• Bulletin of the Korean Mathematical Society
• /
• v.50 no.1
• /
• pp.263-273
• /
• 2013

A mean-value result, saying that the difference quotient of a differentiable function in a real interval is a mean value of its derivatives at the endpoints of the interval, leads to the functional equation $$\frac{f(x)-F(y)}{x-y}=M(g(x),\;G(y)),\;x{\neq}y$$, where M is a given mean and $f$, F, $g$, G are the unknown functions. Solving this equation for the arithmetic, geometric and harmonic means, we obtain, respectively, characterizations of square polynomials, homographic and square-root functions. A new criterion of the monotonicity of a real function is presented.

• Journal of the Korean Home Economics Association
• /
• v.47 no.4
• /
• pp.25-35
• /
• 2009

The purpose of this study is to examine the effect of group game play program on ADHD-liked children’s executive function. The game play program was implemented for children in experiment group to find out the effect of the group game play program on ADHD-liked executive function. The subjects of this study were 12 children (4th year elementary students), showing ADHD characteristics. 6 were put in experiment group and other 6 were put in control group randomly. The effectiveness of group game play on ADHD children’s executive function are as followings: The attention ability, behavior inhibition ability, cognitive flexibility of children in experiment group was improved more than in control group. It is concluded that group game play program is effective for ADHD-liked children’s executive function.

• Honam Mathematical Journal
• /
• v.35 no.1
• /
• pp.101-107
• /
• 2013

The Gamma function ${\Gamma}$ which was first introduced b Euler in 1730 has played a very important role in many branches of mathematics, especially, in the theory of special functions, and has been introduced in most of calculus textbooks. In this note, our major aim is to explain the convergence of the Euler's Gamma function expressed as an improper integral by using some elementary properties and a fundamental axiom holding on the set of real numbers $\mathbb{R}$, in a detailed and instructive manner. A brief history and origin of the Gamma function is also considered.

• Journal of Korean Elementary Science Education
• /
• v.37 no.2
• /
• pp.206-218
• /
• 2018

The purpose of this study is to analyze the teaching behaviors and visual attention according to teacher's career in Elementary Science Inquire-based Class. Participants were four elementary school teachers in Seoul. They were all in grade 5 and taught science. According to the experience of elementary science education, two novice teachers and two expert teachers were identified. Participants taught Respiration in the 'Structure and Function of our Body' in the elementary science fifth grade. The mobile eye tracker used in this study is SMI's ETG 2w, which is a binocular tracking system. In addition, a video camera was installed behind the classroom to record the entire class. We recorded all the contents of the recorded video and analyzed the results. In this study, the actual practice time, participant's visual attention, and decentralized attention ability were analyzed by class phase. The results of the study are as follows. First, there was a difference between planned class time and actual practice time. The novice teachers were having difficulty in reconstructing the contents of education, and the expert teachers were reconstructing the curriculum and interacting with the students with high understanding and application of the curriculum. There were many differences between the novice teachers and the expert teachers in the tour guidance to confirm student activities. Second, if we look at the visual attention on the area related to teaching and learning by class phase, the novice teacher concentrates all the steps in a specific area, expert teachers showed an equal visual attention to meaningful areas of teaching and learning activities. Third, there was a statistically significant difference in activities 1-1, 1-2, 2-1, and 2-2 when the participants' decentralized attention ability. Expert teachers frequently checked students' understanding and interests. There was a lot of interaction with students. It is also shown through the decentralized attention ability that the novice teachers concentrate on a specific area, and the expert teachers have a high degree of decentralized attention ability and visual attention evenly.

• Journal of Korean Home Economics Education Association
• /
• v.16 no.4 s.34
• /
• pp.57-79
• /
• 2004

The purposes of this study were to investigate the effects of handwork oriented learning in home economics subjects on the brain function and creativity of elementary and middle school students. To achieve these purposes, 134 elementary school students and 49 middle school students were sampled and assigned to the experimental group and control group. The 12 sessions of handwork oriented learning program were treated to the experimental group. And the 'Brain Function Test' developed by Gordon(l978), and the 'Creativity Test' developed by Korean Educational Development Institute(1990) were administered to them for pretest and posttest. The collected data were analyzed by t-test. The major findings of this study were as follows: 1. It was found that the handwork oriented learning in home economics subjects could develop the brain function of students. 2. It was found that the handwork oriented learning in home economics subjects could develop the creativity of students.

• Education of Primary School Mathematics
• /
• v.7 no.1
• /
• pp.57-64
• /
• 2003

This article is that we develop a learning Serpinsky Triangle using on the internet by the domain of regulations and function in elementary school mathematics. We construct the learning operation of zoom Serpinsky Triangle that can be used on the internet and develop the java program for understanding the concept of the Serpinsky Triangle.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.1
• /
• pp.153-165
• /
• 2023

This study investigates learners' environmental literacy, classifies the results by factors of environmental literacy, and then investigates the differences in the students' environmental behavior practice experiences according to the classification by factor. The study was conducted with 47 6th grade students from D elementary school located in P metropolitan city as the subject of final analysis, and environmental literacy questionnaires and environmental behavior practice experience questionnaires were used as the main data. As a result of the study, the learners were classified into three groups according to the factors of environmental literacy, and they were respectively named as the "High environmental literacy group", "low environmental literacy group", and "Low Function and Affectif group". A Word network was formed using the descriptions of environmental behavior practice experiences for each cluster, and a Degree Centrality Analysis was performed to visualize and then analyze. As a result of the analysis, "High environmental literacy group" was confirmed, 1) recognized the subjects of environmental action practice as individuals and families, 2) described his experience of environmental action practice in relation to all elements of environmental literacy, and had a relatively pessimistic view. "low environmental literacy group", and "Low Function and Affectif group" were confirmed 1) perceive the subject of environmental behavior practice as a relatively social problem, 2) the description of the experience of environmental behavior practice is relatively biased specific factors, and the "Low Function and Affectif group" is particularly focused on the knowledge element. And 3) it was confirmed that they were aware of climate change from a relatively optimistic perspective. Based on this conclusion, suggestions were made from the perspective of environmental education.

• Journal of the Korean School Mathematics Society
• /
• v.12 no.3
• /
• pp.347-364
• /
• 2009

In this paper, the researchers investigated the influence of graphing calculator in learning the concept of linear function for the gifted students. Elementary students who were taking a course in enrichment mathematics at Science Education Institute for the Gifted in Mokpo National University were selected for this study. The researchers analyzed students' processes of mathematical inference and conjecture, and students' algebraic description. We found the facts that the visualization using a graphing calculator and CBL is helpful to the gifted students in understanding concepts of liner function, finding the relationship between variables, analyzing and presupposing of graph. But, using graphing calculator can be a factor that disturbs learning of students who have too much of curiosity on graphing calculator.

• The Mathematical Education
• /
• v.58 no.4
• /
• pp.519-530
• /
• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.26 no.5
• /
• pp.573-581
• /
• 2002

This study was done to classify children's somatotypes and to provide the fundamental data or their clothing sizing system for the purpose of designing patterns fur children's wear and standardizing sizes of ready-made clothes. The sampling was done for 7-8 years-old-girl living in Pusan and Kyungsangnam-do. Data from each girl comprises 33 anthropometic measurments and 7 photogrphic measurments, based on the somatometric characteristics of girls which I had obtained. Factor analysis, cluster analysis, discriminant analysis were performed for statistical analysis of the data. Seven factors which explain 76.49% of the whole variances were extracted. The thirst and second factors which explain more than 70% of the whole variances represent 'horizontal size 'and 'vortical size', which characterize most aspects of the body shape of the subjects. On the basis of the cluster analysis, three different upper body types were categorized. Type 1 has quite long surface length of the upper body and rising shoulders and are close to the averages of this age group. Type 2 has highest stature, biggest frame, dropped shoulders and surface length of the upper body similar to the type 1. Type 3 has shortest stature, smallest frame and sloping shoulders. According to the analysis to discriminate somatotypes of the upper body by this age group, the discriminative items in discriminant function are follows. As this group, waist circumference of discriminant function 1 and front length and length between both shoulder points of discriminant function 2 have large coefficient values.