• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.87-120
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• 2003

The purpose of this study is to verify empirically whether or not the linguistically creative problem-solving ability progress by developing and applying an enrichment learning program for the verbally gifted elementary school students. The total number of the verbally gifted students who participated in this study were 60 children. Half of them were subjects for evaluating the appropriateness of the enrichment learning program and the verbally creative problem-solving ability test developed by the researcher. The other half were divided into three groups for applying the teaching materials by Korean Educational Development Institute, the enrichment learning program by the present researcher, and the textbook enrichment program. The data were analyzed by the statistical method of repeated measures ANOVA. The results were as follows: First, the enrichment learning program developed by this researcher has greatly contributed to the advancement of verbally creative problem-solving ability. The program was especially effective in reading and writing, but not in speaking. second, the sub-category of reading includes factual, inferential·critical, and imaginary understanding. Among them, factual and imaginary understanding had not significantly advanced, while inferential·critical understanding had significant progression. Third, it was found that both logical and creative expression did not improve significantly by the enrichment learning program developed by the present researcher. Speaking is difficult to instruct. In conclusion, it was found that the systematic enrichment learning program was effective in developing language skills of the verbally gifted elementary school children. It was also proved to be more effective to teach them reading and writing together in everyday life. Also, it was turned out that continuous development of the enrichment learning program for the verbally gifted students is needed.

• The Journal of Information Systems
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• v.20 no.3
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• pp.1-24
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• 2011

Recently, six sigma has been widely adopted in a variety of industries as a disciplined, data-driven problem solving approach or methodology supported by a handful of powerful statistical tools in order to reduce variation through continuous process improvement. Also, data mining has been widely used to discover unknown knowledge from a large volume of data using various modeling techniques such as neural network, decision tree, regression analysis, etc. This paper proposes a six sigma methodology based on data mining for effectively and efficiently processing massive data in driving six sigma projects. The proposed methodology is applied in the hot stove system which is a major energy-consuming process in a "P" steel company for improvement of heat efficiency through reduction of energy consumption. The results show optimal operation conditions and reduction of the hot stove energy cost by 15%.

• Journal of Korea Society of Digital Industry and Information Management
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• v.12 no.1
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• pp.43-50
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• 2016

This paper is on an acoustic echo canceller solving the double-talk problem by using the blind signal separation technology. The acoustic echo canceller may be deteriorated or diverged during the double-talk period. So we use the blind signal separation to detect the double talking by separating the near-end speech signal from the mixed microphone signal. The blind signal separation extracts the near-end signal from dual microphones by the iterative computations using the 2nd order statistical character in the closed reverberation environment. By this method, the acoustic echo canceller operates irrespective of the double-talking. We verified performances of the proposed acoustic echo canceller in the computer simulations. The results show that the acoustic echo canceller with this algorithm detects the double-talk periods well, and then operates stably without diverging of the coefficients after ending the double-talking. The merits are in the simplicity and stability.

• Journal of Families and Better Life
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• v.14 no.1
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• pp.113-130
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• 1996

This study is an evaluation research which examines the effectiveness of the Marriage Enrichment Program for Middle-Aged Couples(MEPM), This program focuses on the marital dyadic relationship as a family life education The MEPM was developed to strengthen the marital relationships and to improve the potential for individuals and couples. For the effectiveness of the study the author conducted previous survey research with a literature review. The Marriage Enrichment Program was delivered to eight middle-aged couples at Hotel Hilton in Kyung Joo on June 5-6 1995. Through statistical analysis the effectiveness of the MEPM was significant in the areas of couple communication problem solving ability sexual relationship accptance for the value differences and mutual respect. The study also found that changes in thinking is much slower than learning for the new skills and knowledge.

• Nuclear Engineering and Technology
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• v.42 no.1
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• pp.65-72
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• 2010

The Monte Carlo method for solving heat conduction problems [1-3] is extended for non-constant temperature boundary conditions in this study. The new method can treat problems with any given non-constant boundary temperatures, including heat convection problems with non-constant fluid bulk temperature. A set of problems, particularly the heat transfer problem in a pebble fuel, is analyzed by this new method. In addition, a new method to reduce the statistical errors in kernel fuel regions is introduced when the Monte Carlo method is applied to a pebble fuel.

• Educational Technology International
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• v.10 no.1
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• pp.137-155
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• 2009

The purpose of this research is to develop Blended-TBL(Team Based Learning) model that emphasizes the active participation and teamwork of students in on-off blended learning environment, and apply it into the college course and explore whether self-regulated learning between one group pretest and posttest is different. For this, this research investigated the concept and the characteristics of Team Based Learning, and developed the Blended-TBL Model to apply it into the college course, and finally prove effects of Blended-TBL model on self-regulated learning using Motivated Strategies for Learning Questionnaire (MSLQ). The participants in this study were 57 college students. They participated in on-off blended-TBL course for 15weeks. Participants followed the content grounded and the problem solving steps in collaborative team-based learning. This research practiced a quantitative research to find out the statistical difference of the self-regulated learning between pretest and posttest using SPSS. The result revealed that Blended-TBL students improved self-regulated learning including motivation, cognitive, metacognitive, and resource management. Based on this result, this research discussed the effects of Blended-TBL on Self-Regulated Learning and suggested the further study.

• Journal of applied mathematics & informatics
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• v.42 no.3
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• pp.647-661
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• 2024

This study aims to determine the optimal solution to transportation problems. We proposed a novel approach for tackling the initial basic feasible solution. This is a critical step toward achieving an optimal or near-optimal solution. The transportation issue is an issue of distributing goods from several sources to several destinations. The literature demonstrates many ways to improve IBFS. In this work, to solve the IBFS, we suggested a new method based on the statistical formula called cumulative distribution function (CDF) in exponential distribution, and inverse contra-harmonic mean (ICHM). The spreadsheet converts transportation cost values into exponential cost cell values. The stepping-stone method is used to identify an optimum solution. The results are compared with other existing methodologies, the suggested method incorporates balanced, and unbalanced, maximizing the profits, random values, and case studies which produce more effective outcomes.

• The Mathematical Education
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• v.63 no.2
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• pp.387-392
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• 2024

The use of artificial intelligence (AI) in mathematics education has advanced as a means for promoting understanding of mathematical concepts, academic achievement, computational thinking, and problem-solving. From a total of 13 studies in this special issue, this editorial reveals threads of potential and future directions to advance mathematics education with the integration of AI. We generated five themes as follows: (1) using ChatGPT for learning mathematical content, (2) automated grading systems, (3) statistical literacy and computational thinking, (4) integration of AI and digital technology into mathematics lessons and resources, and (5) teachers' perceptions of AI education. These themes elaborate on the benefits and opportunities of integrating AI in teaching and learning mathematics. In addition, the themes suggest practical implementations of AI for developing students' computational thinking and teachers' expertise.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.259-276
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• 2020

The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the lesson units on bar graphs and line graphs in mathematics textbooks for each curriculum, from the fifth curriculum to the 2015 revised curriculum. We also investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the timing of teaching bar and line graphs was rarely changed as the curriculum has changed. In addition, the use of technology was not actively implemented in school statistics, although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant statistical concepts. Based on the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.493-509
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• 2010

Researchers have suggested that educators have to focus their attention on variability and reasoning about variation as means of developing students' statistical thinking in school mathematics. This paper investigated knowledge for the teaching of variability and reasoning about variation; what are sources of variability, how to cope with variability, what are types of variability, how to recognize variability, and the relationship between statistical problem solving and variability. The results involve: discussion on the sources of variability and how to cope with variability promotes students' awareness of different types of variability and students' motivation in the following steps in the statistical activity; emphasis on reasoning about variation in teaching representation of data accords with objectives of statistics education; reexamination of curriculum for statistics education is needed, which has a content-oriented arrangement.