• Annual Conference on Human and Language Technology
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• 2010.10a
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• pp.94-99
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• 2010

This paper is to present how a network between words is formed. Not only have we looked at the distributivity, frequency and strength in connections between related words, but we have also presented some way to shed lights on what this network means to linguistic and social studies. The target source is morpho-analysis components of Trends 21 corpus which cover all newspaper articles from lour major newspapers, including Chosun, Joongang, Donga, and Hankyoreh, issued between 2000 and 2008. Based on nodes, links, and their connectivity indexes - density, degree, and centralizations, we have been able to retrieve and cluster related words forming the network with 20 event nouns. To reduce noise, we have considered the words whose t-score is above 1.64. By conducting both network and statistical analyses, we have presented the network of each event noun.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.239-259
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• 2011

This study investigated the elementary school students' ability on the algebraic reasoning as generalized arithmetic. It analyzed the written responses from 648 second graders, 688 fourth graders, and 751 sixth graders using tests probing their understanding of the properties of whole number operations. The result of this study showed that many students did not recognize the properties of operations in the problem situations, and had difficulties in applying such properties to solve the problems. Even lower graders were quite successful in using the commutative law both in addition and subtraction. However they had difficulties in using the associative and the distributive law. These difficulties remained even for upper graders. As for the associative and the distributive law, students had more difficulties in solving the problems dealing with specific numbers than those of arbitrary numbers. Given these results, this paper includes issues and implications on how to foster early algebraic reasoning ability in the elementary school.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.643-662
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• 2017

The first appearance of the equations in elementary school mathematics is in the expression of the equal sign in the addition sentences without its definition. Most elementary school students have operational understanding of the equal sign in equations. Moreover, students' opportunities to have a clear concept of the properties of operations are limited because they are used implicitly in the textbooks. Based on this fact, it has been argued that it is necessary to introduce the properties of operations explicitly in terms of specific numbers and to deal with various types of equations for understanding a relational meaning of the equal sign. In this study, we use equations to represent the implicit properties of operations and the relational meaning of the equal sign in elementary school mathematics with respect to students' level of understanding. In addition, we give some explicit examples which show how to apply them to make efficient computations.