• Journal of Creative Information Culture
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• v.5 no.3
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• pp.295-306
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• 2019

Despite the popularity and convenient accessibility of puzzles, the variety of puzzles have led to a lack of research on the nature of the puzzle itself. In guiding certain skills, such as abstractness, creativity, and logic, a teacher should have the thinking skill and strategy that appear in solving puzzles. In this study, the mathematical thinking that appears in solving puzzles from the perspective of experts is identified, and the strategies and characteristics are described and classified accordingly. For this purpose, we analyzed 85 math puzzles including the well-know puzzles to the public, plus puzzles from a popular book for the gifted student. The research analysis shows that there are 6 types of mathematics puzzles in which require mathematical thinking.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.2
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• pp.331-339
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• 2017

This paper proposes a thread pool management technique of an websocket server that is applicable to embedded systems. WebSocket is a proposed technique for consisting a dynamic web, and is constructed using HTML5 and jQuery. Various studies have been progressing to construct a dynamic web by Apache, Oracle and etc. Previous web service systems require high-capacity, high-performance hardware specifications and are not suitable for embedded systems. The node.js which is consist of HTML5 and jQuery is a typical websocket server which is made by open sources, and is a java script based web application which is composed of a single thread. The node.js has a limitation on the performance for processing a high velocity data on the embedded system. We make up a multi-thread based websoket server which can solve the mentioned problem. The thread pool is managed by a bit register and suitable for embedded systems. To evaluate the performance of the proposed algorithm, we uses JMeter that is a network test tool.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.257-276
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• 2023

Mathematical modeling can be described as a series of processes in which real-world problem situations are understood, interpreted using mathematical methods, and solved based on mathematical models. The effectiveness of mathematics instruction using mathematical modeling has been demonstrated through prior research. This study aims to explore insights for mathematical modeling instruction by analyzing the metacognitive characteristics shown in the mathematical modeling cycle, according to the mathematical thinking styles of elementary math gifted students. To achieve this, a mathematical thinking style assessment was conducted with 39 elementary math gifted students from University-affiliated Science Gifted Education Center, and based on the assessment results, they were classified into visual, analytical, and mixed groups. The metacognition manifested during the process of mathematical modeling for each group was analyzed. The analysis results revealed that metacognitive elements varied depending on the phases of modeling cycle and their mathematical thinking styles. Based on these findings, didactical implications for mathematical modeling instruction were derived.

• Advances in nano research
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• v.16 no.5
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• pp.473-487
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• 2024

The current study employs the nonlocal Timoshenko beam (NTB) theory and von-Kármán's geometric nonlinearity to develop a non-classic beam model for evaluating the nonlinear free vibration of bi-directional functionally-graded (BFG) nanobeams. In order to avoid the stretching-bending coupling in the equations of motion, the problem is formulated based on the physical middle surface. The governing equations of motion and the relevant boundary conditions have been determined using Hamilton's principle, followed by discretization using the differential quadrature method (DQM). To determine the frequencies of nonlinear vibrations in the BFG nanobeams, a direct iterative algorithm is used for solving the discretized underlying equations. The model verification is conducted by making a comparison between the obtained results and benchmark results reported in prior studies. In the present work, the effects of amplitude ratio, nanobeam length, material distribution, nonlocality, and boundary conditions are examined on the nonlinear frequency of BFG nanobeams through a parametric study. As a main result, it is observed that the nonlinear vibration frequencies are greater than the linear vibration frequencies for the same amplitude of the nonlinear oscillator. The study finds that the difference between the dimensionless linear frequency and the nonlinear frequency is smaller for CC nanobeams compared to SS nanobeams, particularly within the α range of 0 to 1.5, where the impact of geometric nonlinearity on CC nanobeams can be disregarded. Furthermore, the nonlinear frequency ratio exhibits an increasing trend as the parameter µ is incremented, with a diminishing dependency on nanobeam length (L). Additionally, it is established that as the nanobeam length increases, a critical point is reached at which a sharp rise in the nonlinear frequency ratio occurs, particularly within the nanobeam length range of 10 nm to 30 nm. These findings collectively contribute to a comprehensive understanding of the nonlinear vibration behavior of BFG nanobeams in relation to various parameters.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.543-562
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• 2010

The purpose of this thesis is to analyze the error happening in the process of solving the simultaneous inequality with two unknown qualities and to propose the correct teaching method. We first introduce a problem about the simultaneous inequality with two unknown qualities. And we will see the solution which a student offers. Finally we propose the correct teaching method by analyzing the error happening in the process of solving the simultaneous inequality with two unknown qualities. The cause of the error are a wrong conception which started with the process of solving the simultaneous equality with two unknown qualities and an insufficient curriculum in connection with the simultaneous inequality with two unknown qualities. Especially we can find out the problem that the students don't look the interrelation between two valuables when they solve the simultaneous inequality with two unknown qualities. Therefore we insist that we must teach students looking the interrelation between two valuables when they solve the simultaneous inequality with two unknown qualities.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.604-621
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• 1999

We analyze the admission test problems used in 1998 at the Science Education Center for Gifted Youth at Kyungpook National University (SECGY, KNU). The test consists of two parts, an evaluation of the scientific thinking skills and an evaluation of the achievement for Mathematics and Sciences, the former of which includes evaluations of scientific process skills and logical thinking skills. The problems for the test of scientific thinking skills were developed and standardized by the Korea Education Development Center, while those of the achievement for Mathematics and Sciences were made at SECGY. We calculate the indices of the difficulty and discrimination for each problem to determine whether or not the test is appropriate to apply for selecting number of gifted students among the recommended students from 389 middle schools in Taegu-city and Kyungsang-pook-do Province. We find that both indices of most problems for the test of scientific thinking skills were out range of the appropriate level and. moreover, even those problems which fall into the appropriate range showed very low efficiencies for distractors. We, thus, conclude that the problems of the test of scientific thinking skills are inappropriate to use as a test for admission to SECGY. On the other hand, the problems of the achievement test showed extreme results; the Mathematics problems appeared to be too difficult, whereas the Physics problems appeared too easy. However, overall scores showed a normal distribution, indicating that those problems played crucial role in selecting gifted students. We finally propose several suggestions in developing the test problems and in selecting students at the SECGY.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.333-357
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• 2014

This study resulted from a study regarding creative STEAM System based upon an experiment with the center of gravity. The results of the study are constructed by a fusion of mathematics and physics, showing that they are the same as mathematical calculations. Also, students can find that center of gravity of an object is in equilibrium on a metal rod when the center of gravity exactly is placed on the rod. The fact that an experimental results are correspond to calculations can maximize the effectiveness of teaching. And also this study has the following effectiveness. First, the exact construction and calculations arouses good competition among students. Second, this experiment can give students a motivation for study and increase their thinking in classes because the theoretical background of center of gravity experiment is basically attributed to math and science classes in school. This study includes three different types of center-of-gravity experiments. One is a simple type of experiment in which center of gravity exists inside of an object. Another is a complicated one in which the center of gravity is also inside of an object. However, the third type is an experiment in where the center of gravity is outside of an object. Therefore, it gives students an opportunity to discuss how to confirm equilibrium on a metal rod when the object has its center of gravity outside. Having discussions in class will allow students to have a critical way of thinking. In addition, searching for a way to solve a problem will increase creativity of students as well. And the last type is finding the center of gravity of a big acrylic panel where multiple objects are on the panel. According to the survey and interview conducted by students who participated in this program, teaching based on creative STEAM system helps students to get a better understanding and more fast acquisition of knowledge. We can expect that a well-planned creative STEAM system through a continuous study will be both effective and efficient in educating critical and creative students.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.735-760
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• 2009

Most of every teachers' life is occupied with his or her instruction, and a classroom is a laboratory for mutual development between teacher and students also. Namely, a teacher's professionalism can be enhanced by circulations of continual reflection, experiment, verification in the laboratory. Professional development is pursued primarily through teachers' reflective practices, especially instruction practices which is grounded on $Sch\ddot{o}n's$ epistemology of practices. And a thorough penetration about situations or realities and an exact understanding about students that are now being faced are foundations of reflective practices. In this study, at first, we explored the implications of earlier studies for discussing a teacher's practice. We could found two essential consequences through reviewing existing studies about classroom and instructions. One is a calling upon transition of perspectives about instruction, and the other is a suggestion of necessity of a teachers' reflective practices. Subsequently, we will talking about an instance of a middle school mathematics teacher's practices. We observed her instructions for a year. She has created her own practical knowledges through circulation of reflection and practices over the years. In her classroom, there were three mutual interaction structures included in a rich expressive environments. The first one is students' thinking and justifying in their seats. The second is a student's explaining at his or her feet. The last is a student's coming out to solve and explain problem. The main substances of her practical know ledges are creating of interaction structures and facilitating students' spontaneous changes. And the endeavor and experiment for diagnosing trouble and finding alternative when she came across an obstacles are also main elements of her practical knowledges Now, we can interpret her process of creating practical knowledge as a process of self-directed professional development when the fact that reflection and practices are the kernel of a teacher's professional development is taken into account.

• The Journal of Korean Medicine
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• v.16 no.1 s.29
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• pp.505-530
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• 1995

Recently some people in learned circles of oriental medicine raised a Question about a terminological problem, i.e., 'oriental medical'. This question was thought as an attempt to find out the identity of oriental medicine which exists among the various current medical knowledge systems. In spite of same object, human body, there are diverse medical knowledge systems which has different concepts and theories. This come from the difference of a view of object which defines the experiences of that. The knowledge system of oriental medicine was established by the view of object in oriental medicine which depended on the way of thinking as Yin and Yang. The view of object in oriental medicine has come out in the special cultural soil, namely, the oriental world. Because of this the view of object in oriental medicine cannot be seperated from the oriental world view. What distintive feature does the oriental world view have? It can be summarized as the holistic, dynamical and organic ideas of the world. The term 'oriental medical' is being used to emphasize the characteristic and the peculiarity of the oriental medicine among the various medical knowledge systems. Can the current so called scientific method accept this peculiar and special method of oriental medicine? The efforts of philosophers who had been stimulated by the awful scientific achivements and had tried to find out the unified method penetrating through all the empirical science by mobilizing the logic and mathematics has became out of date for the raise of a question about the inductive method. On the contrary, the theses of theory-laden observation was accepted widely and the relativism was accepted as a new established theory. But the relativism has its own problem. The relativism was founded upon the concept, the incommensurability, which Khun and Feyerabend had proposed. This concept was criticized strongly by some of philosophers because of its own self-refuting. The view of object in oriental medicine has a relative characteristic in the aspect of its urge that in accordance with the perspective a different medical knowledge system can be possible. But our possible choice is the moderate conceptual relativism. Therefore if the view of object in oriental medicine includes the relative aspect, there is the 'conceptual relativity' between the knowledge system of oriental medicine and the western medicine. This preview an important aspect for the standardization and modernizing research of oriental medicine by lending the knowledge of the western medicine. And when we choose the moderate conceptual relativism, it means that we do not support the extreme relativism, that is, 'anything goes'. The concept of truth and rationality cannot be abandoned, and it plays the role of the norm on the knowledge system of oriental medicine and other knowledge systems of medicine in a limited meaning. And the view of object in oriental medicine has an organic view about the human body and the characteristic which wants to interpret the phenomena of human body by using the holistic method. But the availability of this method will be evaluated by the achievements of oriental medicine. Finally what relationship does the theory of oriental medicine have with the world the theory is applied to? It is recognized that the theory of oriental medicine has the instrumental characteristic. But it can be thought the instrumentalism is different from the oriental medical standpoint in the aspect that the instrumentalism seperates the theoretical existence from the observational existence sharply. Because in the oriental thinking way there is no seperation between the mind of observer and the object and no conflict between the idealism and the realism like the western world. For this problem there must be a further study.

• Korean Journal of Cognitive Science
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• v.27 no.2
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• pp.159-219
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• 2016

Mathematical ability is important for academic achievement and technological renovations in the STEM disciplines. This study concentrated on the relationship between neural basis of mathematical cognition and its mechanisms. These cognitive functions include domain specific abilities such as numerical skills and visuospatial abilities, as well as domain general abilities which include language, long term memory, and working memory capacity. Individuals can perform higher cognitive functions such as abstract thinking and reasoning based on these basic cognitive functions. The next topic covered in this study is about individual differences in mathematical abilities. Neural efficiency theory was incorporated in this study to view mathematical talent. According to the theory, a person with mathematical talent uses his or her brain more efficiently than the effortful endeavour of the average human being. Mathematically gifted students show different brain activities when compared to average students. Interhemispheric and intrahemispheric connectivities are enhanced in those students, particularly in the right brain along fronto-parietal longitudinal fasciculus. The third topic deals with growth and development in mathematical capacity. As individuals mature, practice mathematical skills, and gain knowledge, such changes are reflected in cortical activation, which include changes in the activation level, redistribution, and reorganization in the supporting cortex. Among these, reorganization can be related to neural plasticity. Neural plasticity was observed in professional mathematicians and children with mathematical learning disabilities. Last topic is about mathematical creativity viewed from Neural Darwinism. When the brain is faced with a novel problem, it needs to collect all of the necessary concepts(knowledge) from long term memory, make multitudes of connections, and test which ones have the highest probability in helping solve the unusual problem. Having followed the above brain modifying steps, once the brain finally finds the correct response to the novel problem, the final response comes as a form of inspiration. For a novice, the first step of acquisition of knowledge structure is the most important. However, as expertise increases, the latter two stages of making connections and selection become more important.