• Journal of Educational Research in Mathematics
• /
• v.8 no.2
• /
• pp.553-563
• /
• 1998

In this thesis, I examined Bruner's EIS theory from the viewpoint of epistemology based on Piaget's genetic epistemology. Although Bruner's ideal thought which insisted ‘to teach the structure’accepted Piaget's theory in the methodology of realization, it is different from Piaget in understanding knowledge. The difference is shown from understanding the meaning of ‘structure’. Piaget's concept of structure is something that has overcome the realistic viewpoint of the traditional epistemology and is reconstructed through endless self-regulative transformational process. However Bruner's is used as a realistic meaning as we can see in the Plato's recollection theory. Therefore Piaget's ‘stage of development’means the difference of structure which lies in the generative process and it includes the qualitive difference of level. On the other hand, Bruner, who is trying to translate and suggest the fixed structure to the children understood Piaget's stage of development as the difference in the ways of representation. Piaget's operational constructivism insists that the children should ‘construct’the knowledge through their activity, and especially in case of the lohico-mathematical recognition, the source should be internalized activity, that is, operation. In view of this assertion, Burner's idea which insists to accept the structure of knowledge as a fixed reality and to suggest the translated representation proper to the cognitive structure of the children to teach them, has a danger of emphasizing only the functional aspects to deliver the given knowledge ‘quickly’. And it also has the danger of damaging ‘the nature of the knowledge’in the translated knowledge.

• Journal of Digital Convergence
• /
• v.7 no.1
• /
• pp.31-47
• /
• 2009

The rapid growth of information and communication technologies prompted the need for developing the strategic implementation framework of IT/ICT programs in universities. Here, we propose a strategic framework for the development of the IT/ICT programs in the universities of the province of Mazandaran in Iran. We use the SWOT analysis to assist the formulation of the strategy, where the Analytic Hierarchy Process (AHP) is applied to weigh the SWOT factors and the fuzzy TOPSIS is used to evaluate the strategic plans. Based on Iran and Mazandaran Digital Indices (DI) and considering the SWOT matrix, four strategies are identified. Finally, an analytical concept, namely the strategy shooting, is considered to show the role of SWOT factors and strategic plans on the performance of the system.

• Journal of Biosystems Engineering
• /
• v.20 no.1
• /
• pp.22-35
• /
• 1995

Pepper is the most important horticultural plant in Korean farm. Pepper harvesting has been known to be the most difficult process in pepper cultivation so that demand for mechanization is strong. In a research to develop a pepper harvesting machine performance and capacity of the harvester should be determined based on both economical feasibility and machine design concept. In order to accomplish an economical analysis of the pepper harvester, a mathematical model for comparing manual harvesting cost to machine harvest cost was developed. Validity of the model depends on the data used in the model. Economical information for the model variables was acquired from the result of farm survey on pepper cultivation technique and economics of pepper farmer. Technical information on pepper harvester were also collected through literature review and analyzed. Based on the economical analysis and synthesis of the technical information on pepper harvesters, its performance and capacity were determined. The operating performances of the harvester such as cutting, conveying, flipping, pepper removing and post-processing (sorting) were determined. Daisy capacity of the machine was determined to be 0.41 ha. A pepper harvester with the suggested capacity was economically feasible if the price of pepper harvester, pepper recovery ratio and service life of harvester were about 6 million won, 80%, and 4 years, respectively.

• Journal of the Korea Institute of Military Science and Technology
• /
• v.21 no.6
• /
• pp.767-775
• /
• 2018

To develop and check a Radar Processor Unit, checking the function and performance of the requirement is very important factor in developing Radar. General methods for verifying the Radar is simulation test, environment linkage test and field operation test, firstly, in case of requirement analysis phase, verify Radar algorithm and design by using mathematical method based simulation test method, and secondly, in case of unit test and integrated test phase, Test Equipment is set to simulate radar environment in the lab to verify radar function and performance. Lastly, field operation test phase is carried out to confirm the function and performance after it is mounted on the actual equipment. To successfully develop Radar Processor Unit, using the method of field operation test method after sufficient test cases are tested in radar environmental interlocking method in order to save cost and testing period and because of this reason, development of the Radar Processor Unit Test Equipment is becoming very important factor. In this paper, we introduce the concept of test equipment development and important factors in test equipment, which are target simulation, data processing and device interlocking.

• Research in Mathematical Education
• /
• v.4 no.1
• /
• pp.33-43
• /
• 2000

The purpose of this paper was to introduce sociocultural theory which is a different epistemological perspective from constructivism and to understand the sociocultural theory in a systemic way by providing four specific criteria for a sociocultural theory from the analysis of Vygotsky's ideas. The four criteria are the followings: first, the origin of learning is not at the individual level, but at the social. Second, Learning takes place in a sociocultural framework through ZPD and there exists the stage of pseudo concept before it gets to a true concept. Third, a clear focus on action, especially mediated action, and the concept of psychological tools should be discussed in the boundary of a sociocultural theory. Fourth, actors in a learning process are not an individual child alone. In consequence, the role of adults, particularly teachers, are significant in a child's learning, and this fact provides a great potential for the active role of teachers in the students' learning of mathematics from the sociocultural perspective.

• Communications of Mathematical Education
• /
• v.30 no.3
• /
• pp.393-418
• /
• 2016

Theory and fundamentals of mathematics consist mostly of proposition form. Activities by research of the proposition which leads to determine the true or false, justify the true propositions and refute with counterexample improve logical reasoning skills of students in emphases on mathematics education. Also, utilizing of counterexamples in school mathematics combines mathematical knowledge through the process of finding a counterexample, help the concept study and increase the critical thinking. These effects have been found through previous research. But many studies say that the learners have difficulty in generating counterexamples for false propositions and materials have not been developed a lot for the counterexample utilizing that can be applied in schools. So, this study analyzed the current textbook and examined the use of counterexamples and developed educational materials for counterexamples that can be applied at schools. That materials consisted of making true & false propositions and students was divided into three groups of academic achievement level. And then this study looked at the change of the students' thinking after counterexample classes. As a study result, in all three groups was showed a positive change in the cognitive domain and affective domain. Especially, in top-level group was mainly showed a positive change in the cognitive domain, in upper-middle group was mainly showed in the cognitive and the affective domain, in the sub-group was mainly found a positive change in the affective domain. Also in this study shows that the class that makes true or false propositions in education of utilizing counterexample, made students understand a given proposition, pay attention to easily overlooked condition, carefully observe symbol sign and change thinking of cognitive domain helping concept learning regardless of academic achievement levels of learners. Also, that class gave positive affect to affective domain that increase interest in the proposition and gain confidence about proposition.

• The Mathematical Education
• /
• v.59 no.1
• /
• pp.63-80
• /
• 2020

This study analyzed 3,114 articles published in KCI journals and 1,636 articles published in SSCI journals from 2000 to 2019 in order to compare domestic and international research trends of mathematics education using a topic modeling method. Results indicated that there were 16 similar research topics in domestic and international mathematics education journals: algebra/algebraic thinking, fraction, function/representation, statistics, geometry, problem-solving, model/modeling, proof, achievement effect/difference, affective factor, preservice teacher, teaching practice, textbook/curriculum, task analysis, assessment, and theory. Also, there were 7 distinct research topics in domestic and international mathematics education journals. Topics such as affective/cognitive domain and research trends, mathematics concept, class activity, number/operation, creativity/STEAM, proportional reasoning, and college/technology were identified from the domestic journals, whereas discourse/interaction, professional development, identity/equity, child thinking, semiotics/embodied cognition, intervention effect, and design/technology were the topics identified from the international journals. The topic related to preservice teacher was the most frequently addressed topic in both domestic and international research. The topic related to in-service teachers' professional development was the second most popular topic in international research, whereas it was not identified in domestic research. Domestic research in mathematics education tended to pay attention to the topics concerned with the mathematical competency, but it focused more on problem-solving and creativity/STEAM than other mathematical competencies. Rather, international research highlighted the topic related to equity and social justice.

• Education of Primary School Mathematics
• /
• v.27 no.3
• /
• pp.303-320
• /
• 2024

This study presents the development and performance evaluation of a custom GPT-based chatbot tailored to provide solutions following Polya's problem-solving stages. A beta version of the chatbot was initially deployed to assess its mathematical capabilities, followed by iterative error identification and correction, leading to the final version. The completed chatbot demonstrated an accuracy rate of approximately 89.0%, correctly solving an average of 57.8 out of 65 image-based problems from a 6th-grade elementary mathematics textbook, reflecting a 4 percentage point improvement over the beta version. For a subset of 50 problems, where images were not critical for problem resolution, the chatbot achieved an accuracy rate of approximately 91.0%, solving an average of 45.5 problems correctly. Predominant errors included problem recognition issues, particularly with complex or poorly recognizable images, along with concept confusion and comprehension errors. The custom chatbot exhibited superior mathematical performance compared to the general-purpose ChatGPT. Additionally, its solution process can be adapted to various grade levels, facilitating personalized student instruction. The ease of chatbot creation and customization underscores its potential for diverse applications in mathematics education, such as individualized teacher support and personalized student guidance.

• Education of Primary School Mathematics
• /
• v.26 no.1
• /
• pp.65-82
• /
• 2023

The purpose of this study is to examine how pre-service teachers' digital capabilities and content knowledge for teaching pi appear and are strengthened in the process of developing digital-based teaching and learning materials of pi, and to derive implications for pre-service teacher education. To this end, the researchers analyzed the process of two pre-service teachers developing exploratory activity materials for teaching pi using block coding of AlgeoMath program. Through the analysis results, it was confirmed that AlgeoMath' block coding activities provided an experience of expressing and expanding the digital capabilities of pre-service teachers, an opportunity to deepen the content knowledge of pi, and to recognize the problems and limitations of the digital learning environment. It was also suggested that the development of digital materials using block coding needs to be used to strengthen digital capabilities of pre-service teachers, and that the curriculum knowledge needs to be emphasized as knowledge necessary for the development of digital teaching and learning materials in pre-service teacher education.

• Journal of the Korean School Mathematics Society
• /
• v.12 no.1
• /
• pp.131-149
• /
• 2009

A study on comprehension level of mathematical basic knowledge(MBK) of gifted students in middle school. The interest in mathematics gifted education is very high. However, in reality, there has been a shortage of the analysis of students' achievement result since mathematics gifted education began through the institute of gifted education in the education office in 2003. On this study, MBK is subdivided into definition, property and procedure and then examination questions arc developed on the basis of national level achievement standard. With these examination tools, total inspection was conducted in on metropolitan city and the result was analyzed. First, in a basic definition, relatively low achievement result was seen except the basic concept related operation. Second, in a basic property, very low achievement result was seen in the questions of basic property without basic definition and as a whole, the result was similar with the basic definition. Third, in basic procedure, the achievement result was very remarkable. This result shows we need tn increase the comprehension ability of MBK. To do this, the systematic alternative development of the questions of selecting gifted students and the contents of gifted education is required. This study proposes the meaningful implication to the selection question development related to the MBK and the improvement of gifted education contents. And it is expected to provide the positive change for mathematics gifted education.