• The Mathematical Education
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• v.55 no.3
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• pp.317-334
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• 2016

Knowledge and data interpretation on statistical estimation was important to have statistical literacy that current curriculum was said not to satisfy. The author investigated mathematics teachers' MKT on statistical estimation concerning interpretation of confidence interval by using questionnaire and interview. SMK of teachers' confidence was limited to the area of textbooks to be difficult to interpret data of real life context. Most of teachers wrongly understood SMK of interpretation of confidence interval to have influence upon PCK making correction of students' wrong concept. SMK of samples and sampling distribution that were basic concept of reliability and confidence interval cognized representation of samples rather exactly not to understand importance and value of not only variability but also size of the sample exactly, and not to cognize appropriateness and needs of each stage from sampling to confidence interval estimation to have great difficulty at proper teaching of statistical estimation. PCK that had teaching method had problem of a lot of misconception. MKT of sample and sampling distribution that interpreted confidence interval had almost no relation with teachers' experience to require opportunity for development of teacher professionalism. Therefore, teachers were asked to estimate statistic and to get confidence interval and to understand concept of the sample and think much of not only relationship of each concept but also validity of estimated values, and to have knowledge enough to interpret data of real life contexts, and to think and discuss students' concepts. So, textbooks should introduce actual concepts at real life context to make use of exact orthography and to let teachers be reeducated for development of professionalism.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.6
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• pp.3819-3828
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• 2015

The present study discusses some of important issues in the word recognition such as the roles of the form(orthographic & phonologic) and semantic information by investigating the processes of Korean heteronym. The priming paradigm has been applied to see whether or not there would be facilitatory effect from form and/or semantic information. In experiment 1, orthographically-related or phonologically-related prime stimuli were presented and a lexical decision task for Korean heteronym was conducted. The same procedure was applied for the experiment 2, except the prime stimulus which was semantically-related. The results showed that orthographic and phonologic information did not influence the processing of the heteronym while semantic information facilitated its processing, suggesting that the semantic information plays an important role in the processes of the Korean heteronym.