• Journal of Educational Research in Mathematics
• /
• v.26 no.3
• /
• pp.403-420
• /
• 2016

Some of the critical changes in the revised 2015 Korean Mathematics curriculum were that direct proportion and inverse proportion were moved from elementary school to middle school and that supplementary content related to correlation was included. These decisions were based on comparative studies of international curriculum. Therefore in this study, we selected countries for comparison; United States, England, France, Finland, Australia, Japan, Singapore, China and Taiwan. We looked into the timing and scope for direct/inverse proportion and correlation in curricula of these countries. Along with this, we established four criteria; vertical sequence, horizontal sequence, external connection, and internal connection for an analysis framework. Then we compared and analysed the direct/inverse proportion and correlation in each curriculum. As a result, in most of these curricula, the direct/inverse proportions are introduced at middle school or are introduced at elementary school and then developed further at middle school. Most of curriculums on direct/inverse proportion and correlation match the four criteria. Correlation is introduced in high school mathematics in all counties except Finland and it is dealt in diverse context introducing related concepts, for example, correlation coefficient, regression straight line, and least square. We suggested that it is necessary to refer these international trends for the next revision of curriculum.

• Communications of Mathematical Education
• /
• v.24 no.2
• /
• pp.345-363
• /
• 2010

The purpose of this study is to investigate and analyze informal knowledge of students who do not learn the conception of proportion and to identify how the informal knowledge can be used for teaching the conception of proportion in order to present an effective method of teaching the conception. For doing this, proportion was classified into direct and inverse proportion, and 'What are the informal knowledge of students?' were researched. The subjects of this study were 117 sixth-graders who did not have prior learning on direct and inverse proportion. A total eleven problems including seven for direct proportion and four for inverse proportion, all of them related to daily life. The result are as follows; Even though students didn't learn about proportion, they solve the problems of proportion using informal knowledge such as multiplicative reasoning, proportion reasoning, single-unit strategy etc. This result implies mathematics education emphasizes student's informal knowledge for improving their mathematical ability.

• Journal of Educational Research in Mathematics
• /
• v.18 no.1
• /
• pp.103-121
• /
• 2008

The primary purpose of this study was to gather knowledge about $5^{th},\;6^{th},\;and\;7^{th}$ graders' proportional reasoning ability by investigating their reactions and use of strategies when encounting proportional or nonproportional problems, and then to raise issues concerning instructional methods related to proportion. A descriptive study through pencil-and-paper tests was conducted. The tests consisted of 12 questions, which included 8 proportional questions and 4 nonproportional questions. The following conclusions were drawn from the results obtained in this study. First, for a deeper understanding of the ratio, textbooks should treat numerical comparison problems and qualitative prediction and comparison problems together with missing-value problems. Second, when solving missing-value problems, students correctly answered direct-proportion questions but failed to correctly answer inverse-proportion questions. This result highlights the need for a more intensive curriculum to handle inverse-proportion. In particular, students need to experience inverse-relationships more often. Third, qualitative reasoning tends to be a more general norm than quantitative reasoning. Moreover, the former could be the cornerstone of proportional reasoning, and for this reason, qualitative reasoning should be emphasized before proportional reasoning. Forth, when dealing with nonproportional problems about 34% of students made proportional errors because they focused on numerical structure instead of comprehending the overall relationship. In order to overcome such errors, qualitative reasoning should be emphasized. Before solving proportional problems, students must be enriched by experiences that include dealing with direct and inverse proportion problems as well as nonproportional situational problems. This will result in the ability to accurately recognize a proportional situation.

• Journal of Families and Better Life
• /
• v.14 no.2
• /
• pp.127-138
• /
• 1996

The purpose of this study is to show farm women's stress under productive activity role multiple overload through family characteristic (pattern and number) and characteristic(type working time and involvement proportion) of productive activity. The outline of the study is as follow; 1. Stress by pattern and number of a family is highest in a four generation family and increases according as the number of the family increases. 2. The characteristic of productive activity : 1) Stress based on type of productive activity is highest in Type III of the most multiple overload roles. 2) in light of stress based working time area of household task activity is in inverse proportion to working time but area of farming and wage earning activity are approximately in direct proportion to it. The two-way ANOVA analysis show that stress in Type I of area of household task increases but in Type IV it decreases as working time increases 3) In stress based on involvement proportion to it. The wo-way ANOVA analysis show that stress in Type I of area of household task increases but in Type IV it decreases as working time increases. 3) In stress based on involvement proportion in three as working time increases 3). In stress based on involvement proportion in three activity areas the more the involvement proportion the less of the stress : an inverse ratio.

• School Mathematics
• /
• v.14 no.3
• /
• pp.275-296
• /
• 2012

This study investigated elementary school students' understanding of basic functional relationships. It analyzed the written responses from a total of 2087 students of second, fourth, and sixth graders using tests that examined their understanding of five types of functional relationships. The results of this study showed that students tended to be more successful as their grades went up with regard to all the problem types. There were statistically differences among the three grade levels. Even lower graders were quite successful in dealing with additive relation, direct proportion, and inverse proportion. However the items dealing with square relation and linear relation were difficult even to sixth graders. It was common that students were good at completing the table by looking for a pattern from the given numbers but that they had difficulties in anticipating the value of 'y' when the value of 'x' is given either as a big number or as a symbol. Given these results, this paper includes issues and implications on how to foster functional thinking ability at the elementary school.

• Journal of Korea Technology Innovation Society
• /
• v.1 no.3
• /
• pp.374-385
• /
• 1998

This study is estimates telephone service demand based on empirical studies of telecommunication service demand model. First, the telephone charge(call price index) by each location and subscription fee bring about a negative effect to telephone distribution rate: while the other explanatory variables bring about a positive effect. Second, the flexibility of telephone charge in A location(relevant location) and the flexibility between the distance of A location and B location are negative values, while the flexibility of other explanatory variables is represented in a positive value. This means that the long distance call numbers from A location to B location are in inverse proportion against the phone charge(call price index) of A location and against the distance between A location and the distance of other locations except A location, while they are in direct proportion with an average call number per minute from A location to other locations except A location, and also with subscription numbers of A location, other subscribers in locations other than A location, and the total expenditures of A location.

• Proceedings of the Korea Concrete Institute Conference
• /
• 1997.10a
• /
• pp.137-142
• /
• 1997

From the results of study on the electrical characteristics of heat-generation mortar used graphite as fine aggregates is summerized as following. The primary purpose of this study is the mixing ratio of graphite (35%, 50%/Sg), curing conditions (autoclave, steam, surface, underwater) and shape change (length, section of the electric heat-generation mortar). In case of the test condition with the steam curing condition appearance to most excellent heat-generation reproducibility. And temperature a coefficient of electric heat-generation mortar change from is in inverse proportion to the temperature a coefficient of direct proportion as the ratio of graphite mixing increased.

• Journal of the Korean Institute of Illuminating and Electrical Installation Engineers
• /
• v.29 no.12
• /
• pp.77-82
• /
• 2015

Ozone is a powerful disinfectant and oxidizing agent, and it is used in a wide range of applications, such as waste water treatment, food processing, etc.. There is also a great potential of using ozone in new emerging medical applications, such as ozone dentistry and ozone oxygen therapy. For these purposes, simple, small, compact and efficient sources of ozone are needed. In this study, in order to increase the current-voltage range of the discharge and to avoid the overheating of the gas in the ozonizer we suggested ozonizer of injection needle and plate electrode type(INP Type) with the gas through the needle. A ozonizer of INP type have been investigated by focusing on ozone concentration and yield according to flow rates and Gap of two electrodes. The results of studies of ozone production for DC corona discharge in oxygen at atmospheric pressure about the ozonizer of INP type. The ozone concentration and the generation yield increased as the gap of two electrodes and gas flow were decreased. Also, when the gap of two electrodes and gas flow with no change, the ozone concentration and generation yield each have variation of direct proportion and inverse proportion with discharge voltage.

• Membrane and Water Treatment
• /
• v.12 no.1
• /
• pp.37-41
• /
• 2021

This paper presents the multiscale calculation results of the very fast volume transport in micro/nano cylindrical tubes with the wall slippage. There simultaneously occurs the adsorbed layer flow and the intermediate continuum fluid flow which are respectively on different scales. The modeled fluid is water and the tube wall is somewhat hydrophobic. The calculation shows that the power loss on the tube no more than 1.0 Watt/m can generate the wall slippage even if the fluid-tube wall interfacial shear strength is 1 MPa; The power loss on the scale 104 Watt/m produces the volume flow rate through the tube more than one hundred times higher than the classical hydrodynamic theory calculation even if the fluid-tube wall interfacial shear strength is 1 MPa. When the wall slippage occurs, the volume flow rate through the tube is in direct proportion to the power loss on the tube but in inverse proportion to the fluid-tube wall interfacial shear strength. For low interfacial shear strengths such as no more than 1 kPa, the transport in the tube appears very fast with the magnitude more than 4 orders higher than the classical calculation if the power loss on the tube is on the scale 104 Watt/m.

• Journal of the Korean School Mathematics Society
• /
• v.2 no.1
• /
• pp.93-104
• /
• 1999

The subject of this study was the graph of relation of direct inverse proportion, linear function and quadratic function in the 1st, 2nd and 3rd grade of current middle school mathematics curriculum. GSP materials were developed to simplify the principle, trait and characteristics of graphs and make them easier to understand. The overall aim of the materials is to improve the effectiveness of teaching and learning through the utilization of enhanced students' practice. Additionally, the use of the GSP will be useful in the development of mere effective materials. The effectiveness of the GSP materials will be as followings. 1. The step by step approach of GSP materials through computer interaction will enhance students motivation and interest in mathematics. 2. By presenting the subject matter simply and in a variety of ways, difficult concepts can be understood without the use of complex mathematical calculation. 3. The GSP program is different from CAI and other software programs. It should be used only after learning how to input and output data.