axiom for nondegenerate Hamiltonian functions in irrational symplectic manifolds (M, $\omega$). We also prove that the spectral invariant function ${\rho}_a$ : $H\;{\mapsto}\;\rho(H;\;a)$ can be pushed down to a continuous function defined on the universal (${\acute{e}}tale$) covering space $\widetilde{HAM}$(M, $\omega$) of the group Ham((M, $\omega$) of Hamiltonian diffeomorphisms on general (M, $\omega$). For a certain generic homotopy, which we call a Cerf homotopy ${\cal{H}}\;=\;\{H^s\}_{0{\leq}s{\leq}1}$ of Hamiltonians, the function ${\rho}_a\;{\circ}\;{\cal{H}}$ : $s\;{\mapsto}\;{\rho}(H^s;\;a)$ is piecewise smooth away from a countable subset of [0, 1] for each non-zero quantum cohomology class a. The proof of this nondegenerate spectrality relies on several new ingredients in the chain level Floer theory, which have their own independent interest: a structure theorem on the Cerf bifurcation diagram of the critical values of the action functionals associated to a generic one-parameter family of Hamiltonian functions, a general structure theorem and the handle sliding lemma of Novikov Floer cycles over such a family and a family version of new transversality statements involving the Floer chain map, and many others. We call this chain level Floer theory as a whole the Floer mini-max theory.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.10a
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• pp.271-274
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• 2013

Considering the recent trend highlighting the importance of STEAM education, the purpose of this study is to develop scientific research activities and STEAM technology material using the smart device sensor. Drawing a picture on a map with GPS drawing application which contains elements such as IT, geographic information, sports and arts, we intent not just to install a smartphone application but also to get synergic effects and help with real cartography and geographic classes which are not experienced in the middle school curriculum, by using the functions of a smart device. Through the development of STEAM teaching material, we intended to provide a clear direction towards advancement by developing creative teaching data and teaching models which encourage students to improve their interest and creativity in science, technology, engineering, art, and mathematics.

• Journal of the Korea Society for Simulation
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• v.28 no.3
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• pp.49-56
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• 2019

In this paper, we deal with two pricing of bond options using the relationship between the forward rate model and the Libor rate model. First, we derive a formula for obtaining discounted bond prices using the restrictive condition of the Ritchken and Sankarasubramanian (RS), and then use the volatility function relationship of the forward rate and the Libor rate models to find the analytic solution (AS) of bond options pricing. Second, the price of the bond options is calculated by simulating several scenarios from the presented condition using Monte Carlo Simulation (MCS). Comparing the results of the implementation of the above two pricing methods, the relative error (RE) is obtained, which means the ratio of AS and MCS. From the results, we can confirm that the RE is around 3.9%, which means that the price of the bond options can be predicted very accurately using the MCS as well as AS.

• Journal of Science and Technology Studies
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• v.17 no.1
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• pp.71-115
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• 2017

In 1953, theoretical physicist George Gamow attempted to explain the process of protein synthesis by hypothesizing that the base sequence of DNA encodes a protein's amino acid sequence and, in response, proposed the nucleic acid-protein information transfer model, which he dubbed the "diamond code." After expressing interest in discussing the daring hypothesis, contemporary biologists, including James Watson, Francis Crick, Sydney Brenner, and Gunther Stent, were soon invited to join the RNA Tie Club, an informal research group that would also count biologists and various researchers in physics, mathematics, and computer engineering among its members. In examining the club's formation, growth, and decline in multidisciplinary research on deciphering the genetic code in the 1950s, this paper first investigates whether Gamow's idiosyncratic approach could be adopted as a collaborative research forum among contemporary biologists. Second, it explores how the RNA Tie Club's research agenda could have been expanded to other relevant research topics needing multidisciplinary approach? Third, it asks why and how the RNA Tie Club dissolved in the late 1950s. In answering those questions, this paper shows that analyses on the intersymbol correlation of the overlapping code functioned to integrate diverse approaches, including sequence decoding and statistical analysis, in research on the genetic code. As those analyses reveal, the peculiar approaches of the RNA Tie Club could be regarded as a useful method for biological research. The paper also concludes that the RNA Tie Club dissolved in the late 1950s due to the disappearance of the collaborative research agenda when the overlapping code hypothesis was abandoned.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.339-347
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• 2007

Along with developments of information and communication technologies, internet has spread not only all over the society, but also our everyday life deeply. Recently, requirements for e-learning using internet in the educational aspect have a great influence on the changes of school educations. Cyber Home Learning System, in particular, has been implemented throughout the nation for the purpose of reducing private expenditure for education and promoting substantial improvements in quality of public education. However, there have been exposed many problems with respect to quality of operations and managements of the system comparing to its quantitative growth, and so, at this point in time, researcher conducted analysis of actuality of perceptions of both elementary and middle school teachers with a focus on the case of S System in K province. To test this, total 278 participants were sampled from the elementary schools (139 teachers) and the middle schools (139 teachers) located in K province and were asked to complete a survey and the results therefrom were analyzed accordingly. Results from the analyses revealed that elementary school teachers responded more positively than other respondents in the most areas, including supply of a variety of learning contents of S System, quality of contents, and providing for helps insomuch as to complement school works, etcetera. In addition, researcher has found out that, to make the system become all the more efficient, it shall be required to establish a strategy in order to induce students' interest in the system, as well as to construct infrastructure for facilitating the use of computer. And that there are also needs for continuous supports from both the school and the education authority concerned, and for method of flexible operation of curriculum.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.708-717
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• 2013

The new paradigm of the 21st Century science education explores a wide range of possibilities that can foster students' interest toward science and creative convergence thinking. In this study, through the analysis of programs that were developed in 'STEAM leader school' and 'STEAM teacher association for research' supported by the 'Ministry of Education, Science, and Technology,' we analyzed the linking frequency with each of STEAM education's fields and teachers' perception for the convergence strategy of technology and engineering. The results of this study show that linking frequency of technology and engineering is lower than the field of arts and mathematics in elementary school, but higher in middle and high school. 'Introduction technology contents in lives' in technology and 'crafts activity' in engineering are the most used teaching and learning strategy in STEAM education. But, although 'crafts activity' is engineering's major way of learning, many teachers understand and use it as a technological teaching learning strategy. It is important to understand that each of STEAM education's field has a unique nature and educational implications, for the effective settlement of STEAM education, we need to consider teaching and learning strategy in various way.