• Journal of the Korean School Mathematics Society
• /
• v.14 no.4
• /
• pp.423-442
• /
• 2011

The purpose of this study was to examine the effects of tasks setting for mathematical modelling in the complex real situations. The tasks setting(MMa, MeA) in mathematical modelling was so important that we can't ignore its effects to develop meaning and integrate mathematical ideas. The experimental setting were two groups ($N_1=103$, $N_2=103$) at public high school and non-experimental setting was one group($N_3=103$). In mathematical achievement, we found meaningful improvement for MeA group on modelling tasks, but no meaningful effect on information processing tasks. The statistical method used was ACONOVA analysis. Beside their achievement, we were much concerned about their modelling approach that TSG21 had suggested in Category "Educational & cognitive Midelling". Subjects who involved in experimental works showed very interesting approach as Exploration, analysis in some situation ${\Rightarrow}$ Math. questions ${\Rightarrow}$ Setting models ${\Rightarrow}$ Problem solution ${\Rightarrow}$ Extension, generalization, but MeA group spent a lot of time on step: Exploration, analysis and MMa group on step, Setting models. Both groups integrated actively many heuristics that schoenfeld defined. Specially, Drawing and Modified Simple Strategy were the most powerful on approach step 1,2,3. It was very encouraging that those experimental setting was improved positively more than the non-experimental setting on mathematical belief and interest. In our school system, teaching math. modelling could be a answer about what kind of educational action or environment we should provide for them. That is, mathematical learning.

• Journal of the Korean School Mathematics Society
• /
• v.24 no.2
• /
• pp.217-241
• /
• 2021

The purpose of this study is to qualitatively examine the effects of graphics representation of trigonometry modelling concerning question generating and idea sharing. The experimental setting(Experiment Group) was one class (N=26) at a public high school. The modelling process was designed as a process-oriented conceptualization divided into three steps i.e., (1) game with idea sharing and question generating, (2) graphic representation, and (3) symbolization in the mathematical applied tasks related to trigonometry function. The result indicates that Graphic Representation with Game Activity increases the opportunity of question generating and idea sharing during experimental work. Also, the results show that the introduction of computer graphics enhances the teaching of mathematical quantity in highschool classrooms.

• East Asian mathematical journal
• /
• v.36 no.2
• /
• pp.147-172
• /
• 2020

The purpose of this study is to provide to understand correctly for teachers and pre-service teachers who have the wrong conception of mathematical modeling. We present the differences modeling problems and general application problems to identify between general application and modeling problems. We propose the entire process from modeling tasks development to solve the problems of mathematical modeling. Additionally, the entire process of the possible solutions was concluded for the presented modeling problems. We proposed what students and teachers should perform at each stage of each phase of the modeling cycle. The concrete tasks were suggested for teachers and students at each phase of modeling cycles, with the specific role of the teacher in the overall process for students' modeling activities.

• 제어로봇시스템학회:학술대회논문집
• /
• 1988.10a
• /
• pp.374-379
• /
• 1988

We propose a framework for modelling and operation management of robotic assembly cells via knowledge base. In the framework, each component of the cell is considered as a state variable, the relations among the state variables are stored in state transition maps(STMs) and then transformed into the form of knowledge. The assembly job tree(AJT) which includes the precedence relations and the constraints for assembly tasks is also described. Finally, an algorithm is presented to manage the cell operation.

• Journal of Educational Research in Mathematics
• /
• v.14 no.1
• /
• pp.39-69
• /
• 2004

This paper investigates the teaching and learning of Linear function relating functional contexts and suggests the improved methods of representation-shift through this analysis. The methods emphasize the link between students' preacquired knowledge of mathematical representations and the way of using those. This methods are explanatory teaching, teaching and teaming based on modelling perspectives or tasks (interpretation, prediction, translation and scaling). We categorize the 8th grade middle school students' errors on the linear function relating real contexts and make a comparative study of the error-remedial effects and the teaching and teaming methods. We present the results of a study in which representation-shift methods based on modelling perspectives and tasks are more effective in terms of flexible connection of representations and error remediation. Also, We describe how students used modelling perspective-taking to explain and justify their conceptual models, to assess the quality of their models and to make connection to other mathematical representation during the problem solving focusing on the students' self-diagnosis.

• 제어로봇시스템학회:학술대회논문집
• /
• 1990.10a
• /
• pp.57-61
• /
• 1990

An optimal graspiftg algorithms for a multifingered robotic hand is proposed, where a new quality measure is developed to evaluate task-oriented as well as stability by modelling the tasks as ellipsoids. To show the validities of the proposed algorithm, several numerical examples are presented by employing a 3-fingered robotic hand.

• Structural Engineering and Mechanics
• /
• v.38 no.3
• /
• pp.283-300
• /
• 2011

A new conception of fundamental tasks in dynamics of the bridge-track-train systems (BTT), with the aim to evaluate moving load's models adequacy, has been developed. The 2D physical models of BTT systems, corresponding to the fundamental tasks, have been worked out taking into account one-way constraints between the moving unsprung masses and the track. A method for deriving the implicit equations of motion, governing vibrations of BTT systems' models, as well as algorithms for numerical integration of these equations, leading to the solutions of high accuracy and relatively short times of simulations, have been also developed. The derived equations and formulated algorithms constitute the basis for numerical simulation of vibrations of the considered systems.

• Journal of the Korean School Mathematics Society
• /
• v.19 no.4
• /
• pp.357-371
• /
• 2016

The purpose of this study was to decide the task space and Rating Scheme of task difficulty in complicated mathematical modelling situations. One of main objective was also to conform the validation of Rating Scheme to determine the degree of difficulty by comparing the student performance with the statement of the theoretical model. In spring 2014, the experimental setting was in Modelling Course for 38 in-service teachers in mathematics education. In conclusions, we developed the Model of Task Space based on their solution paths in mathematical modelling tasks and Rating Scheme for task difficulty. The Validity of Rating Scheme to determine the degree of task difficulty based on comparing the student performance gave us the meaningful results. Within a modelling task the student performance verifies the degree of difficulty in terms of scoring higher using solution approaches determined as easier and vice versa. Another finding was some relations among three research topics, that is, degree of task difficulty on rating scheme, levels of students performance and numbers of specific heuristic. Those three topics showed the impressive consistence pattern.

• Nuclear Engineering and Technology
• /
• v.42 no.2
• /
• pp.145-150
• /
• 2010

The paper is describing work being developed in the frame of a 5-year IAEA Coordinated Research Programme (CRP) started in late 2005. Participants gained knowledge of modelling methodologies and experience in the development and use of rather sophisticated simulation tools in support of site characterization and performance assessment calculations. These goals were achieved by a coordinated effort, in which the advantages and limitations of numerical models are examined and demonstrated through a comparative analysis of simplified, illustrative test cases. This knowledge and experience should help them address these issues in their own country's nuclear waste program. Coordination efforts during the first three years of the project aimed at enabling this transfer of expertise and maximizing the learning experience of the participants as a group. This was accomplished by identifying common interests of the participants (i.e., Process Modelling and Total System Performance Assessment methodology), and by defining complementary tasks that are solved by the members. Synthesis of all available results by comparative assessments is planned in the coming months. The project will be completed end of 2010. This paper is summarizing activities up to November 2009.

• Journal of Power Electronics
• /
• v.10 no.6
• /
• pp.621-627
• /
• 2010

This paper presents a TSMST (Theory - Simulation - Measurement - Simulation - Theory) method for power electronics laboratory. The method successfully integrates theory, simulation and measurement, thus enabling better integration of student's knowledge and better usage of inadequate number of laboratory hours. Students are attracted with relatively simple tasks to be solved and modern, but economical laboratory equipment. A significant part of the assignments can be made at home, thus lowering the pressure on students to finish the tasks on time. The proposed method is described on three basic examples explaining characteristic phases of the TSMST method.