• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.303-322
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• 2007

This study is to investigate student's processes of problem solving using open-ended Geometric problems to understand student's thinking and behavior. One 8th grader participated in performing her learning in 5 lessons for June in 2006. The result of the study was documented according to Polya's four problem solving stages as follows: First, the student tended to neglect the stage of "understanding" a problem in the beginning. However, the student was observed to make it simplify and relate to what she had teamed previously Second, "devising a plan" was not simply done. She attempted to solve the open-ended problems with more various ways and became to have the metacognitive knowledge, leading her to think back and correct her errors of solving a problem. Third, in process of "carrying out" the plan she controled her solving a problem to become a better solver based on failure of solving a problem. Fourth, she recognized the necessity of "looking back" stage through the open ended problems which led her to apply and generalize mathematical problems to the real life. In conclusion, it was found that the student enjoyed her solving with enthusiasm, building mathematical belief systems with challenging spirit and developing mathematical power.

• Korean Journal of Remote Sensing
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• v.10 no.2
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• pp.37-48
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• 1994

In spatial information processing, particularly in non-renewable resource exploration, the spatial data sets, including remote sensing, geophysical and geochemical data, have to be geocoded onto a reference map and integrated for the final analysis and interpretation. Application of a computer based GIS(Geographical Information System of Geological Information System) at some point of the spatial data integration/fusion processing is now a logical and essential step. It should, however, be pointed out that the basic concepts of the GIS based spatial data fusion were developed with insufficient mathematical understanding of spatial characteristics or quantitative modeling framwork of the data. Furthermore many remote sensing and geological data sets, available for many exploration projects, are spatially incomplete in coverage and interduce spatially uneven information distribution. In addition, spectral information of many spatial data sets is often imprecise due to digital rescaling. Direct applications of GIS systems to spatial data fusion can therefore result in seriously erroneous final results. To resolve this problem, some of the important mathematical information representation techniques are briefly reviewed and discussed in this paper with condideration of spatial and spectral characteristics of the common remote sensing and exploration data. They include the basic probabilistic approach, the evidential belief function approach (Dempster-Shafer method) and the fuzzy logic approach. Even though the basic concepts of these three approaches are different, proper application of the techniques and careful interpretation of the final results are expected to yield acceptable conclusions in cach case. Actual tests with real data (Moon, 1990a; An etal., 1991, 1992, 1993) have shown that implementation and application of the methods discussed in this paper consistently provide more accurate final results than most direct applications of GIS techniques.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.359-374
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• 2020

This study is a complex type consisting of survey study and self-study. The former investigated elementary teachers' epistemological beliefs on convergence knowledge and teaching. As a representative of the result of survey study I, as a teacher as well as a researcher, was the participant of the self-study, which investigated my epistemological belief on convergence knowledge and teaching and my execution of convergent science teaching based on family resemblance of mathematics, science, and physical education. A set of open-ended written questionnaires was administered to 28 elementary teachers. Participating teachers considered convergent teaching as discipline-using or multi-disciplinary teaching. They also have epistemological beliefs in which they conceived convergence knowledge as aggregation of diverse disciplinary knowledge and students could get it through their own problem solving processes. As a teacher and researcher I have similar epistemological belief as the other teachers. During the self-study, I tried to apply convergence knowledge system based on the family resemblance analysis among math, science, and PE to my teaching. Inter-disciplinary approach to convergence teaching was not easy for me to conduct. Mathematical units, ratio and rate were linked to science concept of velocity so that it was effective to converge two disciplines. Moreover PE offered specific context where the concepts of math and science were connected convergently so that PE facilitated inter-disciplinary convergent teaching. The gaps between my epistemological belief and inter-disciplinary convergence knowledge based on family resemblance and the cases of how to bridge the gap by my experience were discussed.

• Korean Business Review
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• v.14
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• pp.31-44
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• 2001

The purpose of auditing is to express an auditor's opinion on the fair presentation of the financial position and business operations of companies according to the financial accounting standards, and to raise the reliability of the financial statements and to enable the user of the financial statements to make a proper judgement on the companies. There should be an audit risk in the audit of the financial statements in a modem sense because it is done by the sampling audit not by the detailed one. Audit risk is the risk that an auditor may unknowingly fail to modify appropriately the auditors' report on financial statements containing a material misstatement. The audit risk eventually hurt the reliability of the financial statements when the auditors set up different audit risks because it is determined by the auditor's professional judgement. Thus, there have been negative opinions on the Audit Risk Model suggested in the SAS No. 47 because it cannot explain the process of auditor's judgement and bring different results. In view of the results so far achieved, which influences the auditor's decision making, should be done by the Belief Function Mode Model in a position of raising the reliability of the financial statements and emphasizing the usefulness and effectiveness of the auditing.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.373-388
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• 2013

This paper is to investigate how two elementary school teacher's belief mathematics as educational content, and teaching and learning mathematics as a part of educational methodology, and what the two teachers believe towards gifted children and their education, and what the classes demonstrate and its effects on the sociomathematical norms. To investigate this matter, the study has been conducted with two teachers who have long years of experience in teaching gifted children, but fall into different belief categories. The results of the study show that teacher A falls into the following category: the essentiality of mathematics as 'traditional', teaching mathematics as 'blended', and learning mathematics as 'traditional'. In addition, teacher A views mathematically gifted children as autonomous researchers with low achievement and believes that the teacher is a learning assistant. On the other hand, teacher B falls into the following category: the essentiality of mathematics as 'non-traditional', teaching mathematics as 'non-traditional, and learning mathematics as 'non-traditional.' Also, teacher B views mathematically gifted children as autonomous researchers with high achievement and believes that the teacher is a learning guide. In the teacher A's class for gifted elementary school students, problem solving rule and the answers were considered as important factors and sociomathematical norms that valued difficult arithmetic operation were demonstrated However, in the teacher B's class for gifted elementary school students, sociomathematical norms that valued the process of problem solving, mathematical explanations and justification more than the answers were demonstrated. Based on the results, the implications regarding the education of mathematically gifted students were investigated.

• Communications of Mathematical Education
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• v.22 no.1
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• pp.41-52
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• 2008

In this paper, some factors such as the perspective of children, instructional materials(especially activities in textbooks for elementary school mathematics), and teacher's questioning styles are discussed as ones influenced on students' immersion in leaner-centered instruction. This discussion is based on the author's two implementations of the kind of two instructions. About the first theme, constructivists assert that even children who are in elementary school can have reflective abstracting ability. Teachers' asking questions with the belief differ from ones with traditional perspective of children, which is relevant the third factor. They value and respect learners' thinking outcomes, even though they are not sometimes wrong and have errors. Also, they have them opportunities to think different from others and to ask how they get their answers. To do these, they frequently ask open-ended questions, not closed. All of them is possible through the activities provided in textbooks. Some characteristics which can prompt such teacher's questions using activities in elementary mathematics textbooks are discussed.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.23-38
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• 2022

The study provided a perspective on which readers can see Newton's proof heuristically in order to overcome the difficulty of proof showing 'QT²/QR converges to the latus rectum of ellipse' in the proof of the inverse square law of Newton's Principia. The heuristic perspective is as follows: The starting point of the proof is the belief that if we transform the denominators and numerators of QT²/QR into expression with respect to segments related to diameter and conjugate diameter, we may obtain some constant, the desired value, by their relationship PV × VG/QV² = PC²/CD² in Apollonius' Conic sections. The heuristic perspective proposed in this study is meaningful because it can help readers understand Newton's proof more easily by presenting the direction of transformation of QT²/QR.

• Journal of Distribution Science
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• v.15 no.8
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• pp.15-28
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• 2017

Purpose - Many researchers analyze VMI as a supply chain collaboration program to reveal its true value. Most of them focus on the dyadic relationship in two stage supply chain systems. This study examines the effect of VMI when it is applied to the different parts of three stage supply chain systems. Research design, data, and methodology - Based on three stage supply chain, this study compares three different systems including full VMI, partial VMI, and non-VMI by using mathematical models. The performances of three systems are compared with the numerical examples of the proposed supply chain models. Results - The numerical examples reveal that full VMI where the manufacturer controls inventories at all stages outperforms any other systems in terms of the system profit and enables all individual members to gain greater profits than non-VMI. Meanwhile, under partial VMI where VMI is implemented between the wholesaler and retailer, only these two members improve their performances and the manufacturer who does not belong to VMI makes less profit than even under non-VMI. This study also examines the impact of market size and profit margin on the system performance. Conclusions - The result of this study supports the common belief that VMI secures the best result when it is applied to the entire supply chain system. The additional findings from the numerical analysis are discussed.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.5 no.1
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• pp.7-12
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• 2005

This paper deals with the fuzzy modeling for the complex and uncertain nonlinear systems, in which conventional and mathematical models may fail to give satisfactory results. Finally, we provide numerical examples to evaluate the feasibility and generality of the proposed method in this paper. The expert system which introduces fuzzy logic in order to process uncertainties is called fuzzy expert system. The fuzzy expert system, however, has a potential problem which may lead to inappropriate results due to the ignorance of some information by applying fuzzy logic in reasoning process in addition to the knowledge acquisition problem. In order to overcome these problems, We construct fuzzy inference network by extending the concept of reasoning network in this paper. In the fuzzy inference network, the propositions which form fuzzy rules are represented by nodes. And these nodes have the truth values representing the belief values of each proposition. The logical operators between propositions of rules are represented by links. And the traditional propagation rule is modified.

• Education of Primary School Mathematics
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• v.3 no.1
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• pp.79-88
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• 1999

This paper shows how the social tradition and belief of korea on education affects teachers and students and learning. 1 Interview with teacher. During surveying this teacher's class, we knowed that the teacher have accentuated algorism loaming and preparation fur external examination in math class. Teacher's beliefs about mathematics have a strong effect on the method of class and the performance of problem solving 2. Interview with students and short test. 1) Students usually had fine ability of calculation for number. But Many pupils didn't know the meaning of the operations. 2) The most of pupils are good at routine math problem solving but when the question whose the condition don't meet was given, they experienced difficulties.3.Korean sociocultural specialty on education: The korean place high emphasis on education and think of education as the means of success. This emphasis can be traced to the Confucian view. 1) tradition on examination culture. 2) the traditional convention of the learning method. Korean sociocultural specialty on education play role of strengthen role learning and algorism class. The important things to education reformation are getting a balance between practice and understanding. we should make changes not only in national dimension but also in math class.