• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.253-267
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• 2013

The newly revised mathematics curriculum of 2007 speaks of ultimate goal to develop ability to think and communicate mathematically, in order to develop ability to rationally deal with problems arising from the life around, which puts emphasize on mathematical communication. In this study, analysis on mathematical communication and analogical thinking process of group of students with similar level of academic achievement and that with different level, and thus analyzed if such communication has affected analogical thinking process in any way. This study contains following subjects: 1. Forms of mathematical communication took placed at the two groups based on achievement level were analyzed. 2. Analogical thinking process was observed through trapezoid's area obtaining activity and analyzed if communication within groups has affected such process anyhow. A framework to analyze analogical thinking process was developed with reference of problem solving procedure based on analogy, suggested by Rattermann(1997). 15 from 24 students of year 5 form of N elementary school at Gunpo Uiwang, Syeonggi-do, were selected and 3 groups (group A, B and C) of students sharing the same achievement level and 2 groups (group D and E) of different level were made. The students were led to obtain areas of parallelogram and trapezoid for twice, and communication process and analogical thinking process was observed, recorded and analyzed. The results of this study are as follow: 1. The more significant mathematical communication was observed at groups sharing medium and low level of achievement than other groups. 2. Despite of individual and group differences, there is overall improvement in students' analogical thinking: activities of obtaining areas of parallelogram and trapezoid showed that discussion within subgroups could induce analogical thinking thus expand students' analogical thinking stage.

• Korean Institute of Interior Design Journal
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• v.15 no.5 s.58
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• pp.77-84
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• 2006

The purpose of this study is to understand interrelation between design thinking system and creativity, and to analyze designer how to develop personal conception and attitude in interior design through the method of analogy for signification. The process of this study is illustrated as follows: 1. Introduction of general theories about analogical grammar and signification of analogy. 2. Investigating possibility of analogy as creative thinking method in interior design for meaning development. 3. Establishment of design process model for analogical design based on the case study through the design field. That is, concept and process of analogical design is shown objectively by application in collective residential design as commercial product strategy. Through this process, this study presents possibility of giving meaning in interior space through consilience between source and target of analogy. Finally, it examines analogical method is major strategy for ideation and mechanism for meaning development in interior design.

• Journal of the Korean Geographical Society
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• v.46 no.4
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• pp.534-553
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• 2011

Analogical thinking is a problem-solving strategy to use a familiar problem (or base analog) to solve a novel problem of the same type (the target problem). The purpose of this study is to provide new insight into geography teaching and learning by connecting cognitive science research on analogical thinking with issues of geography education and suggest that teaching with analogies can be a productive instructional strategy for geography. In this study, using the various examples of analogical thinking used in geography we defined analogical thinking, addressed the theoretical models on analogical transfer, and discussed conditions that make an effective analogical transfer. The major research findings include the following: a) the spatial analogy, indicating skills to find places that may be far apart but have similar locations, and therefore have other similar conditions and/or connections, can provide a useful way to design contents for place learning; b) representational transfer, specifying a common representation for two problems, can play a key role in solving geographic problems requiring data visualization and spatialization processes; and c) either asking learners to compare/analyze similar examples sharing common structure or providing them examples bridging the gap between concrete, real-life phenomena and the ideas and models can contribute to learning in geographic concepts and skills. The spatial analogy requiring both geographic content knowledge and visual/spatial thinking has the potential to become a content-specific problem-solving strategy. We ended with recommendations for future research on analogy that is important in geography education.

• Journal of architectural history
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• v.17 no.2
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• pp.67-81
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• 2008

Aldo Rossi explained Roman Forum as a significant urban artifact, because Roman Forum analogically showed not only an image of Roman Empire but also a figure of primitive design for its region. Thus the comparison and analysis between characteristics of Aldo Rossi's architectural works which are based on the theory of 'Analogical city' and the forums, the urban artifacts, was proceeded in this study. Consequently, it was discovered that Aldo Rossi had used his analogical thinking from the forum for his architectural languages such as gable roofs, square windows with depth, columns and so on. His analogical use of organizing spaces, such as courtyard type and pillar corridor type, has also shown that their types came from forum spaces. His analogical aspects of the forum: a space where urban images are analogically formed; were expressed in the 'Theater of Science' with the urban architecture form as the actor and the Theatre as the stage for analogical urban performances. Nevertheless, the expression of primitive design which divides the Roman Forum from other forums was actualized in 'the Theater of the World'. He not only analogically used types from Roman Forum in architectural design but also used boat in Water space, which decided the lifestyle and culture of Venice even before the civilization, to express the primitive design of Venice. Consequently, Aldo Rossi, by aiming the severance from the tradition, provided the possibility of explaining the newest modem type within the historical meaning by forming type which finds its continuance in history through 'the Theater of the World' and through analogical thinking along with the level of modern culture, to our urban architectural atmosphere that has lost its historical meanings.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.61-73
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• 1998

This research suggests science inquiry play of analogy as a teaming method to help the students in concrete operational stage to develop scientific thinking skills and to understand abstract science conceptions. The research focuses on/considers the characteristics and merits of the science inquiry plays, and the learning method by analogical reasoning. This learning through the science inquiry play of analogy can be considered as a meta-model for scientific thinking skill. The learning has the following processes: 1) Students analogize the abstract science conceptions and facts into play-type activities including the concrete contents such as students themselves, their physical-sensory motions, concrete objects, play methods, and play rules. 2) Students as analogized objects play a role physically and sensuously according to the methods and rules analogized in the play. 3) Students find out the concrete contents included in the science inquiry play of analogy, draw the results, and deduce the new conceptions from the results by reflective thinking and analogical reasoning.

• Korean Institute of Interior Design Journal
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• v.22 no.1
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• pp.64-74
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• 2013

The aim of this research is to explore the potential of analogy and metaphor as design strategies for supporting the creative design thinking. For the empirical research on analogical and metaphoric process in designing, we conducted design experiments that consist of three different conditions of given items as stimulation for design inspiration: baseline, surrealist paintings, and housing design collections. The results were analyzed using a protocol analysis in order to obtain more systmatic interpretation of the design processes and strategies. As a result, it was noted that students are more apt to read visual information rather than semantic information in the given items. Instead of the representation of their senses or feelings from the paintings, they visualized the analogical images of the paintings for the design representation. However, analogical and metaphoric thinking derived from the given items seem change a designer's perspective, thus bring a novel interpretation on design problems, and eventually more creative and meaningful design ideas. An extended research using one-semester training and observation of the design studio process is introduced as a follow-up study for this paper. This research will investigate the long-term effect of the analogy and metaphor on the design thinking.

• The Mathematical Education
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• v.42 no.3
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• pp.353-368
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• 2003

Analogy, based on a similarity, is to infer the properties of the similar object from properties of an object. It can be a very useful thinking tool for learning mathematical patterns and laws, noticing on relational properties among various situations. The purpose of this study, when manipulating hint condition, figure and table conditions and the amount of original learning by using algebra word problems, is to verify the effects of analogical transfer in solving equivalent, isomorphic and similar problems according to the similarity of source problems and target ones. Five study questions were set up for the above purpose. It was 354 first grade students of S and G middle schools in Seoul that were experimented for this study. The data was processed by MANOVA analysis of statistical program, SPSS 10.0. The results of this studies would indicate that most of the students would be poor at solving isomorphic and similar problems in the performance of analogical transfer according to the similarity of source and target problems. Hints, figure and table conditions did not facilitate the analogical transfer. Merely, on the condition that amount of teaming was increased, analogical transfer of the students was facilitated. Therefore, it is necessary to have students do much more analogical problem-solving experience to improve their analogical reasoning ability through the instruction program development in the educational fields.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.429-448
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• 2013

The aim of this study was to examine how analogical mapping articulation activity played a role in solving process in word problems. We analyzed the problem solving strategies and processes that the participating thirty-three 8th grade students employed when solving the problems through analogical mapping articulation activities, and also the characteristics of the thinking processes from the aspects of similarity. As a result, this study indicates that analogical mapping articulation activity could be helpful when the students solved similar word problems, although some of them gained correct answers through pseudo-analytic thinking. Not to have them use pseudo-analytic thinking, it might be necessary to help them recognize superficial similarity and difference among the problems and construct structural similarity to know the principle of solution associated with the problematic situations.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.535-563
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• 2012

This study was conducted to confirm the necessity of analogical thinking and to empirically verify the effectiveness of analogical reasoning through the visual representation by analyzing the factors of problem solving depending on analogical conditions. Four conditions (a visual representation mapping condition, a conceptual mapping condition, a retrieval hint condition and no hint condition) were set up for the above purpose and 80 twelfth-grade students from C high-School in Cheong-Ju, Chung-Buk participated in the present study as subjects. They solved the same mathematical problem about sequence of complex numbers in their differed process requirements for analogical transfer. The problem solving rates for each condition were analyzed by Chi-square analysis using SPSS 12.0 program. The results of this study indicate that retrieval of base knowledge is restricted when participants do not use analogy intentionally in problem solving and the mapping of the base and target concepts through the visual representation would be closely related to successful analogical transfer. As the results of this study offer, analogical thinking is necessary while solving mathematical problems and it supports empirically the conclusion that recognition of the relational similarity between base and target concepts by the aid of visual representation is closely associated with successful problem solving.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.103-124
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• 2014

The process of analogical reasoning can be conventionally summarized in five steps : Representation, Access, Mapping, Adaptation, Learning. The purpose of this study is to develop more detailed model for reason of analogies considering the distinct characteristics of the mathematical education based on the process of analogical reasoning which is already established. Ultimately, This model is designed to facilitate students to use analogical reasoning more productively. The process of developing model is divided into three steps. The frist step is to draft a hypothetical model by looking into historical example of Leonhard Euler(1707-1783), who was the great mathematician of any age and discovered mathematical knowledge through analogical reasoning. The second step is to modify and complement the model to reflect the characteristics of students' thinking response that proves and links analogically between the law of cosines and the Pythagorean theorem. The third and final step is to draw pedagogical implications from the analysis of the result of an experiment.