• School Mathematics
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• v.12 no.4
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• pp.507-530
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• 2010

The purpose of this study was to help teachers for their teaching practice by analyzing the excellent lesson videos. To analyze the lesson videos between teacher and students, the researchers classified excellent lesson classes into four types as 'Discourse type', 'Representation type', 'Operation type' and 'Complex type' by mathematical communication pattern and kept close watch each lesson videos. Mathematical communication of the best discourse type classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. As a result, the number of Discourse type classes was 6. Operation type classes were 16 owing to characteristic of elementary class. Representation type class was 1 and Complex type class was 1. The Classes excluding Operation type was more planned by teachers. Teachers need to know about mathematical communication accurately because they designed just 5 lesson plan considering mathematical communication of students and only one of the lessons has the intellectual purpose of communication. Furthermore teachers should reflect questioning for student-to-student in their lesson plan.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.385-413
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• 2010

The purpose of this study is to set appropriate targets for school-year levels and types of mathematical communication. First, I classify mathematical communication into four types as Discourse, Representation, Operation and Complex and refer to them collectively as the 'D.R.O.C pattern'. I have listed achievement factors based on the D.R.O.C pattern hearing opinions from specialists to set a target, then set a final target after a 2nd survey with specialists and teachers. I have set targets for mathematical communication in elementary schools suitable to its status and students' levels in our country. In NCTM(2000), standards of communication were presented only from kindergarten to 12th grade students, and, for four separate grade bands(prekindergarten through grade 2, grades 3-5, grades 6-8, grades 9-12), they presented characteristics of the same age group through analysis of classes where communication was active and the stated roles of teachers were suitable to the characteristics of each school year. In this study, in order to make the findings accessible to teachers in the field, I have classified types into Discourse, Representation, Operation and Complex (D.R.O.C Pattern) according to method of delivery, and presented achievement factors in detail for low, middle and high grades within each type. Though it may be premature to set firm targets and achievement factors for each school year group, we hope to raise the possibility of applying them in the field by presenting targets and achievement factors in detail for mathematical communication.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.239-256
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• 2001

The notion of metaphor has been increasingly popular in research of mathematics education. In particular, metaphor becomes a useful unit for analysis to provide a profound insight into mathematical reasoning and problem solving. In this context, this paper takes metaphor as an analytic unit to examine the relationship between objectivity and subjectivity in mathematical reasoning. Specifically, the discourse analysis focuses on the code switching between literal language and metaphor in mathematical discourse. It is shown that the linguistic code switching is parallel with the switching between two different kinds of mathematical knowledge, that is, factual knowledge and mathematical imagination, which constitute objectivity and subjectivity in mathematical reasoning. Furthermore, the pattern of the linguistic code switching reveals the dialectical relationship between the two poles of mathematical reasoning. Based on the understanding of the dialectical relationship, this paper provides some educational implications. First, the code-switching highlights diverse aspects of mathematics learning. Learning mathematics is concerned with developing not only technicality but also mathematical creativity. Second, the dialectical relationship between objectivity and subjectivity suggests that teaching and teaming mathematics is socioculturally constructed. Indeed, it is shown that not all metaphors are mathematically appropriated. They should be consistent with the cultural model of a mathematical concept under discussion. In general, this sociocultural perspective on mathematical metaphor highlights the sociocultural organization of teaching and loaming mathematics and provides a theoretical viewpoint to understand epistemological diversities in mathematics classroom.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.323-345
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• 2015

This study examined the types of abduction appeared in the exploration activities of 'law of large numbers' in order to figure out relation between statistical reasoning and abduction. When the classroom discourse of students was analyzed by Peirce's abduction, Eco's abduction type and Toulmin's argument pattern, students used overcoded abduction the most in the discourse of abduction. However, there composed a low percent of undercoded abduction leading to various thinking, and creative abduction used to make new principles or theories. By the CAS calculators used in the process of reasoning, students were provided with empirical context to understand the concept of abstract probability, through which they actively participated in the argumentation centered on the reasoning. As a result, it was found that not only to understand the abduction, but to build statistical context with tools in the learning of statistical reasoning is important.

• The Journal of the Acoustical Society of Korea
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• v.18 no.1E
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• pp.27-31
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• 1999

Recent linguistic researches have brought into focus the relations between prosodic structures and syntactic, semantic or phonological structures. Most of them prove that prosodic information is available for understanding syntactic, semantic and discourse structures. But this result has not been integrated yet into recent Korean speech recognition or understanding systems. This study, as a part of integrating prosodic information into the speech recognition system, proposes an automatic detection technique of Korean accentual phrase boundaries by using one-stage DP, and the normalized pitch pattern. For making the normalized pitch pattern, this study proposes a method of modified normalization for Korean spoken language. For the experiment, this study employs 192 sentential speech data of 12 men's voice spoken in standard Korean, in which 720 accentual phrases are included, and 74.4% of the accentual phrase boundaries are correctly detected while 14.7% are the false detection rate.

• Korean journal of communication and information
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• v.51
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• pp.26-46
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• 2010

This study interprets Cheong-gye-cheon restoration as a process of space production during expansion of capitalism, and performs discourse analysis in order to find out that how media discourse has been related to the production of Cheong-gye-cheon space in each period of historical changes. This paper is particularly concentrating on discovering regulation in discourse which connects people's experiences and perception towards certain ways in the relationship between newly producted space and media discourse. This paper construes the period of 1960s as a process which pre-modern bodies and facilities were changed into modern and urban 'daily life' by practicing a space which splitted in a concept of time efficiency. In 1980s, media represented the facilities which had been constructed at the Cheong-gye-cheon space as a 'disqualified facilities for a center of the city'. This is because, tertiary industries were emerged at the 'Gang-nam' in this period which widen the gap of finance between 'Gang-nam' and 'Gang-Buk'. The government wanted to redevelop this space in order to function accumulating capital efficiently. Therefore shop owners nearby Cheong-gye-cheon were forced to move out. The discourse, 'disqualified facilities for a center of the city', implicates this process. The media discourse in the 2000s produced the 'myth' through the 'signifier' such as artificially flowing water, fine scenery, historical but artificial structure and etc.. However, people can experience symbols of the artificial structures which leads people to the luxurious restaurants, coffee shops, and etc.. Naturally, the spectacles produced by media direct people to the homogeneous pattern of consume. This phenomena can be explained as a process which people practice, intentionally or non-intentionally, the capitalistic mode of production which changed from a period of production to a period of consumption.

• Journal of Physiology & Pathology in Korean Medicine
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• v.21 no.1
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• pp.1-9
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• 2007

${\ulcorner}$Hamsansachon Dongyi Suse Bowon Gabogubon${\lrcorner}$ , discovered in 2000, can give very precious information in order to study the formation and development process of ${\ulcorner}$Dongyi Suse Bowon${\lrcorner}$ ${\ulcorner}$The Dircourse on the Constitutional Symptoms and Disease${\lrcorner}$ . I examined, by comparison, changes in understanding pathology explained in ${\ulcorner}$Dongyi Suse Bowon${\lrcorner}$ ${\ulcorner}$The Discourse on the Constitutional Symptoms and Disease${\lrcorner}$ of Gabobon and Sinchukbon, and consequently tried to define the concept of Dispositional Symptom(Dispositional disease) as below, in a point of view that ‘Dispositional Symptom(Dispositional disease)’ should be the key word in explaining the changes in understanding of pathology. Dispositional Symptom(dispositional disease) is a new concept that was first troduced in the Kyongjabon, not found in the Gabobon, and that played a key role in editing ${\ulcorner}$Dongyi Suse Bowon${\lrcorner}$ ${\ulcorner}$The Discourse on the Constitutional Symptom and Disease${\lrcorner}$ . Dispositional Symptom(dispositional disease) means an innate temperament or a pathological tendency, which is already constructed in the system of an individual, prior to expression of specific diseases and symptoms, and can be a primary basis to tell the susceptibility and developing pattern of a certain disease, to decide how to treat and forecast the prognosis. Sinchukbon inductively categorized symptoms of the dispositional symptom (dispositional disease) into the concept of ‘Eight principles’, or eight standards of diagnosis, such as superficies-interior, cold-heat, and weakness-strength.

• The Journal of Korean Association of Computer Education
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• v.10 no.3
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• pp.67-73
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• 2007

In this paper, we review essential constituents of a dialogue interface system and propose practical methods to implement the each constituent. The implemented system consists of a discourse manager, an intention analyzer, a named entity recognizer, a SQL query generator, and a response generator. In the progress of implementation, the intention analyzer uses a maximum entropy model based on statistics because the domain dependency of the intention analyzer is comparatively low. The others use a simple pattern matching method because they needs high domain portability. In the experiments in a schedule arrangement domain, the implemented system showed the precision of 88.1% in intention analysis and the success rate of 83,4% in SQL query generation.

• Language and Information
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• v.12 no.2
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• pp.1-20
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• 2008

This paper examines the effects of focus types on case ellipsis in Korean. A number of previous studies have suggested that accusative case markers in Korean and Japanese cannot be dropped when the object they mark is contrastively focused (Masunaga, 1988; Yatabe, 1999; Ko, 2000; Lee, 2002). Using experimental evidence, we argue against the view that case ellipsis in Korean is sensitive to the distinction between contrastive vs. non-contrastive focus. An alternative analysis is proposed which accounts for the phenomenon of variable case marking in terms of the interaction between the contrastive strength and the discourse accessibility of focused object NPs. By viewing patterns of case ellipsis as the result of balancing between these two forces, such an analysis can correctly predict the gradient pattern of case ellipsis shown by the three types of focused objects tested in the experiment (contrastive replacing focus, contrastive selecting focus and non-contrastive, informational focus), while at the same time offering an explanation for why subtypes of focus exert distinct influences on case ellipsis.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.439-460
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• 2019

In this study, we examined classroom interaction to explore the relationships among teacher questions, turn-taking patterns, and student talks in mathematics classrooms. We analyzed lessons given by three elementary teachers (two first-grade teachers and one second-grade teacher) who worked in the same school using a conversation-analytic approach. We observed individual classrooms three times in a year. The results revealed that when teachers provided open-ended questions, such as "why and how" questions and "agree and disagree" questions, and used a non-IRE pattern (teacher initiation-student response-teacher feedback; Mehan, 1979), students more actively engaged in classroom discourse by justifying their ideas and refuting others' thinking. Conversely, when teachers provided closed-ended questions, such as "what" questions, and used an IRE pattern, students tended to give short answers focusing on only one point. The findings suggested teachers should use open-ended questions and non-IRE turn-taking patterns to create an effective math-talk learning community. In addition, school administrators and mathematics educators should support teachers to acquire practical knowledge regarding this approach.