• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.163-177
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• 2007

Studies on mathematically gifted students have been conducted following Krutetskii. There still exists a necessity for a more detailed research on how these students' mathematical competence is actually displayed during the problem solving process. In this study, it was attempted to analyse the algebraic thinking process in the problem solving a peg puzzle in which 4 mathematically gifted students, who belong to the upper 0.01% group in their grade of elementary school in Korea. They solved and generalized the straight line peg puzzle. Mathematically gifted elementary school students had the tendency to find a general structure using generic examples rather than find inductive rules. They did not have difficulty in expressing their thoughts in letter expressions and in expressing their answers in written language; and though they could estimate general patterns while performing generalization of two factors, it was revealed that not all of them can solve the general formula of two factors. In addition, in the process of discovering a general pattern, it was confirmed that they prefer using diagrams to manipulating concrete objects or using tables. But as to whether or not they verify their generalization results using generalized concrete cases, individual difference was found. From this fact it was confirmed that repeated experiments, on the relationship between a child's generalization ability and his/her behavioral pattern that verifies his/her generalization result through application to a concrete case, are necessary.

• Korean journal of food and cookery science
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• v.31 no.4
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• pp.395-404
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• 2015

The aims of this study were to determine the optimal mixing condition for two different amounts of Gynura procumbens powder and olive oil for the preparation of beef sausage. The experiments were designed according to the central composite design of response surface methodology, which showed 10 experimental points including two replicates of Gynura procumbens powder and olive oil. The physicochemical and mechanical characteristics as well as the sensory properties were measured, and these values were applied to the mathematical optimization models. The results of the physiochemical and mechanical analysis of each sample, including chewiness, cohesiveness, color a, color b, moisture content, salinity and heating loss showed significant differences. The sensory measurements were significantly different in color, flavor, tenderness, texture and overall quality. The optimum formulation, which was calculated using the numerical and graphical method, was determined to be 2.1 g Gynura procumbens powder and 7.06 g of olive oil.

• Korean Journal of Agricultural and Forest Meteorology
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• v.12 no.1
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• pp.45-62
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• 2010

Zero plane displacement (d) is the elevated height of the apparent momentum sink exerted by the vegetation on the air. For a vegetative canopy, d depends on the roughness structure of a plant canopy such as leaf area index, canopy height and canopy density, and thus is critical for the analysis of canopy turbulence and the calculation of surface scalar fluxes. In this research note, we estimated d at the Gwangneung coniferous forest by employing two independent methods of Rotach (1994) and Martano (2000), which require only a single-level eddy-covariance measurement. In general, these two methods provided comparable estimates of $d/h_c$ (where $h_c$ is the canopy height, i.e., ~23m), which ranged from 0.51 to 0.97 depending on wind directions. These estimates of $d/h_c$ were within the ranges (i.e., 0.64~0.94) reported from other forests in the literature but were sensitive to the forms of the nondimensional functions for atmospheric stability. Our finding indicates that one should be careful in interepreation of zero plane displacement estimated from a single-level eddy covariance measurement that is conductaed within the roughness sublayer.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.1-17
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• 2013

In this paper, firstly, 'value', 'vertices', 'height' are discussed, which are used in the multiple contexts. Then 'sketch', 'mental math', 'zero point oneth place/zero point zero oneth place/zero point zereo zero oneth place', 'number of place', 'natural number part/decimal part' are discussed, which are not used consistently. Finally, middle school mathematics terms 'distance', 'number line', 'the value of the expression' are discussed which are used in elementary school mathematics textbooks/workbooks. From these discussions, the following four suggestions are proposed as conclusions. First, as a mathematical term 'value' and 'distance' should be emphasized. As 'distance' is a middle school term, there is a need to consider the 'height' as 'the length of the line segment' instead of 'distance'. Second, 'number of place' which can be replaced with other suitable term, 'the value of the expression' including 'value of $20{\times}4$', 'natural number part/decimal part', 'vertex of pyramid/vertex of cone', 'mental math' should not be used. Third, there is a need to consider the use of 'mixed decimal' and 'proper decimal'. In addition, there is a need to expand the use of 'sketch'. Fourth, there is a need to consider the confirmation of 'number line' as an elementary school mathematics term. In addition, there is a need to consider to specify that 'decimal first place', 'decimal second place', 'decimal third place' can be used equivalently with 'zero point oneth place', 'zero point zero oneth place', 'zero point zereo zero oneth place' respectively.

• School Mathematics
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• v.10 no.3
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• pp.401-422
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• 2008

In the current school curriculum, an alternative assessment method which focuses more on the problem solving process rather than the final solution is being investigated. The goal is to evaluate students' understanding of the subject. A descriptive evaluation is being suggested as a way of examining the thought process of the students by a structured analysis of the problem solving process. But currently, there are not enough descriptive problems available for teachers to effectively carry out the alternative assessment method in the elementary school mathematics curriculum. In this research, we surveyed 197 elementary school teachers in Seoul to determine the status of descriptive evaluation in elementary school mathematics and to understand the teachers perception about the new assessment method. The goal of the survey was to find an effective implication of the new assessment method in elementary mathematics classes. The research showed that the elementary teachers use this assessment method about 4 to 7 times per month in their classes. They give descriptive problem test anytime they think it is appropriate during the Instruction of the topic. More than 90% of the teachers were using this assessment method to improve students' creativity and mathematical thinking. The teachers in the survey also commented that the teachers' administrative responsibility should be reduced and that the school environment in general should be improved for the new assessment method to be successful. Finally the study also showed that development of more descriptive problems in each grade level is needed to progress the new assessment method.

• School Mathematics
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• v.11 no.1
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• pp.17-37
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• 2009

Concept and model of multiplication is not single. Concepts of multiplication can be classified into three cases: repeated addition, times idea, pairs set. Models of multiplication can be classified into four cases: measurement, rectangular pattern, combinatorial problem, number line. Among diverse cases of multiplication's concept and model, which case does elementary mathematics education lay stress on? This question is a controvertible didactical point. In this thesis, (1) mathematical and didactical analysis of multiplication's concept and model is performed, (2) a concrete program of teaching multiplication which is based on times idea is contrived, (3) With this new program, the teaching experiment is performed and its result is analyzed. Through this study, I obtained the following results and suggestions. First, the degree of testee's understanding of times idea is not high. Secondly, a sort of test problem which asks the testee to find times value is more easy than the one to find multiplicative resulting value. Thirdly, combinatorial problem can be handled as an application of multiplication. Fourthly, the degree of testee's understanding of repeated addition is high. In conclusion, I observe the fact that this new program which is based on times idea could be a alternative program of teaching multiplication which could complement the traditional method.

• Journal of the Korea institute for structural maintenance and inspection
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• v.15 no.4
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• pp.165-174
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• 2011

This research aims at the optimal constitution of sensors required to identify the structural shortcoming of roller-coaster. In this research we analyzed the dynamic characteristics of roller-coaster by three dimensional FE modelling, decided on the appropriate location and number of sensors through optimal transducer theory, abstracted the mathematical value of modal features before and after damage on the basis of optimally placed and numbered sensors. and then presented it as a primary information about the basic structure which would be applied to damage estimation. As a target structure, the roller-coater at Seoul Children's Grand Park was chosen and built as a model reduced by one twentieth in size. In order to consider the Kinetics features particular to the roller-coaster structure, we made an exact three-dimensional FE modelling for the model structure by means of Spline function. As for the proper location and number of sensors, it was done by applying EIM and EOT. We also estimated the damage from the combination of strength, flexibility, and model corelation after abstracting the value of modal features. Finally the optimal transducer theory presented here in this research was proved to be valid, and the structural damage was well identified through changes in strength and flexibility. As a result, we were able to present the optimal constitution of sensors needed for the analysis of dynamic characteristics and the development of techniques in dynamic characteristics, which would ultimately contribute to the development of health monitoring for roller-coaster.

• Analytical Science and Technology
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• v.26 no.5
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• pp.307-314
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• 2013

Selenium exists in various forms of chemical species. The activity and bioavailability is strongly dependent on its chemical form and concentration. Consequently the information on each selenium species and its concentration must be exactly determined for the food we take in. In this study, selenium species in seafood were separated and quantified by RP (reversed phase) HPLC (high performance liquid chromatography) coupled with ICP-MS (inductively coupled plasma mass spectrometry) using post-column isotope dilution. $^{79}Br$, which interferes on $^{80}Se$, has mostly been removed by solid phase extraction and then mathematical correction has been applied for the more accurate correction. The experimental result for CRM (certified reference material) DOLT-4 agreed well with the certified value but each selenium species could not be compared. SeCys (selenocysteine) and SeMet (selenomethionine) were the major species detected in seafood such as belt fish, spanish mackerel, and squid that have been serving as Korean diet. The concentrations found in Korean sea food for SeCys and SeMet were in the range of 0-661.6 mg/kg and 137.3-462.7 mg/kg, respectively.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.545-561
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• 2015

The purpose of this study was to analysis how the elements of character are reflected in the 3rd and 4th grade elementary mathematics textbooks based on the 2009 revised curriculum. This study focused on the elements of character in the 3rd and 4th grade mathematics textbooks. The researchers analyzed the elements of character in the students' mathematics textbooks and teacher's guide books. In particular, they analyzed how those elements of character are reflected in those books. Findings of this study are as follows. First of all, the elements of character were founded in the most of units on the 3rd and 4th grade mathematics textbooks, but they were biased to the specific elements of character. Second, the resources using related with character vary in the textbooks. As methods of character education, connections of elements of character with mathematical concepts, broader view of the world, or problem solving are appeared. From the results of the research, we suggest the followings. We need to set the teacher's roles in character education. Mathematics textbooks should include various elements of character for effective character education. In addition to development of quality materials for character education in mathematics education, teacher education programs should include character education in mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.333-351
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• 2016

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 5th and 6th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. The results were as follows. First, the number of STEAM elements in mathematics 5-1, 5-2, 6-1, 6-2 are 151(18.4%), 212(25.9%), 211(25.7%), 246(30.0%), respectively. The 6th Grade than in 5th Grade can be seen a few plenty. Second, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 617(75.2%) and this elements are seen the most. The number of representative art and cultural art is 445(54.3%) and 172(20.9%), respectively. The number of technology-engineering and science is 158(19.2%) and 45(5.5%), respectively. We need to developed to promote use of science element in next mathematics curriculum.