• Journal for History of Mathematics
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• v.25 no.3
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• pp.29-39
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• 2012

As a product of modern proof theory, linear logic is a new form of logic developed for the purpose of enhancing programming language by Professor Jean-Yves Girard of Marseille University (France) in 1987 by supplementing intuitionist logic in a sophisticated manner. Thus, linear logic' s connectives can be explained using information processing terms such as sequentiality and parallel computation. For instance, A${\otimes}$B shows two processes, A and B, carried out one after another. A&B is linked to an internal indeterminate, allowing an observer to select either A or B. A${\oplus}$B is an external indeterminate, and as such, an observer knows that either A or B holds true, but does not know which process will be true. A ${\wp}$ B signifies parallel computation of process A and process B; linear negative exhibits synchronization, that is, in order for the process A to be carried out, both A and $A^{\bot}$ have to be accomplished simultaneously. Since the field of linear logic is not very active in Korea at present, this paper deals only with syntax aspect of linear logic in order to arouse interest in the subject, leaving semantics and proof nets for future studies.

• Journal of KIISE:Software and Applications
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• v.29 no.12
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• pp.957-965
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• 2002

Garbage collection in the CLDC typically employs a stop-the-world GC algorithm which is performing a complete garbage collection when needed. This technique is unsuitable for the interactive Java embedded system because this can lead to long and unpredictable delays. In this paper, We present a garbage collection algorithm which reduces the average delay time and supports the interactive environment. Our garbage collector is composed of the allocator and the collector. The allocator determines the allocation position of free-list according to object size, and the collector uses an incremental mark-sweep algorithm. The garbage collector is called periodically by the thread scheduling policy and the allocator allocates the objects of marked state during collection cycle. Also, we introduce a color toggle mechanism that changes the meaning of the bit patterns at the end of the collection cycle. We compared the performance of our implementation with stop-the-world mark-sweep GC. The experimental results show that our algorithm reduces the average delay time and that it provides uniformly low response times.

• Journal of The Korean Association of Information Education
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• v.21 no.5
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• pp.497-507
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• 2017

Research on software education and linking and convergence of other subjects has been mainly focused on mathematics and science subjects. The dissatisfaction of various preferences and types of learning personality cause to learning gap. In addition, it is not desirable considering the solution of various fusion problems that can apply the computational thinking. In this way, it is possible to embrace the diverse tendencies and preferences of students through the linkage with the English subject, which is a linguistic approach that deviates from the existing mathematical and scientific approach. By combining similarities in the process of learning a new language of English education and software education. For this purpose, based on the analysis of teaching - learning model of elementary English subject and software education, we developed a class model by modifying existing English subject and software teaching - learning model to be suitable for linkage. Then, the learning elements applicable to software education were extracted from the contents of elementary school English curriculum, and a program applied to the developed classroom model was designed and the practical application method of learning was searched.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.317-327
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• 2013

Algorithm education that become at the base of thinking is emphasized from primary school. However, It is difficult to understand algorithm in elementary school students level. In this research, it considered curriculum that can teach universally to elementary school students by solution plan of problem. So we chose Scratch program with education data, because it is verified the effect in education of algorithm, and easy to control among EPL (Education Programming Language). It was composed curriculum so that interaction is accomplished through group activities to coincide in various level of students, and approached to the problem-solving center to emphasize important thinking process in algorithm education, and got educational value in relevant level of each student. According to validation of expert groups and surveys, we concluded the curriculum that is appropriate. The curriculum proposed in this paper can help to enhance the problem solving ability and the creativity.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.311-318
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• 2010

In this paper, we proposed the integrated education program of informatics and math for solving problem using EPL. We applied a integrated math curriculum with EPL and analyzed mathematical thinking and attitude to the 3rd and 5th students. We used mathematical thinking test, mathematical attitude test and interview through student review. We also analyzed data of observers who are elementary school teachers. The results of test are as follows; First, we found effective points of meta-cognition and visualization of thought in solving the mathematical problem using Scratch. Second, mathematical thinking and attitude showed the result that 3rd grade students are more increased than 5th grade students in pre and post t-test of the mathematical. Consequently, we expect that the integrated education program of informatics and math using EPL can be applied to solve problem in math effectively.

• Journal of KIISE
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• v.42 no.7
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• pp.852-859
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• 2015

As the amount of knowledge information significantly increases, a lot of progress has been made in the studies focusing on how to reason large scale ontology effectively at the level of RDFS or OWL. These reasoning methods are divided into TBox classifications and ABox realizations. A TBox classification mainly deals with integrity and dependencies in schema, whereas an ABox realization mainly handles a variety of issues in instances. Therefore, the ABox realization is very important in practical applications. In this paper, we propose a realization method for analyzing the constraint of the specified class, so that the reasoning system automatically infers the classes to which instances belong. Unlike conventional methods that take advantage of the object oriented language based distributed file system, we propose a large scale ontology reasoning method using spark, which is a functional programming-based in-memory system. To verify the effectiveness of the proposed method, we used instances created from the Wine ontology by W3C(120 to 600 million triples). The proposed system processed the largest 600 million triples and generated 951 million triples in 51 minutes (696 K triple / sec) in our largest experiment.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.1-8
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• 2019

In order to provide basic data necessary for developing a curriculum to enhance SW education for elementary school teacher students, a questionnaire survey was conducted on 1,260 students at G National University of Education. The results are summarized as follows. First, it is necessary to improve class time of SW education for the college students and revise the SW curriculum to improve SW education capacity for teacher students. Second, in the liberal arts course, it is necessary to develop the teaching and learning materials and the textbooks using various software. Third, in the major course, the Subject Pedagogy programs should be expanded rather than the subject content programs. Fourth, in the specialization course, the programming language education focusing on the Entry and EPL should be strengthened so that it can be linked with the elementary school curriculum. In addition, it is necessary to expand the choice of subjects for the students by reducing the number of required courses and increasing the number of elective courses.

• Journal of Radiation Protection and Research
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• v.33 no.2
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• pp.47-51
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• 2008

Objective: This study analyzed errors due to rotation or tilt of the magnetic resonance (MR) imaging indicator during image acquisition for a stereotactic radiosurgery. The error correction procedure of a commercially available stereotactic neurosurgery treatment planning program has been verified. Materials and Methods: Software virtual phantoms were built with stereotactic images generated by a commercial programming language, Interactive Data Language (version 5.5). The thickness of an image slice was 0.5 mm, pixel size was $0.5{\times}0.5mm$, field of view was 256 mm, and image resolution was $512{\times}512$. The images were generated under the DICOM 3.0 standard in order to be used with Leksell GammaPlan$^{(R)}$. For the verification of the rotation error correction function of Leksell GammaPlan$^{(R)}$, 45 measurement points were arranged in five axial planes. On each axial plane, there were nine measurement points along a square of length 100 mm. The center of the square was located on the z-axis and a measurement point was on the z-axis, too. Five axial planes were placed at z=-50.0, -30.0, 0.0, 30.0, 50.0 mm, respectively. The virtual phantom was rotated by $3^{\circ}$ around one of x, y, and z-axis. It was also rotated by $3^{\circ}$ around two axes of x, y, and z-axis, and rotated by $3^{\circ}$ along all three axes. The errors in the position of rotated measurement points were measured with Leksell GammaPlan$^{(R)}$ and the correction function was verified. Results: The image registration errors of the virtual phantom images was $0.1{\pm}0.1mm$ and it was within the requirement of stereotactic images. The maximum theoretical errors in position of measurement points were 2.6 mm for a rotation around one axis, 3.7 mm for a rotation around two axes, and 4.5 mm for a rotation around three axes. The measured errors in position was $0.1{\pm}0.1mm$ for a rotation around single axis, $0.2{\pm}0.2mm$ for double and triple axes. These small errors verified that the rotation error correction function of Leksell GammaPlan$^{(R)}$ is working fine. Conclusion: A virtual phantom was built to verify software functions of stereotactic neurosurgery treatment planning program. The error correction function of a commercial treatment planning program worked within nominal error range. The virtual phantom of this study can be applied in many other fields to verify various functions of treatment planning programs.

• Communications of Mathematical Education
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• v.33 no.1
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• pp.1-19
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• 2019

This study deals with the case of student-centered discrete mathematics class with cyber lab. First, we provided lecture notes and cyber labs we developed. In particular, discrete mathematics is a course that covers the principles of algorithms. The purpose of this study is to provide students with basic mathematics, aiming to actively participate in the learning process, to improve their abilities and to reach the ultimate goal of student success with confidence. Second, based on interactions, students were able to prepare for the lectures, review, question, answer, and discussion through an usual learning management system of the school. Third, all the students generated materials through one semester, which were reported, submitted, presented and evaluated. It was possible to improve the learning effectiveness through the discussions and implementation of using some easy open source programming language and codes. Our discrete math laboratory could be practiced without any special knowledge of coding. These lecture models allow students to develop critical thinking skills while describing and presenting their learning and problem-solving processes. We share our experience and our materials including lecture note and cyber lab as well as a possible model of student-centered mathematics class that does not give too much of work load for instructors. This study shares a model that demonstrates that any professor will be able to have an individualized, customized, and creative discrete education without spending much of extra time and assistant, unlike previous research.

• The Mathematical Education
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• v.63 no.3
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• pp.467-484
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• 2024

The rapid advancement of generative AI has ushered in an era where anyone can create and freely utilize personalized chatbots without the need for programming expertise. This study aimed to develop a customized chatbot based on OpenAI's GPTs for the purpose of pre-service teacher education and to analyze its educational performance in mathematics as assessed by educators guiding pre-service teachers. Responses to identical questions from a general-purpose chatbot (ChatGPT), a customized GPTs-based chatbot, and an elementary mathematics education expert were compared. The expert's responses received an average score of 4.52, while the customized GPTs-based chatbot received an average score of 3.73, indicating that the latter's performance did not reach the expert level. However, the customized GPTs-based chatbot's score, which was close to "adequate" on a 5-point scale, suggests its potential educational utility. On the other hand, the general-purpose chatbot, ChatGPT, received a lower average score of 2.86, with feedback indicating that its responses were not systematic and remained at a general level, making it less suitable for use in mathematics education. Despite the proven educational effectiveness of conventional customized chatbots, the time and cost associated with their development have been significant barriers. However, with the advent of GPTs services, anyone can now easily create chatbots tailored to both educators and learners, with responses that achieve a certain level of mathematics educational validity, thereby offering effective utilization across various aspects of mathematics education.