• The Journal of Korean Physical Therapy
• /
• v.33 no.3
• /
• pp.142-147
• /
• 2021

Purpose: The purpose of this study is to objectively and systematically investigate the effect of Kinesio taping by organizing and analyzing the research results using effect size. Methods: A total of 1,000 papers was searched, and 100 of them were selected the first time. Afterward, the effects of taping were analyzed and classified papers that studied balance, muscle strength, and pain, and finally 34 papers were selected. The effect size was calculated using the Effect Size Calculators (University of Colorado, USA) program. Statistical analysis was performed by using PASW Statistics software version 23.0 (IBM Co., Armonk, NY, USA). Descriptive statistics were used to obtain the effect size and confidence interval for each group. Results: In a study related to balance control ability, the effect size was 1.519 in the young subjects group (20-39 years old), and the effect size in the elderly group (65 years or older) was 0.360. In a study related to muscle strength, the effect size was 0.469 in the group of young subjects and 0.250 in the middle-aged group (40-65 years old), and the effect size of the elderly group was 0.848. In the study related to pain control, the effect size was 0.469 in the young group, the effect size of the middle-aged group was 0.972, and the effect size of the elderly group was 1.040. Conclusion: Kinesio taping differed in the degree of effect according to the age group of the subjects, but it was effective in balance control ability, muscle strength, and pain.

• School Mathematics
• /
• v.15 no.1
• /
• pp.159-177
• /
• 2013

This study is a case study of STEAM education. We have developed teaching and learning materials, suggested teaching method, and analysed the result for exploring the potential and effect of STEAM. The content of this study is based on the history of mathematics. Science (S) is related to the 24 divisions of the year, the height of the sun, the movement of heavenly bodies. Technology (T) is related to the exploration with graphic calculators. Engineering (E) is related to design sundial and research on the design principles. Art (A) is related to literature review about mathematical history, the understanding of the value of the mathematics. Mathematics (M) is related to the trigonometric functions. We have considered that Project-Based Learning is proper teaching and learning for STEAM education, we have designed the STEAM PBL and analysed the results focused on the developing integrative knowledge, mathematical attitude including mathematical value, the competencies of 21 century. The result of this study is as follows. We find that STEAM education activates students' collaboration, communication skills and improves representation and critical thinking skills. Also STEAM education makes positive changes of students' mathematical attitudes including the values of the mathematics.

• Journal of the Institute of Electronics and Information Engineers
• /
• v.49 no.11
• /
• pp.86-94
• /
• 2012

In this paper we propose a hardware architecture of high-speed CGH (computer generated hologram) generation processor, which particularly reduces the number of memory access times to avoid the bottle-neck in the memory access operation. For this, we use three main schemes. The first is pixel-by-pixel calculation rather than light source-by-source calculation. The second is parallel calculation scheme extracted by modifying the previous recursive calculation scheme. The last one is a fully pipelined calculation scheme and exactly structured timing scheduling by adjusting the hardware. The proposed hardware is structured to calculate a row of a CGH in parallel and each hologram pixel in a row is calculated independently. It consists of input interface, initial parameter calculator, hologram pixel calculators, line buffer, and memory controller. The implemented hardware to calculate a row of a $1,920{\times}1,080$ CGH in parallel uses 168,960 LUTs, 153,944 registers, and 19,212 DSP blocks in an Altera FPGA environment. It can stably operate at 198MHz. Because of the three schemes, the time to access the external memory is reduced to about 1/20,000 of the previous ones at the same calculation speed.

• Journal of the Korean School Mathematics Society
• /
• v.12 no.2
• /
• pp.309-325
• /
• 2009

The purpose of the study was to investigate the differences between Korean mathematics textbooks and CPMP textbooks in the view of conceptual network, structure of mathematical contents, instructional design, and teaching and learning environment to explore the implications for mathematics education in Korea. According to the results, Korean textbooks emphasized the mathematical structures and conceptual network, on the other hand, CPMP textbooks focused on making connections between mathematical concepts and corresponding real life situations as well as mathematical structures. And generalizing mathematical concepts at the symbolic level was very important objective in Korean textbooks, but in the CPMP textbooks, investigating mathematical ideas and solving problems in diverse contexts including real- life situations were considered very important. Teachers using Korean textbooks preferred an explanatory teaching method with the use of concrete manipulatives and student worksheet, however, teachers using CPMP textbooks emphasized collaborative group activities to communicate mathematical ideas and encouraged students to use graphing calculators when they explore mathematical concepts and solve problems.

• Journal of Educational Research in Mathematics
• /
• v.24 no.2
• /
• pp.181-204
• /
• 2014

This research aims to have some implications for revision of curriculum and textbooks by analysing connections between the 2009 revised national curriculum and its textbooks in elementary school mathematics. The results of analyses for 3~4 grades can be summarized in four aspects: Firstly, we noticed that the reconstructed achievement criteria were reflected properly in the textbooks except for use of calculators in 'Numbers and Operations'. Secondly, the analysis of connections between unit objectives of textbooks and the reconstructed achievement criteria suggests that 10 units must receive attention. Especially, the range of decimal numbers for adding and subtracting needs to be corrected. Thirdly, mathematical terms and symbols excluding 'unit fraction' were found in the textbooks. Finally, mathematical processes were also fully reflected in the textbooks. However 'simplifying' as a strategy for problem solving was only missing. This result shows good or poor connections between the curriculum and its textbooks, therefore it is expected to be used effectively to revise the national curriculum for mathematics and its textbooks.

• Journal of Digital Convergence
• /
• v.10 no.11
• /
• pp.565-577
• /
• 2012

Various factors affecting teachers' self-confidence exist in math class using technology such as graphic calculators. For example, internal factors such as teachers' attitude and external factors such as school administrators or colleague's support can be considered. Pedagogical Technology Knowledge(PTK) is the very important factor which determines teacher's self-confidence in educational technology, and the development of PTK is composed of teacher's perception on the technology and its application and instrumentation. This study investigated 19 pre-service and current middle and high school teachers in the respect of their change of self-confidence, attitude, expertise on pedagogical technology, and quality of math class. These are anlayzed with the concept of instrumentation and instrumentalization through various experiences like graphic calculator, GPS and AutoGraph. The result indicated that constraints or obstacles did not affect much if teachers' attitude and self-confidence were strong. Particularly teachers' firm will to learn about technology and their confidence on its value are the critical factors in using technology for mathematics class.

• Education of Primary School Mathematics
• /
• v.21 no.3
• /
• pp.289-307
• /
• 2018

Although mixed calculation of natural numbers is important in that it completes arithmetic calculation of natural numbers in elementary school, few studies have been conducted regarding its instruction methods. Given this, this study analyzed Korean mathematics textbooks (from the fifth textbooks to the 2009 revised textbooks) along with Japanese and Singaporean textbooks in terms of the parentheses and the order of operations regarding mixed calculation of natural numbers. The results of this study showed that there were differences in introducing the parentheses and representing them in an explicit way per textbooks. In the Korean textbooks, the order of operations was presented mostly with the real-life contexts but it was not always in a diagrammatic representation. In contrast, in the Singaporean textbooks, the order of operations was presented without the real-life contexts and the use of calculators was emphasized. In the Japanese textbooks, the order of operations was presented with the real-life contexts and a hierarchy of operations was emphasized. Based on these results, this study suggested several implications of textbook development and instructional methods regarding mixed calculations of natural numbers.