• International conference on construction engineering and project management
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• 2020.12a
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• pp.122-128
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• 2020

This research investigates how a Virtual Reality (VR)-based simulation could be used to train safe operation skills for forklift operators. Forklift operation is categorized as high-risk work by many occupational health and safety regulators and authorities due to high injury and fatality rates involved with forklifts. Therefore, many safety guidelines have been developed for forklift operators. Typically, forklift operation safety training is delivered based on instructional texts or videos, which have limitations in influencing people's safety behavior. Against this background, we propose a VR-based forklift simulator that can enable safe operation skills training through a feedback system. The training program consists of several modules to teach how to perform the basic tasks of forklift operation, such as driving, loading and unloading, following the safety guidelines. The system provides instantaneous instructions and feedback regarding safe operation. This training system is based on the model of "learning-by-doing". The user can repeat the training modules as many times as necessary before being able to perform the given task without violating any safety guidelines. The last training module tests the user's acquisition of all safety skills required. The user feedback from several demonstration sessions showed the potential usefulness of the proposed training system.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.53-76
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• 2006

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.119-124
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• 2012

The influences of the basic academic skills to the scholastic achievement grades has been researched and we made a test of the basic academic skills(Korean language, mathematic, foreign language) to the students of engineering department in I college in Seoul and analyzed the correlation between the basic academic skills and the scholastic achievement grades. Results show that the scholastic achievement grades has a correlation(r=.456, p<0.01) to the average grade of the basic academic skill test. High level students of the scholastic achievement grades have a correlation(r=.292, p<0.01) to the mathematical department and the others have a correlation(r=.232, p<0.05 and r=.279, p<0.01) to the Korean linguistic department. The results of this study through multiple regression analysis indicate that the scholastic achievement has a relation on Korean language skill. As a result, It is recommendable that the mathematical basic academic skill programs are suggested to the high-level students of the scholastic achievement grades and the linguistic basic academic skill programs to the others. Also, the required basic linguistic subject is needed to the low-level students of the basic academic skills and in this paper, we propose the test and management system for the basic campus-life skills including the basic academic skills and the basic major skills.

• Research in Mathematical Education
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• v.14 no.3
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• pp.233-247
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• 2010

The article deals with the perceptions of Mathematics as a language of pre-service teachers of Mathematics in a College of Education in Israel. The formal language of studying in the College of Education is Hebrew. The goals of the study were to examine the perceptions of pre-service teachers on the following issues: the language components involved in learning Mathematics, the basic cognitive skills required for learning Mathematics, and the perception of Mathematics as a language (PML). Findings indicated that due to new attitudes in mathematical training, pre-service teachers of Mathematics perceived Mathematics as a language regarding all language components.

• Korean Journal of Child Studies
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• v.35 no.2
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• pp.137-156
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• 2014

The purpose of this study was to better understand the tendencies and general distributive features of mathematical educational activities which are presented in the Nuri Curriculum Teaching Guidebooks. This was done by analysis of 628 mathematical activities suggested in those guidebooks, the total number of which was thirty-two. The results of this study can be summarized as follows: First, the number of activities for mathematical education was 204 for the age of three, 223 for the age of four, and 201 for the age of five. Second, these mathematical educational activities are aimed mainly for developing positive attitudes toward mathematics rather than the delivery of mathematical knowledge and skills. Third, the number of activities for developing mathematical inquiry skills was greater than that of activities for developing of inquiry attitudes. Furthermore, the characteristic of understanding the basic concepts of space and figures can be found most frequently in five kinds of activities for mathematical inquiry. Last, the activities for mathematical education are more frequently found in free choice activities rather than group activities. The results of this study also suggest that checking the current status of mathematical education for young children and the Nuri Curriculum Teaching Guidebooks can be utilized for creating teachers' manuals.

• The Mathematical Education
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• v.59 no.4
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• pp.357-371
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• 2020

In the 2015 revised math curriculum, core competencies have been embodied and presented as skills and achievement standards. In this study, I analyzed aspects of the link between competencies, skills and achievement standards in the 2015 revised mathematics curriculum for elementary schools. According to the study, six mathematics curriculum competencies were presented evenly as 'skills' in each content area of elementary school, but reflected some of the sub-components of the curriculum, and some of them were presented as 'skills' but not as 'achievement standards'. In addition, the types of skills reflected in the achievement standards varied greatly by content area, but a few of specific skills such as 'understand' were found to be highly emphasized. Based on this, several implications were derived to further improve the implementation of competencies. First, 'skill' should be presented in a more systematic way and with more validity of extraction. Second, the extent to which competencies are presented in the achievement standards should be discussed. Third, Mathematics skills should be presented differently by grade(cluster) in achievement standards, 'Guidelines for Teaching and Learning' and 'Guidelines for Assesment'. Fourth, competencies related to content shall be presented separately and in detail.

• Communications of Mathematical Education
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• v.27 no.2
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• pp.99-119
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• 2013

This study investigated the schemes to apply key competencies to middle school math teaching. Key competencies (KCs, hereafter), however, have been discussed only at the national-level general curriculum. Through the survey with mathematics educators, we selected key competencies that can be better developed through mathematics subject. We investigate ways to apply key competencies into math teaching and learning with the math-talented students who usually lack interpersonal skills and communication skills. Along with KC goals, we selected graphs (or graphing skills in math contents) as learning goals, and we designed and implemented competency-based instruction for the gifted. Through participant observation of math teaching and learning, we identified students' improvement in interpersonal skills and communication skills. We also identified students' skill development in other key competencies such as creativity, problem solving, information processing skills, etc., which can be developed through mathematics teaching and learning. Through this study, we found out that key competencies can be developed through mathematics teaching and we need in-depth studies on this matter.

• Journal of Educational Research in Mathematics
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• v.20 no.1
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• pp.57-71
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• 2010

Similarity between concept and concept, principle and principle, theory and theory is known as a strong motivation to mathematical knowledge construction. Metaphor and analogy are reasoning skills based on similarity. These two reasoning skills have been introduced as useful not only for mathematicians but also for students to make meaningful conjectures, by which mathematical knowledge is constructed. However, there has been lack of researches connecting the two reasoning skills. In particular, no research focused on the interplay between the two in didactic transposition. This study investigated the process of knowledge construction by metaphor and analogy and their roles in didactic transposition. In conclusion, three kinds of models using metaphor and analogy in didactic transposition were elaborated.

• Research in Mathematical Education
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• v.9 no.4 s.24
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• pp.317-328
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• 2005

The aim of this study is to investigate future teachers' skills that can make problem solving methods concrete for 7-11 year old students. For the students in the concrete operations level, solutions of word problems should also be taught by concreting. But most of teacher candidates can not solve the problems without algebra because they got used to solve the word problems with algebra during their high school and university education. In this study, whether the teacher candidates have the skills of solving the primary school level problems without using algebra or not are being observed. At the end of this observation it is determinated that primary level teacher candidates generally prefer using algebra operations because of their former habits. The results show that in the education of the primary level teacher candidates, there is the need of developing the solving skills using figures and diagrams without algebra rather than algebraic solutions in word problems.

• Research in Mathematical Education
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• v.10 no.1 s.25
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• pp.1-11
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• 2006

In today's world, it is not enough to be proficient at computation or at memorizing rote procedures to solve routine problems. These skills are important, but even more important are the abilities to recognize and define problems, generate multiple solutions or paths toward solution, reason, justify conclusions, and communicate results. These are not abilities that one is born with and they do not generally develop on their own. For students to become gifted, promising, and creative mathematicians, these talents must be cultivated and nurtured.