• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.295-326
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• 2006

Despite the importance of mathematics education, many students in high school have lost their interests and felt difficulties and they don't have 'mathematical' experience with meanings attached because of the entrance examination. This paper attempted to resolve these problems and find the teaching-method with which students can study by themselves with more confidence. Nowadays students' use of Internet is very popular. After develop 'the development of mathematical power' program based on mathematics history, history, science, the application of problems in real world, and self-evaluation, I made students repeat them after making teaching lessons in classroom as moving pictures. Through this processes, I attempted to develop the Self-Directed Learning' ability by making public education substantial. First of all I analyzed the actual conditions on 'Self-Directed Learning' ability in mathematics subject, the conditions of seeing and hearing in Internet learning program, and students' and their parents' interests in Internet education. By analyzing the records, I observed the significance of the introducing mathematics history in mathematics subject in early stager, cooperative-learning, leveled-learning, self-directed learning, and Internet learning. Actually in aspect of applying 'the development of mathematical power' program, at first I made up the educational conditions to fix the program, collected the teaching materials, established the system of teaching-learning model, developed materials for the learning applying Internet mail and instruments of classroom, and carried out instruction to establish and practice mathematics learning plan. Then I applied the teaching-learning model of leveled cooperation and presentation loaming and at the same time constructed and used the leveled learning materials of complementary, average, and advanced process and instructed to watch teaching moving pictures through Internet mail and in the classroom. After that I observed how effective this program was through the interest arid attitude toward mathematics subject, learning accomplishment, and the change of self-directed learning. Finally, I wrote the conclusion and suggestion on the preparation of conditions fur the students' voluntary participation in mathematics learning and the project and application on 'the development of mathematical power' program and repeated learning with the materials of moving pictures in classroom.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.403-430
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• 2011

The purpose of the study was to investigate how the use of graphing calculators influence on forming students' mathematical concept of algebra, students' mathematical connection, and attitude toward mathematics. First, graphing calculators give instant feedback to students as they make students compare their written answers with the results, which helps students learn equations and linear inequalities for themselves. In respect of quadratic inequalities they help students to correct wrong concepts and understand fundamental concepts, and with regard to functions students can draw graphs more easily using graphing calculators, which means that the difficulty of drawing graphs can not be hindrance to student's learning functions. Moreover students could understand functions intuitively by using graphing calculators and explored math problems volunteerly. As a result, students were able to perceive faster the concepts of functions that they considered difficult and remain the concepts in their mind for a long time. Second, most of students could not think of connection among equations, equalities and functions. However, they could understand the connection among equations, equalities and functions more easily. Additionally students could focus on changing the real life into the algebraic expression by modeling without the fear of calculating, which made students relieve the burden of calculating and realize the usefulness of mathematics through the experience of solving the real-life problems. Third, we identified the change of six students' attitude through preliminary and an ex post facto attitude test. Five of six students came to have positive attitude toward mathematics, but only one student came to have negative attitude. However, all of the students showed positive attitude toward using graphing calculators in math class. That's because they could have more interest in mathematics by the strengthened and visualization of graphing calculators which helped them understand difficult algebraic concepts, which gave them a sense of achievement. Also, students could relieve the burden of calculating and have confidence. In a conclusion, using graphing calculators in algebra and function class has many advantages : formulating mathematics concepts, mathematical connection, and enhancing positive attitude toward mathematics. Therefore we need more research of the effect of using calculators, practical classroom materials, instruction models and assessment tools for graphing calculators. Lastly We need to make the classroom environment more adequate for using graphing calculators in math classes.

• The Bulletin of The Korean Astronomical Society
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• v.40 no.1
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• pp.43.3-44
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• 2015

We analyze the clustering of large scale structure in the Universe in a model independent method, accounting for anisotropic effects along and transverse to the line of sight. A large sample of 690,000 galaxies from The Baryon Oscillation Spectroscopy Survey Data Release 11 are used to determine the Hubble expansion H, angular distance D_A, and growth rate GT at an effective redshift of z=0.57. After careful bias and convergence studies of the effects from small scale clustering, we find that cutting transverse separations below 40 Mpc/h delivers robust results while smaller scale data leads to a bias due to unmodelled nonlinear and velocity effects. The converged results are in agreement with concordance LCDM cosmology, general relativity, and minimal neutrino mass, all within the $68{\backslash}%$ confidence level. We also present results separately for the northern and southern hemisphere sky, finding a slight tension in the growth rate -- potentially a signature of anisotropic stress, or just covariance with small scale velocities -- but within $68{\backslash}%$ CL.

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.113-124
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• 2005

In this study, we have analysed and compared the cognitive, affective, and emotional aspects of the mathematically gifted, the scientifically gifted, and common middle school students in cognitive, affective, and emotional aspects. The mathematically gifted students are proved to have better continuous/simultaneous information processing, more positive mathematical disposition, more preference to difficult tasks, and higher EQ than the common students do. On another hand, no difference is found between the mathematically gifted and the scientifically gifted students in creative problem solving ability however, the mathematically gifted have more self-confidence, more curiosity for mathematics, stronger will, and more disposition to monitor and reflect, and more efficient self-control than the scientifically gifted do. In short, the mathematically gifted are superior to common students in mostly all aspects, and better than the scientifically gifted in the affective part.

• The Korean Journal of Applied Statistics
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• v.25 no.2
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• pp.341-350
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• 2012

Composite quantile regression model is considered for iid error case. Since the regression coefficients are the same across different quantiles, composite quantile regression can be used to combine the strength across multiple quantile regression models. For the composite quantile regression, bootstrap method is examined for statistical inference including the selection of the number of quantiles and confidence intervals for the regression coefficients. Feasibility of the bootstrap method is demonstrated through a simulation study.

• Bulletin of the Korean Chemical Society
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• v.28 no.3
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• pp.373-378
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• 2007

A micro organism Agrobacterium tumifacient as an immobilized cell on a solid support was presented as a new biosorbent in a simple and sensitive spectrophotometry determination of Ni(II) in various samples using 4-hydroxy benzaldehyde-4-bromophenyl hydrazone as a color developing agent (λmax 497 nm) at pH 4.0 ± 0.2. Beer's law was obeyed over the range of 0.01-0.1 μg L-1. The molar absorptivity and Sandell's sensitivity were 1.285 × 105 L mol-1cm-1 and 0.007245 μg cm-2 respectively. Under these conditions, the preconcentration factor obtained was 82, and the detection limit achieved was 0.05 μg L-1. The detailed study of various interfering ions made the method more sensitive and selective. The recovery of Ni(II) from various samples range from 97.75 to 99.35%. The present method was successfully applied for the determination of Ni(II) in spiked, natural water and alloy samples. The proposed method was compared with reported methods in terms of Student's ‘t'-test and Variance ratio ‘f'-test which indicates that there is no significant difference between proposed and literature method at 95% confidence level.

• Coupled systems mechanics
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• v.4 no.1
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• pp.67-98
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• 2015

Numerical prediction of dynamic behavior of fully coupled saturated porous media is of great importance in many engineering problems. Specifically, static and dynamic response of soils - porous media with pores filled with fluid, such as air, water, etc. - can only be modeled properly using fully coupled approaches. Modeling and simulation of static and dynamic behavior of soils require significant Verification and Validation (V&V) procedures in order to build credibility and increase confidence in numerical results. By definition, Verification is essentially a mathematics issue and it provides evidence that the model is solved correctly, while Validation, being a physics issue, provides evidence that the right model is solved. This paper focuses on Verification procedure for fully coupled modeling and simulation of porous media. Therefore, a complete Solution Verification suite has been developed consisting of analytical solutions for both static and dynamic problems of porous media, in time domain. Verification for fully coupled modeling and simulation of porous media has been performed through comparison of the numerical solutions with the analytical ones. Modeling and simulation is based on the so called, u-p-U formulation. Of particular interest are numerical dispersion effects which determine the level of numerical accuracy. These effects are investigated in detail, in an effort to suggest a compromise between numerical error and computational cost.

• Proceedings of the Korean Association for Survey Research Conference
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• 2006.06a
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• pp.131-159
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• 2006

This paper consider multinomial group testing which is concerned with classification each of N given units into one of k disjoint categories. In this paper, we propose exact Bayesian, approximate Bayesian, bootstrap methods for estimating individual category proportions using the multinomial group testing model proposed by Bar-Lev et al (2005). By the comparison of Mcan Squre Error (MSE), it is shown that the exact Bayesian method has a bettor efficiency and consistency than maximum likelihood method. We suggest an approximate Bayesian approach using Markov Chain Monte Carlo (MCMC) for posterior computation. We derive exact credible intervals based on the exact Bayesian estimators and present confidence intervals using the bootstrap and MCMC. These intervals arc shown to often have better coverage properties and similar mean lengths to maximum likelihood method already available. Furthermore the proposed models are illustrated using data from a HIV blooding test study throughout California, 2000.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.193-209
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• 2013

This study was designed to identify how teachers and students solve problems and communicate with each other during the course of study through application of PBL questions that can be utilized in math ratio and graph sections of the 6th-grade elementary school curriculum in class. Therefore we haved figure it out that through pbl class student acquired a propound knowledge in math and showed self-directed learning through various communication activities, and that they finally showed positive attitude and confidence in this subject.

• Journal of Audiology & Otology
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• v.24 no.2
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.