• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.181-181
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• 2023

Flood is a major threat to human society, and scientific assessment of flood risk in human living areas is an important task. In this study, two different methods were used to evaluate the flood in Ulsan City, and the results were comprehensively compared and analyzed. Based on the fuzzy mathematics and VIKOR method of the multi-objective decision system, similar evaluation results were obtained in the study area. The results show that due to the large number of rivers in Ulsan City and the relatively high exposure index, the whole city faces a high risk of flooding. However, fuzzy mathematics theory pays more attention to the negative impact of floods on people, and the adaptability in the Nam-gu District is lower. In contrast, the VIKOR method pays more attention to the positive role of the economy and population in flood protection, and thus obtains a higher score. Both approaches demonstrate that the city of Ulsan faces a high risk of flooding and that its citizens and policymakers need to invest in preventing flood damage.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.553-571
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• 2014

Mathematical process is an issue in current mathematics education. In this paper discuss how to assess the mathematical process using essay type questions. For this we first suggest the concept of Mathematical Process Oriented Question which is an essay type question and possible to assess mathematical processes, that is, the mathematical communication, reasoning, and problem solving as well as mathematics knowledge. And we develop a framework for developing the mathematical process oriented question and rubric, examples of assessment standards and those questions containing rubric for assessing mathematical processes. The results of this paper can serve as basic data and examples for follow up research about mathematical process assessment.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.899-925
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• 2013

The purpose of this study was to examine how constructive-response questions in regular test was in aligned with the nature and goals of 2007 Curriculum Amendment. For this purpose, data were collected and analysed by using the framework for mathematical task and the cognitive demand of tasks suggested by Smith & Stein(1998) and mathematical proficiency suggested by National Research Council(2001). In particular, it aimed to reveal the overall picture of the level of cognitive demand and the proportion of mathematical proficiency of constructed-response items created by secondary mathematics teachers. The findings from the analysis showed that 70 percent of the constructed-response items were at low-level and the rest at high-level in terms of cognitive demand. Also, the constructed-response assessment focused on conputing (89%), understanding(45%), applying(30%) and least reasoning(17%). Most of the constructed-response items included computing and were algorithmic.

• Journal for History of Mathematics
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• v.21 no.3
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• pp.157-182
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• 2008

TIMSS 2003 is the third and most recently round of IEA's Trends in International Mathematics and Science Study. In this study, I considered the changes of the mathematics cognitive domain in TIMSS and got some facts for developing assessment framework. And I analyzed 7 countries' achievement in the view of our country Korea, i.e. Singapore, Hongkong, Chinese Taipei, Japan, Netherlands, and Unites States. With the reliable and valid achievement scales for cognitive domains given by ISC, students' achievement scales were analyzed according to country, percentile, and sex in each cognitive domain.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.403-426
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• 2012

This paper analyzed 20 teaching practices of elementary mathematics lessons which were recognized as effective instruction by the local educational offices throughout Korea, using an analytic framework with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 44 sub-elements. The results of this study showed that the lessons focused on the key mathematics concepts according to the national mathematics curriculum and learning objectives, managed students in terms of shared rules within each classroom, and evaluated students' understanding of the concepts at the end of the lesson. However, the lessons did not foster students' calculation skills and only partly used either technology or game. Building on the related studies, this paper included implications of implementing high-quality mathematics instruction.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.109-135
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• 2012

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.335-352
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• 2008

The purpose of this research was to investigate the descriptive evaluation method that focuses on the problem solving process of the student. The goal was to evaluate the students' understanding of the subject rather than the students' ability to find the final answer. The descriptive evaluation is being suggested as a way of examining the thought process of the student by performing a structured analysis of the problem solving process. Today, there are not enough descriptive evaluation resources available for teachers to effectively carry out this alternative assessment method in the elementary school mathematics curriculum. This research is a case study on the development of resources for descriptive evaluation in grade 4 mathematics. We designed the development process for descriptive evaluation and its rubric for all 8 units of the 4-Na level of mathematics in the elementary school curriculum. Three descriptive problems were developed for each of the 8 units for a total of 24 problems. The rubric consisted of three areas of assessment, 1) understanding of the problem, 2) problem solving, and 3) mathematical communication. The problems were first pilot tested in two 4th grade classes. Modified problems were then tested in a different 4th grade classroom. The study showed that the three defined areas of evaluation framework (problem understanding, problem solving and mathematical communication) were measurable and analyzable using the developed grading rubric. We then conclude that he descriptive evaluation could be used as an effective tool for improving teacher performance in elementary school mathematics.

• Nuclear Engineering and Technology
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• v.40 no.5
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• pp.327-348
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• 2008

A risk-informed regulatory approach implies that risk insights be used as supplement of deterministic information for safety decision-making purposes. In this view, the use of risk assessment techniques is expected to lead to improved safety and a more rational allocation of the limited resources available. On the other hand, it is recognized that uncertainties affect both the deterministic safety analyses and the risk assessments. In order for the risk-informed decision making process to be effective, the adequate representation and treatment of such uncertainties is mandatory. In this paper, the risk-informed regulatory framework is considered under the focus of the uncertainty issue. Traditionally, probability theory has provided the language and mathematics for the representation and treatment of uncertainty. More recently, other mathematical structures have been introduced. In particular, the Dempster-Shafer theory of evidence is here illustrated as a generalized framework encompassing probability theory and possibility theory. The special case of probability theory is only addressed as term of comparison, given that it is a well known subject. On the other hand, the special case of possibility theory is amply illustrated. An example of the combination of probability and possibility for treating the uncertainty in the parameters of an event tree is illustrated.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.11
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• pp.1049-1057
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• 2020

The shift from elite education to mass education in Vietnam has met the demand for education for everybody as well as for quality human resource talent for an emerging nation. Under the resource constraint, understanding the quality dimensions of education and its priority level is important for effective and efficient policies. This study was carried out using both qualitative and quantitative methodologies to develop quality criteria and a ranking model. Two rounds of in-depth interviews were conducted with fifteen experts in the field, who were rectors, employers, and recruitment specialists to develop the quality framework applied in Vietnamese universities under total quality management (TQM), starting from the input of the senior secondary school leavers, through a teaching process to the output. The first round of interviews were unstructured questionnaires designed to explore the main factors in quality assessment model. The second round affirmed the experts' agreement on the assessment model. Then, fuzzy logic was applied to rank eight criteria in the quality assessment model into priority order: cost, teaching and administrative staff, leadership, curriculum, student-related factors, internationalization, admissions, and campus. The results are critical for identifying the necessary actions to enhance the education quality and to further research on the optimal quality model.