• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.45-65
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• 2020

This research is an analysis of communication that occurs during the quadratic function teaching and learning process of middle school students, which reflects mathematical modeling. For an in-depth analysis of the communication, Sfard(2008)'s discourse theory and language analysis framework were applied. A quadratic function mathematical modeling teaching and learning were conducted for the week second (1 hour) in June 2019 for students who studied the concept of a quadratic function and who passed a specified period (3 months). The results are as follows. First, The commo-gnitive conflict occurred because of differences in prior knowledge other than quadratic function among students. Second, in the course of communication, knowledge was expanded through problem-solving from different perspectives. These results can be interpreted as allowing students to clearly reveal problems in the communication process based on their understanding of the concept of quadratic functions and to facilitate cooperation among students. of the concept of quadratic functions and to facilitate cooperation among students.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.301-319
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• 2013

This study is to explore the directions for developing the lesson assessment of the math textbook in elementary school level, which is to embody the recent trends of math assessment and the emphases about assessment given in the revised 2009 math curriculum. To this end, we examined the recent trends of math assessment and the assessment framework of RME (Realistic Math Education) as the theoretical backgrounds. Also we analytically looked at the math-assessment emphases given in the revised 2009 math curriculum, and tried to establish the directions for developing the lesson assessment of the math textbook on the basis of the preceding studies. In addition to, we gave the math items in line with the established directions about lesson assessment. Finally we suggested the issues in relation with the math assessment in the elementary school level.

• School Mathematics
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• v.19 no.3
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• pp.443-459
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• 2017

The alternative perspective on statistical literacy which considers statistical literacy as an all-encompassing goal of statistics education has been emphasized these days. From this perspective and the diversity of statistical literacy, the key issues related to each step of statistical problem solving can be regarded as components of statistical literacy. This study aims at investigating the key issues and pre-service elementary school teachers' knowledge of them. Based on previous literatures, a framework that indicated the issues related to each step of statistical problem solving was developed. In addition, based on 26 pre-service elementary school teachers' critical analysis of statistics posters, their understanding of each issue was investigated.

• The Mathematical Education
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• v.59 no.1
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• pp.1-15
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• 2020

In this paper, we analyzed curriculum materials on inequalities as regions. Constructs such as mathematical connections and curriculum articulation were used as a framework. As for articulation, our findings indicate the topic of inequalities as regions addresses meaningful subordinate mathematical thinking and skills that serve prerequisite to calculus. Regarding connections, mathematical concepts involving inequalities extend to multivariate calculus. One implication is, as an unintended consequence of curricular decision of 2015 Revised National Curriculum to teach the topic only in mathematical economics, students who plan to study STEM subjects in college but opt out of mathematics economics in high school may miss the key concept and naturally struggle to understand calculus especially the theory of multivariate function of calculus.

• The Mathematical Education
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• v.61 no.1
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• pp.83-108
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• 2022

This research is a case study in which teachers tried to improve classes through online class analysis and self-evaluation in elementary school mathematics classes using a checklist of class reflection based on fair access, autonomy, initiative, and evaluation areas in the TRU analysis framework of Schoenfeld (2016). As a result, it was confirmed that the teacher's fair participation, student autonomy, initiative, feedback, and evaluation areas improved teaching methods during the short time. Therefore, if you want to improve classes in relatively short period of time, you can see the effect of some improvement only by self-evaluation. However, continuous improvement of teaching methods require the help of a teacher communities including experts or critical colleagues, and a longer-term case study.

• The Mathematical Education
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• v.63 no.2
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• pp.369-385
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• 2024

With the advancement of digital technology, a variety of digital materials are being utilized in education. For their appropriate use of digital resources, teachers need to be able to evaluate the quality of digital resource and determine the suitability for teaching. This study explored how preservice teachers evaluate TocToc-Math, an Artificial Intelligence (AI)-based math support system. Based on an evaluation framework developed through prior research, preservice teachers evaluated TocToc-Math with evidence-based criteria, including content quality, pedagogy, technology use, and mathematics curriculum alignment. The findings shows that preservice teachers positively evaluated TocToc-Math overall. The evaluation tendencies of preservice teachers were classified into three groups, and the specific characteristics of each factor differed depending on the group. Based on the research results, we suggest implications for improving preservice teachers' evaluation abilities regarding the use of digital technology and AI in mathematics education.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.597-625
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• 2013

This study explored how teachers and students in different countries discursively interact to build 'Classroom Science Knowledge' (CSK) - the knowledge generated situatedly in the context of the science classroom. Data came from publicly released $8^{th}$ grade science classroom videos of five nations who participated in the Third TIMSS (Trend in International Mathematics and Science Study) video study. A total of ten video-recorded science lessons and their verbatim transcripts were selected and analyzed using a framework developed by the researchers of the study. It was revealed that a range of discourse modes were utilized and these modes were often sequentially connected to build CSK in the science classrooms. Although dominant discourse modes and their sequences varied among different lessons or different countries, the study identified three salient patterns of science classroom discourse: teacher-guided negotiation and the sequences of exploring - building on the shared and retrieving - elaborating. These patterns were found to be different from the discursive features commonly witnessed in the community of professional scientists and interpreted as implying the existence of unique epistemic cultures shared in science classrooms of different countries. Further studies are suggested to reveal detailed characteristics of these epistemic cultures of science classrooms, as well as to confirm whether any cultural traits inherently shape the differences in science classroom discourse among different nations.

• The Korean Journal of Applied Statistics
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• v.23 no.6
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• pp.1057-1065
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• 2010

In this paper we discuss some cautionary notes in using the Pearson chi-squared test statistic for the goodness-of-fit of the ordinal response model. If a model includes continuous type explanatory variables, the resulting table from the t of a model is not a regular one in the sense that the cell boundaries are not fixed but randomly determined by some other criteria. The chi-squared statistic from this kind of table does not have a limiting chi-square distribution in general and we need to be very cautious of the use of a chi-squared type goodness-of-t test. We also study the limiting distribution of the chi-squared type statistic for testing the goodness-of-t of cumulative logit models with ordinal responses. The regularity conditions necessary to the limiting distribution will be reformulated in the framework of the cumulative logit model by modifying those of Moore and Spruill (1975). Due to the complex limiting distribution, a parametric bootstrap testing procedure is a good alternative and we explained the suggested method through a practical example of an ordinal response dataset.

• International Journal of Aeronautical and Space Sciences
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• v.18 no.2
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• pp.255-269
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• 2017

Free vibration analysis is presented for a simply-supported, functionally graded piezoelectric (FGP) nanobeam embedded on elastic foundation in the framework of third order parabolic shear deformation beam theory. Effective electro-mechanical properties of FGP nanobeam are supposed to be variable throughout the thickness based on power-law model. To incorporate the small size effects into the local model, Eringen's nonlocal elasticity theory is adopted. Analytical solution is implemented to solve the size-dependent buckling analysis of FGP nanobeams based upon a higher order shear deformation beam theory where coupled equations obtained using Hamilton's principle exist for such beams. Some numerical results for natural frequencies of the FGP nanobeams are prepared, which include the influences of elastic coefficients of foundation, electric voltage, material and geometrical parameters and mode number. This study is motivated by the absence of articles in the technical literature and provides beneficial results for accurate FGP structures design.

• The Korean Journal of Applied Statistics
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• v.31 no.2
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• pp.241-251
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• 2018

The analysis of gene sets in microarray has advantages in interpreting biological functions and increasing statistical powers. Many statistical methods have been proposed for detecting significant gene sets that show relations between genes and phenotypes, but there is no consensus about which is the best to perform gene sets analysis and permutation based tests are considered as standard tools. When many gene sets are tested simultaneously, a large number of random permutations are needed for multiple testing with a high computational cost. In this paper, several parametric approximations are considered as alternatives of the permutation distribution and the moment based gene set test has shown the best performance for providing p-values of the permutation test closely and quickly on a general framework.