• Korean Journal of Child Studies
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• v.36 no.4
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• pp.229-242
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• 2015

The purpose of this study was to investigate young children's nonsymbolic arithmetic ability according to task difficulty. The participants in this study comprised 43 2-year-old children and 48 4-year-old children recruited from 5 childcare centers located in Seoul, Korea. All tasks were composed of comparison, addition, subtraction, multiplication and division tasks. In addition, each arithmetic task varied with the ratio of the two quantities; low level(1:2), middle level(2:3), high level(4:5). The results revealed that 2 & 4-year-old children could perform a large numerical range of nonsymbolic arithmetic tasks without influences from previously learned mathematics. This finding suggests that children have a degree of numerical capacity prior to symbolic mathematics instruction. Furthermore, children's performance on nonsymbolic arithmetic tasks indicated the ratio signature of large approximate numerical representation. This result implies that large approximate numerical representation can be used in arithmetical manipulations.

• English & American cultural studies
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• v.10 no.2
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• pp.99-125
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• 2010

This paper explores the political significance of a literary work, the hidden side beneath the ideology of founding America in Lydia Maria Child's Hobomok which reconstructs the history of the colonial period. The ideological strategy of founding America on racial discrimination is given a repeated representation in 19th-century American novels. Most works shed a negative light on Native Americans, whereas Hobomok stands out by presenting a positive picture of a miscegenation between a Native American man and a white woman, the acculturation of a half Indian into the white society. Furthermore, Child undoes distorted stereotypes about native Americans, exposing the Puritans' intolerant and exclusive attitudes and criticizing men who forced women to be obedient for the cause of nation and religion. However, Child also shows that she could not be free from the ideology of founding America which insisted on the superiority of the white's racial identity and excluded the Native Americans as beings who were destined to vanish gradually but eventually. Although Hobomok revises stereotypical representation of Native Americans as the other, it also serves for a political purpose, showing a politically inseparable relationship between literary works and the ideology of founding America.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.3
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• pp.1404-1413
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• 2014

The purpose of this study is to figure out the effects of multimedia fairy tale and narrative fairy tale lectures on children's language expression ability and drawing representation ability. To achieve this, this study was conducted from March to April, 2011 with 50 five-year-old children(25 children in the experimental group and 25 children in the comparative group) in K and S kindergartens at D metropolitan city. The results were as follows. First, the score of children's language expression ability was higher in the multimedia fairy tale lecture group than in the narrative fairy-tale lecture group. Second, the score of children's drawing representation ability was higher in the multimedia fairy tale lecture group than in the narrative fairy-tale lecture group. As for findings stated above, educational activities with multimedia were important in early childhood education. Consequently, children can better understand stories through multimedia fairy tales and various language activities, and improve their language expression ability and drawing representation ability through the process of exploring and drawing heroes in fairy tales. However, they have more need of educational activities, which are complementary to the merit of narrative fairy tale, than educational activities for only multimedia fairy tale lecture.

• Journal of KIISE:Software and Applications
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• v.32 no.4
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• pp.268-276
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• 2005

This paper deals with optimum communication spanning tree(OCST) problem. Generally, OCST problem is known as NP-hard problem and recently, it is reveled as MAX SNP hard by Papadimitriou and Yannakakis. Nevertheless, many researchers have used polynomial approximation algorithm for solving this problem. This paper uses evolutionary algorithm. Especially, when an evolutionary algorithm is applied to tree network problem such as the OCST problem, representation and genetic operator should be considered simultaneously because they affect greatly the performance of algorithm. So, we introduce a new representation method to improve the weakness of previous representation which is proposed for solving the degree constrained minimum spanning tree problem. And we also propose a new decoding method to generate a reliable tree using the proposed representation. And then, for finding a suitable genetic operator which works well on the proposed representation, we tested three kinds of genetic operators using the information of network or the genetic information of parents. Consequently, we could confirm that the proposed method gives better results than the previous methods.

• School Mathematics
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• v.13 no.3
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• pp.447-468
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• 2011

For the instruction of units dealing with the conic section, the most important factor that we need to consider is the connections. In other words, the algebraic approach and the geometric approach should be instructed in parallel at the same time. In particular, for the students of low proficiency who are not good at algebraic operation, the geometric approach that employs visual representation, expressing the conic section's characteristic in a dynamic manner, is an important and effective method. For this, during this research, to suggest the importance of dynamic visual representation based on GeoGebra in teaching Quadratic Curve, we taught an experimental class that suggests the instruction method which maximizes the visual representation and analyzed changes in the representation of students by analyzing the part related to the unit of a parabola from units dealing with a conic section in the "Geometry and Vector" textbook and activity book.

• School Mathematics
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• v.18 no.3
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• pp.647-666
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• 2016

This study investigates pre-service teacher's understanding of the concept and representations of irrational numbers. We classified the representations of irrational numbers into six categories; non-fraction, decimal, symbolic, geometric, point on a number line, approximation representation. The results of this study are as follows. First, pre-service teachers couldn't relate non-fractional definition and incommensurability of irrational numbers. Secondly, we observed the centralization tendency on symbolic representation and the little attention to other representations. Thirdly, pre-service teachers had more difficulty moving between symbolic representation and point on a number line representation of ${\pi}$ than that of $\sqrt{5}$ We suggested the concept of irrational numbers should be learned in relation to various representations of irrational numbers.

• Journal of English Language & Literature
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• v.58 no.6
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• pp.1041-1061
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• 2012

In the late nineteenth century, British colonial activities became aggressive and annexationist in the tropics, including the Southeast Asian Archipelago, which reflected the historical circumstances of both increasing resistance from the indigenous and severe competition among European powers. Interestingly, the change in English colonial policy toward an annexationist or imperialist vision adopted the motto of a civilizing mission, which was founded on the anthropological assumption that the white English were civilized, while the non-white indigenous were savage. The assumption developed into colonial discourse through systematic gathering of anthropological knowledge about the peripheries of the Empire. The knowledge system was flawed, which stressed the differences of the peripheral populations from the English and served as an inverted discourse on the Imperial Self rather than the description of the Other. Furthermore, the natives were heterogeneous, which rendered indistinct the racial and cultural differences between the English and the natives. Still, the aboriginals called Malays, who were comprised of many ethnic subgroups, needed to be deemed savage or inferior by the English in order to justify the English civilizing work or imperial ambition. Put differently, the representation of the English as civilized necessitated the (mis)representation of the natives as savage. In this context, Clifford's works contribute to systematic misrepresentation of the Malays, on which colonial discourse is founded, though not without self-contradiction. On the other hand, Conrad's novels that are set in the Malay Archipelago resort to a strategic misrepresentation that reveals the relativity of the discourse. Exploring the dilemma of denationalization to various degrees, Conrad's Malay texts problematize the (mis)representation of the indigenous as inferior, which is the basis of English claim to superiority.

• Communications of the Korean Mathematical Society
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• v.9 no.4
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• pp.927-931
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• 1994

Let G be a cyclic group of order 2 and let $S^1$ denote the unit circle in $R^2$ with the standard metric. We consider smooth G-vector bundles over $S^1$ when G acts on $S^1$ by reflection. Then the fixed point set of G on $S^1$ is two points ${z_0, z_1}$. Let $E$\mid$_{z_0} and E$\mid$_{z_1}$ be the fiber G-representation spaces at $z_0$ and $z_1$ respectively. We associate an orthogonal G-representation $\rho_i : G \to O(n)$ to $E$\mid$_{z_i}, i = 0, 1$. Let det $p\rho_i(g), g \neq 1$, be denoted by det $E$\mid$_{z_i}$ since det $\rho_i(g)$ is independent of choice of $\rho_i$.

• The Mathematical Education
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• v.44 no.2 s.109
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• pp.297-306
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• 2005

In this paper, we propose a computer environment class for student's mental representations about non-Euclidean geometry. Through the software Cinderella, students construct knowledge about non-Euclidean geometry and recognize differentness between Euclidean and non-Euclidean geometry. Also they recognize an existence of non-Euclidean geometry newly and its mental representations with images represented in Cinderella. In geometry class, we make students can use many representations systematically and can figure a visual internal image by emphasizing a transform process. And then students can reason about non-Euclidean geometry.

• Journal of the Korean Institute of Telematics and Electronics
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• v.26 no.12
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• pp.1984-1994
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• 1989

Techniques for approximating digitalcurves by polygonal lines are a valuable tool for image analysis and data compression. S. Shilien proposed a method for segmenting a digital curve into digital straight line segments digital straight line segments which are not satisfied with the structural properties, and have more than one break point by Shilien's method. Here, the structural representation of digital straight lines and digital staight line segments is described. And a method for segmenting a digital curve into digital straight line segments which are not satisfied with the structural properties, and have more than one break point by Shilien's method. Here, the structural representation of digital straight lines and digital staight line segments is described. And a method for segmenting a digital curve into digital straight line segments which may be not satisfied with the structural properties is proposed. The number of break points extracted by this method is less than that by S. Shilien's method from the digital curve which includes the digital straight line segments not satisfied with the structural properties.