• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.619-636
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• 2012

The main purpose of this study was to explore the process of generalization generated by mathematically gifted students. Specifically, this study probed how fourth, fifth, and sixth graders might generalize geometric patterns and represent such generalization. The subjects of this study were a total of 30 students from gifted classes of one elementary school in Korea. The results of this study showed that on the question of the launch stage, students used a lot of recursive strategies that built mainly on a few specific numbers in the given pattern in order to decide the number of successive differences. On the question of the towards a working generalization stage, however, upper graders tend to use a contextual strategy of looking for a pattern or making an equation based on the given information. The more difficult task, more students used recursive strategies or concrete strategies such as drawing or skip-counting. On the question of the towards an explicit generalization stage, students tended to describe patterns linguistically. However, upper graders used more frequently algebraic representations (symbols or formulas) than lower graders did. This tendency was consistent with regard to the question of the towards a justification stage. This result implies that mathematically gifted students use similar strategies in the process of generalizing a geometric pattern but upper graders prefer to use algebraic representations to demonstrate their thinking process more concisely. As this study examines the strategies students use to generalize a geometric pattern, it can provoke discussion on what kinds of prompts may be useful to promote a generalization ability of gifted students and what sorts of teaching strategies are possible to move from linguistic representations to algebraic representations.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.431-448
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• 2015

Elementary school teacher selection test has to be implemented for knowledge(MKT) to estimate and to be a step in the expansionary direction. For this, It has to be analyzed closely in terms of teacher's MKT first that questions set from selection tests until now. In this research, some standards were established by type of question, grade, contents field and subject from 84 mathematics questions set at examinations. And it was analyzed concretely by general tendency and produced the results of analysis related to elementary teacher's MKT in elementary school teacher selection test since year 2000. The results showed that descriptive and short answer type was mostly set(71.4%) in type of question and integrated grade type was mostly set(41.7%) in type of grade in elementary school teacher selection test. And in type of contents field, rated from highest to lowest, number and operations(31.0%), measurement(23.8%), figure(15.5%) were set. Textbook/manual(34.5%), solution of problem(26.2%), learning psychology(13.1%) in status of subject were followed in order, but there's no relationship with estimation. This research was based on a standard of precedent study and made an analysis of elementary mathematics questions of selection test since year 2000. Therefore, it has a meaning because of produced results from analysis related to elementary teacher's MKT.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.10a
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• pp.599-601
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• 2009

In currently being adopted as a e-leaning standard, SCORM it is difficult to provide the customized contents to a learner by changing the learner's level at runtime, and to control selective studying. So, we designed and implemented the customized contents organization engine(CCOE) in order to complement SCORM's faults in this paper. The CCOE consists of a level evaluation module, a contents re-organization module and a question item selection module. A level evaluation module evaluates the learner's level based on a question item reaction theory. And a question item selection module selects some random items by each level or by considering the learner's level which is then provided to a studying before evaluation, a section evaluation, and a quiz. And then this module transmits the selected items to the contents reorganization module for providing the quiz. A contents re-organization module selects the customized contents based on the learner's level by searching the tagged difficulty to the content, and creates the sequence with the selected items and the transmitted items from the question item selection module. If proposed in this paper CCOE is applied, the higher effectiveness of learning is expected by providing the customized learning contents based on the re-evaluated learner's level by each section.

• KIPS Transactions on Software and Data Engineering
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• v.7 no.12
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• pp.485-496
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• 2018

So far, the deep learning, a field of artificial intelligence, has achieved remarkable results in solving problems from unstructured data. However, it is difficult to comprehensively judge situations like humans, and did not reach the level of intelligence that deduced their relations and predicted the next situation. Recently, deep neural networks show that artificial intelligence can possess powerful relational reasoning that is core intellectual ability of human being. In this paper, to analyze and observe the performance of Relation Networks (RN) among the neural networks for relational reasoning, two types of RN-based deep neural network models were constructed and compared with the baseline model. One is a visual question answering RN model using Sort-of-CLEVR and the other is a text-based question answering RN model using bAbI task. In order to maximize the performance of the RN-based model, various performance improvement experiments such as hyper parameters tuning have been proposed and performed. The effectiveness of the proposed performance improvement methods has been verified by applying to the visual QA RN model and the text-based QA RN model, and the new domain model using the dialogue-based LL dataset. As a result of the various experiments, it is found that the initial learning rate is a key factor in determining the performance of the model in both types of RN models. We have observed that the optimal initial learning rate setting found by the proposed random search method can improve the performance of the model up to 99.8%.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2004.05a
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• pp.113-117
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• 2004

We need the contingency cost in order to deal with the uncertainty to be accompanied inevitably at the construction and an every kind risk not to forecast in advance. And also the contingency colt needed for the change order and we need it for reduction of the delay and reduce the trouble between owner and constructor. This study, through checking and analyzing the risk factor, in the step of domestic construction, suggests optimal management reserve to specific business about the contract type and the scale. The main results of this research are summarized as follow. First, I investigated the recognition about the contingency cost, grasped the risk to be happened at the construction step and found out the frequency occurrence, through making up question to engineer are carrying out their job in the domestic construction. Second, I computed optimal contingency cost rate by the statistics investigation, and proposed an improvement plan and problem when compute a contingency cost.

• Journal for History of Mathematics
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• v.23 no.2
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• pp.89-99
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• 2010

Today linear algebra is one of compulsory courses for university mathematics by virtue of its theoretical fundamentals and fruitful applications. Vector theory and matrix theory constitute of main topics in linear algebra. In the present paper we consider the question which of the two topics is prior in teaching of linear algebra. We suggest that vector theory should be prior to matrix theory contrary to the historical order of them.

• Bulletin of the Korean Mathematical Society
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• v.48 no.6
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• pp.1147-1155
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• 2011

In J. Korean Math. Soc, Zhang, Xu and other authors investigated the following problem: what is the structure of finite groups which have many normal subgroups? In this paper, we shall study this question in a more general way. For a finite group G, we define the subgroup $\mathcal{A}(G)$ to be intersection of the normalizers of all non-cyclic subgroups of G. Set $\mathcal{A}_0=1$. Define $\mathcal{A}_{i+1}(G)/\mathcal{A}_i(G)=\mathcal{A}(G/\mathcal{A}_i(G))$ for $i{\geq}1$. By $\mathcal{A}_{\infty}(G)$ denote the terminal term of the ascending series. It is proved that if $G=\mathcal{A}_{\infty}(G)$, then the derived subgroup G' is nilpotent. Furthermore, if all elements of prime order or order 4 of G are in $\mathcal{A}(G)$, then G' is also nilpotent.

• Bulletin of the Korean Mathematical Society
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• v.50 no.3
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• pp.731-745
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• 2013

In this paper, we investigate uniqueness problems of certain types of $q$-difference polynomials, which improve some results in [20]. However, our proof is different from that in [20]. Moreover, we obtain a uniqueness result in the case where $q$-differences of two entire functions share values as well. This research also shows that there exist two sets, such that for a zero-order non-constant meromorphic function $f$ and a non-zero complex constant $q$, $E(S_j,f)=E(S_j,{\Delta}_qf)$ for $j=1,2$ imply $f(z)=t{\Delta}_qf$, where $t^n=1$. This gives a partial answer to a question of Gross concerning a zero order meromorphic function $f(z)$ and $t{\Delta}_qf$.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.125-147
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• 2012

The primary goal of the study was to provide some preliminary validity evidence for the Vocabulary Grade Levels Test (Busan Metropolitan City Office of Education, 2009), which is designed to measure the receptive vocabulary knowledge of learners in L2. For the purpose of the current study, 327 participants at the elementary school participated in the study and were asked to take two different vocabulary tests. Namely, a Vocabulary Size Test (Nation, 2001) and a Vocabulary Grade Levels Test. The data were analyzed using correlation in order to discover the relationship between these two types of tests. Following this, the Rasch analysis was conducted to examine the reliability and validity of the measurement in question. The data analysis showed that both grade separation reliability and item separation reliability were high, indicating that the Vocabulary Grade Levels Test well discriminates learners with a wide range of proficiency levels. The findings of the study are discussed, along with further improvements in order to ascertain the validity of this particular vocabulary test.

• Korean Management Science Review
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• v.13 no.3
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• pp.49-73
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• 1996

Common problems have been observed in the existing Information Requirements Analysis (IRA) methodologies such as BSP(IBM), CSF(Rockart), or ISP(Information Engineering), etc. These methodologies require too much time and human resources for the IRA process, involves high complexity, and their IRA outcomes are frequently biased by the subjective views of the people involved. In this paper, we introduce a new methodology for the enterprise wide information requirements analysis utilizing templates and nine closed-ended questions. Extending the BIAIT(Business Information Analysis and Integration Technique) method, this methodology presents nine question about each firm's order type(7Q's for customer side and 2Q's for supplier side) to derive information processing characteristics of the firms. As the central component of this methodology, data and process templates for the manufacturing industry were established. To validate the methodology, suitability of the data and process templates were examined through six real world business cases.