• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.557-579
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• 2002

The purpose of this study is to find out the problems which are caused when the limit concept of sequences is learned through an intuitive definition and to suggest a way of solving those problems. Students in Korea study the limit concept of sequences through an intuitive definition. They fail to apply the intuitive definition properly to the problems and they are apt to have misconception even though the Intuitive definition is applied properly. To solve these problems, this study examined the develop- mental process of the limit concept of sequences from the Intuitive definition to the formal definition, and looked into the way of students' internalization of the process through a field study. In this study, the levels of the limit concept of sequences possessed by the students at ZPD are as follows; level 0 : Students understand the limit concept of sequences through the intuitive definition. level 1 : Students understand the limit concept of sequences as 'The difference between $\alpha$$_{n}$ and $\alpha$ approaches 0' rather than 'The sequence approaches $\alpha$ infinitely.' level 2 : Students understand the limit concept of sequences through the formal definition. The levels of students' limit concept development were analysed by those criteria. Almost of the students who studied the limit concept of sequences through the intuitive defition stayed at level 0, whereas almost of the students who studied through the formal definition stayed at level 1. Through the study, I found that it was difficult for the students to develop the higher level of understanding for themselves but the teachers and peers could help the students to progress to the higher level. Students' learning ability was one of major factors that make the students progress to the higher level of understanding as the concept was developed hierarchically from Level 0 to Level 2. If you want to see your students get to the higher level of understanding in the limit concept, you need to facilitate them to fully develop understanding in lower levels through enough experiences so that they can be promoted to the highest level.

• The Research Journal of the Costume Culture
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• v.5 no.1
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• pp.71-83
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• 1997

It is the important situation that the fashion industry is faced to enormous changes in the nation and worldwide market. To cope with this situations, it is necessary to clarify that the concept of fashion design and its process. This study was conducted as followings : 1. Fashion design is the process of problem solving including the steps of understanding problem, visualizing the image of a design concept. 2. The systematic and intuitive approach is harmonized to solve the process of fashion design. 3. The step of understanding problem is consist of the analysis of environments, the explanation of problem, the determination of purposes, the definition of problem and the visualizing the image of a design concept. 4. In the step of the visualizing the image of a design concept, the intuitive approaches can be clarifies as the importance of start, the step by step process, the determination of a design concept, the fixations of an image, the image realization through real objects, the diminution a difference between a concept and a visualizing the image and the necessity of exercises.

• School Mathematics
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• v.15 no.2
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• pp.389-404
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• 2013

Researchers have suggested that students should be experienced in progress of geometric thinking set out in naive and intuitive level and deduced throughout gradual formalization rather than completed mathematics are conveyed to students for students' understanding. This study examined naive and intuitive thinking of students by investigating students' geometric problem solving without diagrams. The students showed these naive thinking: lack of recognition of relation between problem and conditions, use of intuitive judgement depending on diagrams, lacking in understanding of role of specific case, and use of unjustified assumption. This study suggests implication for instruction in geometry.

• Journal for History of Mathematics
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• v.32 no.6
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• pp.281-299
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• 2019

Mathematical problem solving has become a major concern in school mathematics, and methods to enhance children's mathematical problem solving abilities have been the main topics in many mathematics education researches. In addition to previous researches about problem solving, the development of a mathematical problem solving method that enables children to establish mathematical concepts through problem solving, to discover formalized principles associated with concepts, and to apply them to real world situations needs. For this purpose, I examined the necessity of problem solving education and reviewed mathematical problem solving researches and problem solving models for giving the theoretical backgrounds. This study suggested the problem solving approach based on the intuitive and the formal inquiry which are the basis of mathematical discovery and inquiry process. And it is developed to keep the balance and complement of the conceptual understanding and the procedural understanding respectively. In addition, it consisted of problem posing to apply the mathematical principles in the application stage.

• School Mathematics
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• v.4 no.4
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• pp.677-688
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• 2002

The context and intuitive understanding is very important in Statistics Education. Especially, there is a need to mitigate student's difficulty in studying probability density function. One of teaching method this concept is to using relative frequency histogram. But, as using this method, we should know several problems included in that. This study investigate problems in the method for teaching probability density function as gradual meaning of histogram. Also, as alternative approach, this thesis introduce the density curve concept. The application of four methods to teach the concept of the probability density function and analysis of the survey result is done in this research.

• The Transactions of the Korean Institute of Electrical Engineers A
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• v.48 no.1
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• pp.76-81
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• 1999

The degree of relative similarity between 2D patterns is obtained using Open-Ball Scheme. Open-Ball Scheme employs a method of transforming the geometrical information on 3D objects or 2D patterns into the features to measure the relative similarity for object(patten) recognition, with invariance on scale, rotation, and translation. The feature of an object is used to obtain the relative similarity and mapped into [0, 1] the interval of real line. For decades, Moment-Invariant Method has been used as one of the excellent methods for pattern classification and object recognition. Open-Ball Scheme uses the geometrical structure of patterns while Moment Invariant Method uses the statistical characteristics. Open-Ball Scheme is compared to Moment Invariant Method with respect to the way that it interprets two-dimensional patten classification, especially the paradigms are compared by the degree of closeness to human's intuitive understanding. Finally the effectiveness of the proposed Open-Ball Scheme is illustrated through simulations.

• Journal of KIISE:Software and Applications
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• v.29 no.1_2
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• pp.126-131
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• 2002

The problem whether a given grammar G generates an LL language or not is investigated in respect of LL transformable grammars. The previous work involves a nondeterministic intricated parser construction for the characterization of LL transformable grammars. The method hence does not give the intuitive understanding of the essence of LL languages. This paper suggests a characterization of LL transformable grammars based on grammatical derivations instead of the complicated parser construction. The new characterization contributes to intuitive understanding of the essence of LL languages.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.176-188
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• 2003

Self-induction is an important concept in the field of electromagnetism, which is dealt with in all the high school physics textbooks. According to the results of the survey on self-induction, most of general high school students and even science high school students have overgeneralized concepts that high self-induced emf. are produced whenever the switch is turned off in the circuit containing inductors. The reasons of this overgeneralization on self-induction could be explained through the analysis of current high school physics II textbooks. Main reasons can be attributed to the fact that, by depending on their intuitive ideas, students try to vaguely explain the concept, based on lighting up of Ne tube in the special circuit. This study found out qualitative method to have students effectively understand self-induction based on quantitative interpretation to gain scientific understanding on self-induction.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.499-518
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• 2013

The purpose of this study is to examine the preservice secondary mathematics teachers understanding and dimensions of knowledge about definition of irrational numbers and irrational numbers and operations. I adopted a framework consisting of formal dimensions, intuitive numbers, algorithmic dimentions suggested by Tirosh et al.(1998) by adding instrumental dimension for his study. I surveyed 65 preservice secondary mathematics teachers who are in bachelor program and post-bachelor program for teacher certificate by using a questionnaire suggested by Sirotic and Zazkis(2007). The results of this study suggest that 83.1% of the participants gave correct answers in definitions of irrational numbers. 43% of the preservice secondary teachers gave correct answers in adding with irrational numbers. Also 91% of the preservice teachers gave correct answers in multiplying irrational numbers. The preservice teachers appeared to understand irrational numbers and operations at formal dimension. More than half of the preservice teachers gave incorrect answers in adding irrational numbers and a few participants gave incorrect in multiplying irrational numbers. The preservice teachers seemed to understand irrational numbers and operations at intuitive or instrumental dimension. The results also suggest that the preservice secondary mathematics teachers have incorrect understanding about irrational numbers.

• Archives of design research
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• v.16 no.2
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• pp.301-310
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• 2003

The interface design of mobile products has become a hot issue recently as a variety of products are being developed for extended usages. There have been two different views on interface design of mobile products like PDAs(personal digital assistants) or cellular phone. One 치aims that the current interface design of PC cannot be directly applied because mobile products have their own specific functions and requirements. On the meantime, the other argues that an extended application of PC metaphors to mobile products can have advantages because users'PC experiences can reduce the learning efforts and thus contribute to intuitive understanding mobile products. In this research, two types of PDAs, developed according to the aforementioned conflicting philosophies were compared and evaluated, based on laboratory-based usability testing conducted by novice users. The experiment consists of asking subjects to perform identical tasks for the two different types of products. The interaction data collected during usability testing were analyzed in terms of time taken, rate of success of tasks and errors. The experiment shows that there were some meaningful effects of users'experience of PC on the usability of PDAs.