• The Transactions of the Korean Institute of Electrical Engineers D
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• v.53 no.6
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• pp.433-439
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• 2004

The Helicopter Simulator System is non-linear and complex. Futhermore, because of absence of its accurate mathematical model, it is difficult to control accurately its attitudes such as elevation angle and azimuth one. Therefore, we proposed a Hybrid GA-PID WAVENET(Genetic Algorithm Proportional Integral Derivative Wavelet Neural Network)control technique to control efficiently these angles. The proposed Hybrid GA-PID WAVENET is made through the following process. First, the WAVENET fundamental functions are defined. And their dilation and translation values are adjusted by GA to construct the optimal WAVENET controller. Secondly, the proportional, integral, and derivative gain coefficients of PR controller are tuned optimally. Finally, WAVENET controller which has a good transient characteristic and GA-PE controller which has a good steady state characteristic is adequately combined in hybrid type. Through the computer simulations, it is proved that the Hybrid GA-PE WAVENET control technique has a more excellent dynamic response than PID control technique and GA-PID one.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.107-134
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• 2012

The purpose of this study is to investigate the effectiveness of two teaching methods of word problems, one based on mathematical modeling learning(ML) and the other on traditional learning(TL). Additionally, the influence of mathematical modeling learning in word problem solving behavior, application ability of real world experiences in word problem solving and the beliefs of word problem solving will be examined. The results of this study were as follows: First, as to word problem solving behavior, there was a significant difference between the two groups. This mean that the ML was effective for word problem solving behavior. Second, all of the students in the ML group and the TL group had a strong tendency to exclude real world knowledge and sense-making when solving word problems during the pre-test. but A significant difference appeared between the two groups during post-test. classroom culture improvement efforts. Third, mathematical modeling learning(ML) was effective for improvement of traditional beliefs about word problems. Fourth, mathematical modeling learning(ML) exerted more influence on mathematically strong and average students and a positive effect to mathematically weak students. High and average-level students tended to benefit from mathematical modeling learning(ML) more than their low-level peers. This difference was caused by less involvement from low-level students in group assignments and whole-class discussions. While using the mathematical modeling learning method, elementary students were able to build various models about problem situations, justify, and elaborate models by discussions and comparisons from each other. This proves that elementary students could participate in mathematical modeling activities via word problems, it results form the use of more authentic tasks, small group activities and whole-class discussions, exclusion of teacher's direct intervention, and classroom culture improvement efforts. The conclusions drawn from the results obtained in this study are as follows: First, mathematical modeling learning(ML) can become an effective method, guiding word problem solving behavior from the direct translation approach(DTA) based on numbers and key words without understanding about problem situations to the meaningful based approach(MBA) building rich models for problem situations. Second, mathematical modeling learning(ML) will contribute attitudes considering real world situations in solving word problems. Mathematical modeling activities for word problems can help elementary students to understand relations between word problems and the real world. It will be also help them to develop the ability to look at the real world mathematically. Third, mathematical modeling learning(ML) will contribute to the development of positive beliefs for mathematics and word problem solving. Word problem teaching focused on just mathematical operations can't develop proper beliefs for mathematics and word problem solving. Mathematical modeling learning(ML) for word problems provide elementary students the opportunity to understand the real world mathematically, and it increases students' modeling abilities. Futhermore, it is a very useful method of reforming the current problems of word problem teaching and learning. Therefore, word problems in school mathematics should be replaced by more authentic ones and modeling activities should be introduced early in elementary school eduction, which would help change the perceptions about word problem teaching.

• Education of Primary School Mathematics
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• v.20 no.3
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• pp.225-235
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• 2017

The study in this paper considers how elementary school students' interest in mathematics and STEAM literacy could be promoted by conjoining the learning of mathematics with the learning of drone topics. Survey instrument was developed to measure student attitudes toward mathematics and science subjects and to evaluate student beliefs on learning mathematics embedded in science topics. Data were collected from elementary school students by administering pre- and post-tests: students were intervened with examples of math problems embedded in certain science contexts. The findings indicate that elementary school students' experience of solving mathematics problems embedded in science contexts positively affects the promotion of their attitudes toward, beliefs on science subjects and science and engineering career path selection. We hope that the mathematics program using the drone will be used in the classroom for STEAM.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.345-368
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• 2017

The purpose of this study is to investigate the educational significance of STEAM in school mathematics education by developing a STEAM program that learns mathematical and scientific principles based on patterns and analyzing the effects of developed program. For this purpose, we conducted an experimental class based on the STEAM program developed. STEAM attitude and satisfaction were tested for 120 elementary school students. The results of this study are as follows. First, in terms of STEAM attitude, STEAM-based experimental instruction did not differ significantly in the second grade students. However, there were positive effects in the other five grades. Second, in terms of satisfaction, the proportion of students who were 'generally' was 89%. the proportion of students who were 'not generally' was 3%. Study subject students were found to be generally satisfied with the STEAM-based instruction.

• School Mathematics
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• v.8 no.2
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• pp.107-121
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• 2006

The purpose of this study is to understand various theories of cognitions of mathematics and to compare the difference between students in mathematics education and professors who teach them in their cognition of mathematics. For this purpose, a survey of 'cognitions of mathematics' was done to the students(future teachers) and professors who taught them in the capital area, and the results was statistically analyzed. It shows that professors have almost all of things in common with students in their cognitions of mathematics except some issues such as 'there are usually more than one way to solve mathematical tasks and problems,' or 'It is indispensible for mathematics to be definitional rigor,' which are statistically significant. Many theoretical and empirical grounds were supported for the differences in their responses. The study has, eventually, given valuable suggestions to lead people's attitudes and cognitions of mathematics to a deeper level.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.697-716
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• 2014

The purpose of this paper is to investigate high school students' learning characteristics which revealed in their learning process of limit using GeoGebra. And we are going to analyze effects of teaching of limit using GeoGebra to high school students' interesting and attitudes for mathematics learning. To do this, we selected three high school students as participants and ask them performing limit learning using GeoGebra. We recorded their problem solving process. Through analyzing their problem solving process relate to their solution, we found the followings: First, students did not logically approach based on mathematical properties or given materials, rather showing tendency decide with self-conscious and intuition. Second, it is possible that former reasoning strategies disturb following reasoning in the process of high school students' mathematics learning. Third, learning process of limit using GeoGebra help high school students to identify and correct their errors relate to limit learning. Forth, learning process of limit using GeoGebra positively effects to high school students' interesting and attitudes for mathematics learning.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.17-30
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• 2015

The purpose of this study is to identify how developed program influence students' creativity by analyzing creative thinking and creative attitude which is appeared when mathematically gifted students get the program expected to improve their creativity. For the study, the 'dimension based geometry exploring program' was developed that consist of twelve lessons. The main idea of it, is implication of the novel . Through a pre and post-test, students's creativity were measured and compared. The results show significant changes on the scores of creative thinking skills and creative attitudes. As the result, mathematically gifted students' creative thinking skills and creative attitudes were improved by applying the of dimension based geometry exploring program.

• Journal of the Korean association of regional geographers
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• v.3 no.2
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• pp.151-162
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• 1997

Although modern versions of the traditional Von $Th{\ddot{u}}nen$ theory have contributed to a description of spatial organization in agriculture, they did not incorporate the market mechanism as an integral part of location theory. This deficiency has been indicated and new mathematical structure has been proposed elsewhere by the author. The closed model, which simultaneously considered a basic principle of supply and demand, exposed a computational complexity. Based on the problem, this study attempts to extend market mechanism in order to consider the influence of city (market) size in agricultural location theory. To theoretically explore the economic relationship in a location theory, this study simplifies agricultural activity as just two activities in one-dimensional spatial economy. The problem has been solved by equating total supply and demand of agricultural products, and then by determining each agricultural price from the relationship. All of the mathematical problems have been arranged in matrix form. First, the traditional model and closed model have been compared by quantitative comparative statics which provides the sensitivity test for each model. The results have shown that the traditional model shows a relatively excessive change in land use, besides the deficiency of a constant agricultural price. Second, the effects of the size of market town and its population increase were examined, using the closed model. In this case, the price of agricultural product is increased, and the land use is extended outward. This proves that locational rent is related to the expansion of land use. Third, environmental uncertainty was associated with the closed model, in order to further consider the difference of farmers attitude in strategic perspective. In this study, two extreme attitudes, which reflects the maximum average expected returns and the maximum guaranteed returns, were examined in their land use and their effects on the prices of agricultural products. It was shown that the two farmers attitudes can be interconnected with location theory. Due to the exogenous data, the differences in the area of land use and total quantities of agricultural products were not clearly shown in this study. However, it was shown that the land use pattern is very different. That is, maximum guaranteed return model reveals a mixed land use pattern around the market town. Basically, this study shows some spatial and economic implications related to Von $Th{\ddot{u}}nen$ model.

• Education of Primary School Mathematics
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• v.11 no.1
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• pp.39-57
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• 2008

The purpose of this study is to affirm what influences the lessons applied by reorganizing the ratio-graph unit of level 6-A on the basis on Realistic Mathematics Education(RME) give on mathematical scholastic achievements and mathematical preferences.In order to achieve the purpose of this study, the experimental study was exerted by making two classes of 6 grades in J elementary school located in Gumi city, Gyeongbuk province as subjects. In this study, test of degree of the mathematics learning ability of student, multiple-choice test and descriptive test of the learning dispositions of student were exerted and the results were t-test officially. The results and the conclusions of this study were as follows: First, the results acquired by officially t-test the levels of the mathematics learning ability of student of the group taught by lessons according to the teaching materials reorganized on the basis of RME and the group taught by lessons according to the 7th curriculum show a meaningful difference(p=.007). This means that the lessons according to the teaching materials reorganized on the basis of RME showed meaningful influences on the improvement of degree of the mathematics learning ability of student. Second, the results acquired by officially t-test the learning dispositions of student multiple-choice test of the group taught by lessons according to the teaching materials reorganized on the basis of RME and the group taught by lessons according to the 7th curriculum show a meaningful difference. Especially in the factors of 'mathematical will'(p=.017) and 'mathematical value'(p=.029) were meaningful differences. Also in the descriptive test of the learning dispositions of student, the experimental class showed that it had the potential possibility to have more positive attitudes meaningfully in comparison with the compared class. This means that the lessons according to the teaching materials reorganized on the basis of RME showed meaningful influences on the learning dispositions of student.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.211-230
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• 2009

The purpose of this study was to investigate the effects of using the play with multiplication activities based on Skemp's theory for mathematics achievements and attitudes toward mathematics of elementary school students. For this study, we rearranged Skemp's play activities according to our curriculum in the area of multiplication and applied them to the 2nd grade classes of an elementary school. The plays with multiplication activities were applied to the experimental group while traditional teaching method was used with the current mathematics textbook for the comparative group. We obtained the following conclusions: First, in terms of mathematics achievement, the experimental group who used the plays with multiplication activities based on Skemp's theory didn't show significant difference with the comparative group. Second, it proved that the plays with multiplication activities based on Skemp's theory was more effective for lower level of students than the higher level of students. Third, the plays with multiplication activities based on Skemp's theory have positive effects on improving students' attitudes toward mathematics. We need to use the plays with multiplication activities based on Skemp's theory in the classrooms and find problems with the applying the activities. In addition, we need to develop a more various activities based on Skemp's theory for a better teaching.