• 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.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.157-170
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• 2017

Mathematics was the main domain of PISA 2012, and both paper-based and computer-based assessment of mathematics (CBAM) were conducted. PISA 2012 was the first large-scale computer-based mathematics assessment in Korea, and it is meaningful in that it evaluated students' mathematical literacy in problem situations using dynamic geometry, graph, and spreadsheet. Although Korea ranked third in CBAM, the use of ICT in mathematics lessons appeared to be low. On the other hand, this study focused on Singapore, which ranked first in CBAM. The Singapore Ministry of Education developed online programs such as AlgeTools and AlgeDisc, and implemented the programs in classes by specifying them in mathematics curriculum and textbooks. Thus, this study investigated influential factors on computer-based assessment of mathematics by comparing the results of Korea and Singapore, and aimed to provide meaningful evidence on the direction of Korea's ICT-based mathematics education. The results showed that ICT use at home for school related tasks, attitudes towards computers as a tool for school learning, and openness and perseverance of problem solving were positively associated with computer-based mathematics performance, whereas the use of ICT in mathematics class by teacher demonstration was negatively related. Efforts are needed to improve computer use and enhance teaching techniques related to ICT use in Korean math classes. Future research is recommended to examine how effectively teachers use ICT in mathematics class in Singapore.

• Journal of Music and Human Behavior
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• v.3 no.1
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• pp.63-76
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• 2006

Melody is defined as adding spatial dimension to the rhythm which is temporal concept. Being able to understand melodic pattern and to reproduce the pattern also requires cognitive skills. Since 1980, there has been much research on the relationship between academic skills and music cognitive skills, and how to transfer the skills learned in music work to the academic learning. The study purported to examine various research outcomes dealing with the correlational and causal relationships between musical and academic skills. The two dominating theories explaining the connection between two skills ares are "neural theory" and "near transfer theory." The theories focus mainly on the transference of spatial and temporal reasoning which are reinforced in the musical learning. The study reviewed the existing meta-analysis studies, which provided evidence for positive correlation between academic and musical skills, and significance of musical learning in academic skills. The study further examined specific skills area that musical learning is correlated, such as mathematics and reading. The research stated that among many mathematical concepts, proportional topics have the strongest correlation with musical skills. Also with reading, temporal processing also has strong relationship with auditory skills and motor skills, and further affect language and literacy ability. The study suggest that skills learned in the musical work can be transferred to other areas of learning and structured music activities may be every efficient for children for facilitating academic concepts.

• Korean Journal of Construction Engineering and Management
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• v.11 no.4
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• pp.22-31
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• 2010

Because the estimated cost at early stage has great influence on decisions of project owner, the importance of early cost estimation is increasing. However, it depends on experience and knowledge of the estimator mainly due to shortage of information. Those tendency developed into case-based reasoning(CBR) method which solves new problems by adapting previous solution to similar past problems. The performance of CBR model is affected by attribute weight, so that its accurate determination is necessary. Previous research utilizes mathematical method or subjective judgement of estimator. In order to improve the problem of previous research, this suggests CBR schematic cost estimation method using genetic algorithm to determine attribute weight. The cost model employs nearest neighbor retrieval for selecting past case. And it estimates the cost of new cases based on cost information of extracted cases. As the result of validation for 17 testing cases, 3.57% of error rate is calculated. This rate is superior to accuracy rate proposed by AACE and the method to determine attribute weight using multiple regression analysis and feature counting. The CBR cost estimation method improve the accuracy by introducing genetic algorithm for attribute weight. Moreover, this makes user understand the problem-solving process easier than other artificial intelligence method, and find solution within short time through case retrieval algorithm.

• Asian-Australasian Journal of Animal Sciences
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• v.30 no.7
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• pp.957-966
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• 2017

Objective: To understand the dynamic structure, function, and influence on nutrient metabolism in hosts, it was crucial to assess the genetic potential of gut microbial community in yaks of different ages. Methods: The denaturing gradient gel electrophoresis (DGGE) profiles and Illumina-based metagenomic sequencing on colon contents of 15 semi-domestic yaks were investigated. Unweighted pairwise grouping method with mathematical averages (UPGMA) clustering and principal component analysis (PCA) were used to analyze the DGGE fingerprint. The Illumina sequences were assembled, predicted to genes and functionally annotated, and then classified by querying protein sequences of the genes against the Kyoto encyclopedia of genes and genomes (KEGG) database. Results: Metagenomic sequencing showed that more than 85% of ribosomal RNA (rRNA) gene sequences belonged to the phylum Firmicutes and Bacteroidetes, indicating that the family Ruminococcaceae (46.5%), Rikenellaceae (11.3%), Lachnospiraceae (10.0%), and Bacteroidaceae (6.3%) were dominant gut microbes. Over 50% of non-rRNA gene sequences represented the metabolic pathways of amino acids (14.4%), proteins (12.3%), sugars (11.9%), nucleotides (6.8%), lipids (1.7%), xenobiotics (1.4%), coenzymes, and vitamins (3.6%). Gene functional classification showed that most of enzyme-coding genes were related to cellulose digestion and amino acids metabolic pathways. Conclusion: Yaks' age had a substantial effect on gut microbial composition. Comparative metagenomics of gut microbiota in 0.5-, 1.5-, and 2.5-year-old yaks revealed that the abundance of the class Clostridia, Bacteroidia, and Lentisphaeria, as well as the phylum Firmicutes, Bacteroidetes, Lentisphaerae, Tenericutes, and Cyanobacteria, varied more greatly during yaks' growth, especially in young animals (0.5 and 1.5 years old). Gut microbes, including Bacteroides, Clostridium, and Lentisphaeria, make a contribution to the energy metabolism and synthesis of amino acid, which are essential to the normal growth of yaks.

• Food Science and Preservation
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• v.24 no.2
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• pp.181-186
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• 2017

This study was conducted to investigate the weight loss, firmness, external color and vitamin C (VC) content of tomatoes (Lycopersicon esculentum) using non-destructive method to measure identical tomato samples during 15 days storage at low temperature and high humidity. Tomatoes were harvested at the light red stage, sorted, box packed and then stored in thermo-hygrostat ($10{\pm}1^{\circ}C$, $90{\pm}10%RH$). The quality changes in weight loss, firmness and external color were measured every 3 day interval. Weight loss was increased by $1.13{\pm}0.15%$, but it may not be considered to affect quality. Surface color of fruit was changed, especially in lightness and hue angle value. The color values were analyzed by analysis of variance (ANOVA), and the results were significant (p<0.001). Firmness of fruit declined during storage, but it did not decrease in direct proportion. On the storage of day 15, firmness was decreased to 40% of initial state. At last, all the experiment data are summarized and the relationship between firmness and weight loss is analyzed to construct a linear regression mathematical model that can predict the weight loss with the firmness value measured by non-destructive method. This research result could be useful in helping tomato exporters and suppliers to get real-time quality factor by using proposed method and regression model.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.289-307
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• 2018

Although mixed calculation of natural numbers is important in that it completes arithmetic calculation of natural numbers in elementary school, few studies have been conducted regarding its instruction methods. Given this, this study analyzed Korean mathematics textbooks (from the fifth textbooks to the 2009 revised textbooks) along with Japanese and Singaporean textbooks in terms of the parentheses and the order of operations regarding mixed calculation of natural numbers. The results of this study showed that there were differences in introducing the parentheses and representing them in an explicit way per textbooks. In the Korean textbooks, the order of operations was presented mostly with the real-life contexts but it was not always in a diagrammatic representation. In contrast, in the Singaporean textbooks, the order of operations was presented without the real-life contexts and the use of calculators was emphasized. In the Japanese textbooks, the order of operations was presented with the real-life contexts and a hierarchy of operations was emphasized. Based on these results, this study suggested several implications of textbook development and instructional methods regarding mixed calculations of natural numbers.

• Information Systems Review
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• v.13 no.2
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• pp.1-16
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• 2011

Recently, many companies have started to manage and support CoPs formally at the organizational level because of strategic usability of CoP. These companies are also seeking ways to motivate CoP members to actively participate in their groups. Accordingly, this paper proposes one way of increasing CoP activities by rearranging CoP members. In practice, active CoP members often lead their groups. Therefore, rearranging members can, eventually, be one method to motivate more individuals to participate in CoP activities. This paper first suggests a new approach in order to improve knowledge sharing activities at the organizational level based on rearranging members of current CoPs. Second, a mathematical model is presented which maximizes total BLS (Balanced Level Score) of company A with several constraints. Then a real world problem is changed to a popular problem, VRP to solve this problem. Third, the solution program was developed to find a meaningful solution.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.211-230
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• 2016

The study aimed to investigate the characteristics of algebraic thinking of the mathematically gifted students and search for how to teach algebraic thinking. Research subjects in this study included 93 students who applied for a science gifted education center affiliated with a university in 2015 and previously experienced gifted education. Students' responses on an algebraic item of a creative thinking test in mathematics, which was given as screening process for admission were collected as data. A framework of algebraic thinking factors were extracted from literature review and utilized for data analysis. It was found that students showed difficulty in quantitative reasoning between two quantities and tendency to find solutions regarding equations as problem solving tools. In this process, students tended to concentrate variables on unknown place holders and to had difficulty understanding various meanings of variables. Some of students generated errors about algebraic concepts. In conclusions, it is recommended that functional thinking including such as generalizing and reasoning the relation among changing quantities is extended, procedural as well as structural aspects of algebraic expressions are emphasized, various situations to learn variables are given, and activities constructing variables on their own are strengthened for improving gifted students' learning and teaching algebra.