• Journal of the Korea Institute of Information Security & Cryptology
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• v.30 no.6
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• pp.1291-1300
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• 2020

Recently, a deep learning-based non-profiling side-channel analysis was proposed. The deep learning-based non-profiling analysis is a technique that trains a neural network model for all guessed keys and then finds the correct secret key through the difference in the training metrics. As the performance of non-profiling analysis varies greatly depending on the neural network training model design, a correct model design criterion is required. This paper describes the two types of loss functions and eight labeling methods used in the training model design. It predicts the analysis performance of each labeling method in terms of non-profiling analysis and power consumption model. Considering the characteristics of non-profiling analysis and the HW (Hamming Weight) power consumption model is assumed, we predict that the learning model applying the HW label without One-hot encoding and the Correlation Optimization (CO) loss will have the best analysis performance. And we performed actual analysis on three data sets that are Subbytes operation part of AES-128 1 round. We verified our prediction by non-profiling analyzing two data sets with a total 16 of MLP-based model, which we describe.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.239-248
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• 2022

The purpose of this study is to analyze the educational effect of learning mentoring conducted by EBS for elementary and middle school students, the changes in self-directed learning skills, emotional stability and learning effect were analyzed for 425 students who participated in the EBS learning mentoring. As a result, There was no statistically significant difference in the educational effect according to the mentoring service period, method, and frequency, and there was a statistically significant difference in self-directed learning ability according to the mentoring time. As a result of analyzing the effect of the perception of the mentor on the educational effect, the more positive the mentor and the more positive the mentor role, the higher the self-directed learning ability and emotional stability. As for the learning effect, mentoring satisfaction had the greatest influence on the learning effect of Korean, English, and mathematics. The mentor role was affecting the Korean language and mathematics. Therefore, in order to reduce the learning gap of underprivileged students in the distance learning situation, the EBS learning mentoring project should be continuously promoted, and the mentoring period and the number of students and teachers participating in mentoring should be significantly increased.

• The Mathematical Education
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• v.62 no.3
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• pp.363-380
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• 2023

This study analyzed the difficulties and mathematical modeling knowledge improvement that an elementary school teacher experienced in modifying a mathematics textbook task to a mathematical modeling task. To this end, an elementary school teacher with 10 years of experience participated in teacher-researcher community's repeated discussions and modified the average task in the data and pattern domain of the 5th grade. The results are as followings. First, in the process of task modification, the teacher had difficulties in reflecting reality, setting the appropriate cognitive level of mathematical modeling tasks, and presenting detailed tasks according to the mathematical modeling process. Second, through repeated task modifications, the teacher was able to develop realistic tasks considering the mathematical content knowledge and students' cognitive level, set the cognitive level of the task by adjusting the complexity and openness of the task, and present detailed tasks through thought experiments on students' task-solving process, which shows that teachers' mathematical modeling knowledge, including the concept of mathematical modeling and the characteristics of the mathematical modeling task, has improved. The findings of this study suggest that, in terms of the mathematical modeling teacher education, it is necessary to provide teachers with opportunities to improve their mathematical modeling task development competency through textbook task modification rather than direct provision of mathematical modeling tasks, experience mathematical modeling theory and practice together, and participate in teacher-researcher communities.

• The Mathematical Education
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• v.62 no.1
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• pp.95-115
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• 2023

Even the teachers who agree with the necessity of effective mathematical discussions find it difficult to orchestrate such discussions in the actual lessons. This study focused on analyzing the difficulties 15 elementary school teachers faced in applying "the five practices for orchestrating productive mathematics discussions" to their lessons. Specifically, this study analyzed the process of planning, implementing, and reflecting on the lessons to which three or four teachers as a teacher community applied the five practices. The results of this study showed that the teachers experienced difficulties in selecting and presenting tasks tailored to the student levels and class environment, monitoring all students' solutions, and identifying the core mathematical ideas in student solutions. In addition, this study revealed practical and specific difficulties that had not been described in the previous studies, such as writing a lesson plan for effective use, simultaneously performing multiple teacher roles, and visually sharing student presentations. This study is expected to provide practical tips for elementary school teachers who are eager to promote effective mathematical discussions and to provoke professional discourse for teacher educators through specific examples.

• The Mathematical Education
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• v.63 no.1
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• pp.63-83
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• 2024

The purpose of this study is to analyze the mathematical connection components of the tasks included in the trigonometric ratio unit of 3rd grade middle school textbook based on the 2015 revised mathematics curriculum and investigate teachers' perceptions and practical measures regarding these components. To this end, we analyzed the characteristics of mathematical connection tasks included in the trigonometric ratio units in nine types of 3rd grade middle school mathematics textbooks, and we conducted a questionnaire survey and interviews with one in-service math teachers in pre interview and with two in-service math teachers in this interview to investigate their perceptions and practical measures. As a result of the study, the number of tasks with external connection in the trigonometric ratio unit were less than those of internal connection. In addition, in terms of teachers' perceptions and practical measures, the perspective of analyzing tasks with mathematical connections varied depending on the teacher's perspective, and the practical measures varied accordingly. These findings are significant in that they reveal the relationship between mathematical tasks, teacher perceptions and measures to foster effectively students' mathematical connections.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.746-753
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• 2005

In order to be efficient teachers should understand the current level of leaners through diagnostic evaluation. However, it is arduous to administer a diagnostic examination in every class because of various limitations. This study examined, the major issues arising from the development of a new science diagnostic evaluation system by incorporating the using knowledge state analysis method. The proposed evaluation system was based on the knowledge state analysis method. Knowledge state analysis is a method where by a distinguished collection of knowledge uses the theory of knowledge space. The theory of knowledge space is very advantageous when analyzing knowledge in strong hierarchies like mathematics and science. It helps teaching plan through methodically analyzing a hierarchy viewpoint for students' knowledge structure. The theory can also enhance objective validity as well as support a considerable amount of data fast by using the computer. In addition, student understanding is improved through individualistic feedback. In this study, an evaluation instrument was developed that measured student learning outcome, which is unattainable from the existing method. The instrument was administered to pre-service physics teachers, and the results of student evaluation was analyzed using the theory of knowledge space. Following this, a revised diagnostic evaluation system for facilitating student individualized learning was constructed.

• The Journal of Korean Association of Computer Education
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• v.23 no.4
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• pp.1-11
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• 2020

The purpose of this study is to propose the direction of AI education in K-12 education through investigating and analyzing aspects of the purpose, content, and methods of AI education as the curriculum and teacher training factors. We collected and analyzed 9 papers as the primary literature and 11 domestic and foreign policy reports as the secondary literature. The collected literatures were analyzed by applying a descriptive reviews, and the implications were derived by analyzing the curriculum components and TPACK elements for multi-dimensional analysis. As a result of this study, AI education targets were divided into three steps: AI users, utilizer, and developers. In K-12 education, the user and utilizer stages are appropriate, and artificial intelligence literacy must be included for user education. Based on the current computing thinking ability and coding ability for utilizer education, the implication was derived that it is necessary to target the ability to create creative output by applying the functions of artificial intelligence. In addition to the pedagogical knowledge and the ability to use the platform, The teacher training is necessary because teachers need content knowledge such as problem-solving, reasoning, learning, perception, and some applied mathematics, cognitive / psychological / ethical of AI.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.407-433
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• 2018

In order to analyze textbooks from a discursive approach, the purpose of this study is to structuralize an analytic framework based on previous literature review and apply it to analyzing the meanings and their syntheses developed by words and visual mediators appeared in the definition of graph in first-year middle school textbooks. The discursive approach consists of the communicational approach developed by Sfard(2008) and the systemic functional linguistics developed by Halliday(1985/2004). In this study, ideational meta-functions for ideational meanings and interpersonal meta-functions for interpersonal meanings were employed to analyze the meanings produced by words and visual mediators in textbooks, whereas textual meta-functions for textual meanings were used for analyzing the synthesized relationships between words and visual mediators. Results show that first, density in mathematical discourse was very high and subjects in mathematical activities were ambiguous in the ideational meanings of words, and behavior aspect was more emphasized than thinking aspect in the interpersonal meanings of words which request student participations. In the case of ideational meanings of visual mediators, there was a lack of narrative diagrams, whereas there were qualitative differences in the case of offer. Second, there was a need for promoting a wide range of diverse synthetic relationships between words and visual mediators for developing enriched mathematical meanings through the varying uses like specification, explanation, similarity, and complement. These results are so important that they provide a new analytic framework from a discursive approach to textbook analysis because not only words, but also visual mediators are analyzed as tools for producing meanings in mathematics textbooks and their synthetic relationships are also examined.

• Journal of Science and Technology Studies
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• v.13 no.1
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• pp.145-180
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• 2013

STS studies into science documentaries for television are rare, and they do not even reflect the constructivist fruits of STS. STS have been calling for the need of analyzing 'science-in-the-making' in order to understand science more deeply. Similarly, our starting point is the assumption that science documentary can be better understood when we look into its making process. Under this assumption, we adopted the method of participant observation in analyzing 'documentary practice', trying to open the 'black box' called 'science documentary'. We have here focused on the documentary named "Light" made by a scientific documentary team of EBS, who made "Culture and Mathematics" and "Life". Each of us worked as a main consultant and an assistant staff in making "Light". We will address two main points in this study. First, based on our participant observation and interviews, we will show that the members of documentary making team are thinking about 'science' in distinctive ways. The team tended to emphasize visualization, knowledge linked to people's everyday life, and the distinctive characters of scientists who appear in the documentary. Second, by looking closely into the interaction between the team members and the consultant in the process of completing the script of the documentary, it was possible to understand how the contents of the documentary was constructed more accurately. In the making process, consultant's idea was not simply accepted by the making team, but there were conflicts and compromises. By showing this, we will be able to bring up a reflexive question about the role of consultant in the process of making a science documentary.

• 대한공업교육학회지
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• v.36 no.1
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• pp.1-22
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• 2011

The purpose of this study was to develop and apply activity-centered STEM education program of electricity and electronics technology are in middle schools. The program was developed on the emphasis of problem solving in real world in relation to knowledge, attitude, and skill of Science, Technology, Engineering, and Mathematics. Basically the activity-centered STEM education program was developed through three steps of preparation, development and improvement. In the preparation stage the fellowing was included: (1) need analysis of student, educator, society (2) selection of integration type (3) analyzing subject matter of electricity, electronics area (4) establishing criteria for selecting activity tasks. In the development stage the fellowing was conducted: (1) selection of activity tasks (2) setting up educational goals (3) analyzing activity and clarifing the detailed activity (4) selecting program content, (5) organization of instructional content (6) statement of instructional objectives (7) structuring STEM education program In the improvement stage the fellowing was consisted of: (1) verification of validity by experts (2) execution of pilot test and field test by students and correction of program. The results of the applied the Activity-Based STEM Education Program to 'Afterschool' activities of S middle school were as follow: First, student' satisfaction level was high. Second, student' achievement in the cognitive domain, and affective domain was positive change. Third, student' problem solving ability was positive effect.