• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.27-32
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• 2001

The paper describes some principles how we design the mathematics curriculum through mathematical Modelling. since the motivation for modelling is that it give us a cheap and rapid method of answering illposed problem concerning the real world situations. The experiment was focussed on the possibility that they can involved in modelling problem sets and carry modelling process. The main principles could be described as follows. principle 1. we as a teacher should introduce the modelling problems which have many constraints at the begining situation, but later eliminate those constraints possibly. principle 2. we should avoid the modelling real situations which contain the huge data collection in the classroom, but those could be involved in the mathematics club and job oriented problem solving. principle 3. Analysis of modelling situations should be much emphasized in those process of mathematics curriculum principle 4. As a matter of decision, the teachers should have their own activities that do mathematics curriculum free. principle 5. New strategies appropriate in solving modelling problem could be developed, so that these could contain those of polya's heusistics

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.120-129
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• 2002

In this paper, I survey the field which students use ICT and propose a teaching and learning model to improve students' ability in using ICT. Also, I apply it and prove its' effect. Because Problem Based Learning treats ill-structured problem which reflects actuality, Students can pick up the actual knowledge and become verse in general principle or concept which can transmit resemble problem or situation. Therefore, I hope a teaching and learning model which I propose in this paper has an effect to improve students' ability in using ICT.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.06a
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• pp.666-668
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• 1998

In this paper, we consider a bi-objective vehicle routing problem to minimize total distance traveled and maximize minimum integrated satisfaction level of selecting desirable routes in an fuzzy graph. The fuzzy graph reflects a real delivery situation in which there are a depot, some demand points, paths linking them, and distance and integrated satisfaction level are associated with each route. For solving the vi-objective problem we introduce a concept of routing vector and define non-dominated solution for comparing vectors. An efficient algorithm involving a selection method of non-dominated solutions based on DEA is proposed for the vehicle routing problem with rigid distance and integrated satisfaction level.

• Journal of Korean Institute of Industrial Engineers
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• v.43 no.1
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• pp.1-11
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• 2017

Stochastic resource-constrained project scheduling problem is an extension of resource-constrained project scheduling problem such that activity duration has stochastic nature. In real situation where activity duration is not known until the activity is finished, open-loop based static policies such as activity-based policy and priority-based policy will not well cope with duration variability. Then, a dynamic policy based on closed-loop decision making will be regarded as an alternative toward achievement of minimal makespan. In this study, a dynamic policy designed to select activities to start at each decision time point is illustrated. The performance of static and dynamic policies based on variable neighborhood search is evaluated under the discrete-event simulation environment. Experiments with J120 sets in PSPLIB and several probability distributions of activity duration show that the dynamic policy is superior to static policies. Even when the variability is high, the dynamic policy provides stable and good solutions.

• Journal of Applied Reliability
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• v.15 no.3
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• pp.149-153
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• 2015

One common roadblock to innovation is the inability to define the problem that needs to be solved. Main contributors to this situation are the complexity of real field and the psychological inertia. 9-Windows can help break the complexity and the psychological inertia. In this article, we attempt to propose how to link resources to space and time framework through 9-Windows. Also, we propose how to use the 9-Windows to find multiple perspectives and explore solutions to a problem. This research is expected to be a vehicle to make an effective use of 9-Windows along with TRIZ, SIT, CT, FMEA and QFD.

• Journal of the Korea Society of Computer and Information
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• v.21 no.12
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• pp.1-10
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• 2016

In this paper, we attempt to prevent certain cases by tracing a history and making genogram about open source software and its modification using similarity of source code. There are many areas which use open source software actively and widely, and open source software contributes their development. However, there are many unconscious cases like ignoring license or intellectual properties infringe which can lead litigation. To prevent such situation, we analyze source code similarity using program dependence graph which resembles subgraph isomorphism problem, a typical NP-complete problem. To solve subgraph isomorphism problem, we utilized harmony search of metaheuristic algorithm and compared its result with a genetic algorithm. For the future works, we represent open source software as program dependence graph and analyze their similarity.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.29-40
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• 2002

Fairy-tales give students opportunities to build connections between a problem-solving situation and mathematics as well as to communicate solutions through writing, symbols, and diagrams. Therefore, the purpose of this paper is to introduce how to use fairy-tales in elementary mathematics classroom in order to develope student's mathematical concepts and process in terms of the following areas: ⑴ reconstructing literature ⑵ understanding concepts ⑶ problem posing activity. To be useful, mathematics should be taught in contexts that are meaningful and relevant to learners. Therefore using fairy-tales as a vehicle to teach mathematics gives students a chance to develope mathematics understanding in a natural, meaningful way, and to enhance problem posing and problem solving ability. Further, future study will continue to foster how fairy-tales literatures will enhance children's mathematics knowledge and influence on their mathematics performance.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.63-77
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• 2016

SENKs (Students who Emigrated from North Korea to South Korea) are exposed to the general problem of Su-Po-Ja(mathematics give-uppers) as well as their own difficulty in learning mathematics. In this study, we conducted the FGI (focus group interview) in order to examine the recognition on mathematics teaching and learning in South Korea with 6 SENKs and 3 teachers who teach the SENKs. As a result, it was found that SENKs' had difficulties in understanding math because of the differences in math terminology used in South and that in North Korea, the unfamiliar problem situation used in math lesson, and the shortage of time for solving math problem. And the teachers reported that they had difficulties in teaching great deal of basic math, SENKs' weak will to learn math, and SENKs' lack of understanding about problem situation because of the inexperience about culture and society in South Korea.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.137-164
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• 2008

Given the importance of early experience in algebraic thinking, we designed six consecutive lessons in which $4^{th}$ graders were encouraged to recognize patterns in the process of finding the relationships between two quantities and to represent a given problem with various mathematical models. The results showed that students were able to recognize patterns through concrete activities with manipulative materials and employ various mathematical models to represent a given problem situation. While students were able to represent a problem situation with algebraic expressions, they had difficulties in using the equal sign and letters for the unknown value while they attempted to generalize a pattern. This paper concludes with some implications on how to connect algebraic thinking with students' arithmetic or informal thinking in a meaningful way, and how to approach algebra at the elementary school level.

• Journal of Science Education
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• v.45 no.2
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• pp.201-218
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• 2021

The purpose of this study is to investigate qualitatively two cases of general citizens' scientific participation and activities responding to fine dust problem. The processes of their scientific actions were investigated and categorized inductively based on three stages: problem recognition stage, information collection and analysis stage, and sharing and spreading stage. As a result, in the 'problem recognition' stage, two participants recognized the seriousness of the fine dust problem as they felt a threat to their health and began to act practically by questioning the accuracy of public data. In the 'information collection and analysis' stage, a participant collected as much information as possible and compared them in order to obtain more accurate information for her situation. On the other hand, another participant conducted various experiments in person to get the information which is appropriate to his situation. Finally, in the 'Sharing and Spreading' stage, both participants created and shared various materials based on online environment, and continued their activities with a sense of contribution through others assistance. Educational implications are discussed in terms of civic science education and scientific literacy.