• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.41-58
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• 2002

This study examines effects of small group cooperative learning on areas of mathematics such as number and calculation, figure, and measurement, and changes of attitude-interest in math in elementary schools. Seventy eight second graders from Jinhae City were divided into the experimental group and the control group. The experimental group was subdivided into small groups of four students who belonged in different levels of math performance. The subdivision was renewed whenever each area was covered. An examination paper which had been developed by Ministry of Education & Human Resources Development and Kyeongsangnamdo Office of Education was given to the subjects. Also, a questionnaire was developed and given to the participants. The results show that, in general, the small group cooperative learning had good effects on the students' ability to solve math problems and, in articular, greater effects on the ability of low-level students. It is revealed that the interaction between the students in small groups affected their attitudes toward and interest in mathematics in a positive way, but did not make perceivable changes in self-confidence of the young Learners.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.41-54
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• 2002

The purpose of this study is to find out what mathematical situation means, how to pose a meaningful situation and how situation-centered teaching could be done. The obtained informations will help learners to improve their math abilities. A survey was done to investigate teachers' perception on teaching-learning in mathematics by elementary teachers. The result showed that students had to find solutions of the textbook problems accurately in the math classes, calculated many problems for the class time and disliked mathematics. We define mathematical situation. It is artificially scene that emphasize the process of learners doing mathematizing from physical world to identical world. When teacher poses and expresses mathematical situation, learners know mathematical concepts through the process of mathematizing in the mathematical situation. Mathematical situation contains many concepts and happens in real life. Learners act with real things or models in the mathematical situation. Mathematical situation can be posed by 5 steps(learners' environment investigation step, mathematical knowledge investigation step, mathematical situation development step, adaption step and reflection step). Situation-centered teaching enhances mathematical connections, arises learners' interest and develops the ability of doing mathematics. Therefore teachers have to reform textbook based on connections of mathematics, other subject and real life, math curriculum, learners' level, learners' experience, learners' interest and so on.

• Journal of Information Processing Systems
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• v.13 no.2
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• pp.321-339
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• 2017

In this work, we are interested in the extraction of areas of interest from satellite images by introducing a MO-TRIBES/OC-SVM approach. The One-Class Support Vector Machine (OC-SVM) is based on the estimation of a support that includes training data. It identifies areas of interest without including other classes from the scene. We propose generating optimal training data using the Multi-Objective TRIBES (MO-TRIBES) to improve the performances of the OC-SVM. The MO-TRIBES is a parameter-free optimization technique that manages the search space in tribes composed of agents. It makes different behavioral and structural adaptations to minimize the false positive and false negative rates of the OC-SVM. We have applied our proposed approach for the extraction of earthquakes and urban areas. The experimental results and comparisons with different state-of-the-art classifiers confirm the efficiency and the robustness of the proposed approach.

• East Asian mathematical journal
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• v.31 no.2
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• pp.245-273
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• 2015

The purpose of this study is to investigate environmental factors that affect mathematics learning of students in multicultural families. For this study, as study subjects, eight elementary school students and one middle school student, who were born and grew up in multicultural families in Korea due to international marriage of Korean father and foreign mother, and their five mothers were selected. To examine factors affecting mathematics learning and interests of students in multicultural families, relationships with parents, friends, and teachers were surveyed, and mathematics attitude test was performed. After conducting one on one interview based on collected questionnaires and results of the attitude test, qualitative data analysis was performed. As a result of survey and interview, positive factors affecting mathematics learning of students in multicultural families included arousing interest in mathematics through mother's mathematics teaching in her mother language and direct teaching, good peer relation, teacher's compliment and encouragement, and lowering the burden of language in accordance with characteristics of mathematics course.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.177-188
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• 2000

Mathematics is extreme the differences of the scholarly attainments in comparison with other subjects at a middle school. Specially, the students at islands and places leave much to be desired the scholarly attainments standards of mathematics. Therefore, every school takes movement class according to level these days. And the small schools put in effect the cooperation of group work through the small groups. These classes are effective at the scholarly attainments extension to some degree, but each student is extreme the differences of scholarly attainments. On this, the small school was the subject of study at the present research and put in effect the cooperation of group work through the small groups. The students were divided in three groups; the top class, average, the low class, And they were offered the fitting textbooks matching the cooperation of group work and the opportunities of discovery learning fitting an individual ability and standard. Consequently, some educational materials were made, for example, question papers, commonness learning materials, choice learning materials. These materials were put in effect to the students to be able to succeed discovery learning. With this, the students were investigated an interest of mathematics and the influence giving at the studies attainment. And the students were put in effect the cooperation of group work through the small groups to improve uniformity and sturdiness of the mathematical education. The conclusion at the present research is as follows. 1) When the students put in effect the cooperation of group work through the small groups, the scholarly attainments of mathematics totally didn't display useful changes as improvement. However, the students of average and the low class gradually seemed to improve the scholarly attainments of mathematics as the help of the top class positively. 2) An individual and cooperation learning in the method of the cooperation of group work through the small groups displayed many changes at the learning attitude of the students by means of discovery learning thanks to the learning heads. 3) When the investigator put in effect the cooperation of group work through rather the small groups than the large groups, the numbers of the students experiencing interest about mathematics increased in 26% and this learning method should continue to progress.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.225-241
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• 2001

This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.20 no.4
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• pp.277-293
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• 2016

We develop an efficient numerical method for pricing the Derivative Linked Securities (DLS). The payoff structure of the hybrid DLS consists with a standard 2-Star step-down type ELS and the range accrual product which depends on the number of days in the coupon period that the index stay within the pre-determined range. We assume that the 2-dimensional Geometric Brownian Motion (GBM) as the model of two equities and a no-arbitrage interest model (One-factor Hull and White interest rate model) as a model for the interest rate. In this study, we employ the Monte Carlo simulation method with the Compute Unified Device Architecture (CUDA) parallel computing as the General Purpose computing on Graphic Processing Unit (GPGPU) technology for fast and efficient numerical valuation of DLS. Comparing the Monte Carlo method with single CPU computation or MPI implementation, the result of Monte Carlo simulation with CUDA parallel computing produces higher performance.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.15 no.2
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• pp.83-96
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• 2011

This work proposes a binomial method for pricing the cliquet options, which provide a guaranteed minimum annual return. The proposed binomial tree algorithm simplifies the standard binomial approach, which is problematic for cliquet options in the computational point of view, or other recent methods, which may be of intricate algorithm or require pre- or post-processing computations. Our method is simple, efficient and reliable in a Black-Scholes framework with constant interest rates and volatilities.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.61-74
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• 2001

The purposes of this study are to develop the mathematical performance assessment tasks and to apply them to the middle school students. And I also intend to know the students' inclination and learning attitude to mathematics. In order to satisfy this study, I developed the performance assessment tasks and the standard program of marking about the mathematical function and statistics for the first grade students at middle school. After examining the students' basic investigation, their inclination and learning attitude to mathematics, I applied these developed tasks to them After that I put both classes and performance assessment into operation in all 15 periods. I set up two classes of the first grade students (49 students) at J middle school in Kongju, Chungcheongnam-do as a model group. The results of this study are as follows: First, owing to the developed performance assessment tasks of function and statistics, the teachers can operate the assessment system as a process of teaching and learning. Second, because of the application of mathematical performance assessment tasks, we can change the students' inclination and learning attitude to mathematics affirmatively. And by using these tasks, we can help the students to think mathematically. In this way, the students will be able to realize the real value of mathematics and have a growing interest in mathematics through all these meaningful processes. Judging from this study, we can elevate the students' abilities of problem solving and reasoning and improve teaching-learning method by applying the performance assessment tasks to them. Thanks to these tasks, the students will be changed affirmatively in their inclination and learning attitude to mathematics. I think that these tasks are very good assessment method which can call forth curiosity and interest. Besides, they can also help the students realize the real value of mathematics.

• Journal of People, Plants, and Environment
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• v.23 no.3
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• pp.321-332
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• 2020

Background and objective: The concept of 'money' in the numbers and operations domain is a fundamentally necessary domain of economic life. This study was conducted to examine the effects of a horticulture-mathematics integration program on mathematical attitude and money calculating ability of high school students with intellectual disabilities. Methods: We analyzed the changes in the mathematical attitude and money calculating ability of students with mild intellectual disabilities in S special school in the city of D, Republic of Korea, with 12 students in the control group and 12 students in the experimental group, from August 27 to October 29, 2019. Results: The results of the comparison showed no statistically significant changes in the three items of mathematical attitude for the control group, while the experimental group, which took part in the horticulture-mathematics integration program, showed statistically significant differences across all three items, such as self-concept about the subject (p = .003), attitude toward the subject (p = .004), and study habit related to the subject (p = .012). The horticulture-mathematics integration program, which was developed by integrating horticultural activities and the mathematics curriculum, used plants and horticultural activities to provide students with positive experiences in mathematics. These included the sense of closeness, curiosity, interest, attention, and enjoyment, leading to positive changes in mathematical attitude. In terms of money calculating ability, both the control group and experimental group showed statistical differences across the three items, but the experimental group showed greater degrees of increase, 15.0 or more, in the scores compared to the control group. Conclusion: These results suggest that utilizing horticultural materials as a part of purchase learning programs with elements of money calculation chapters in the mathematics curriculum could lead to the improvement of students' ability in money calculation. These positive changes are thought to be related to the high degrees of interest in horticulture among students, which led to active participation in the program and enabled the simple and repeated purchase activities in the program to generate positive changes in the money calculation ability of the students.