• Research in Mathematical Education
• /
• v.23 no.1
• /
• pp.1-12
• /
• 2020

In this case study, a professor was observed to investigate use of instructional examples when teaching the Intermediate Value Theorem in a calculus course. Video-recorded lessons were analyzed with constant comparison to video-stimulated recall interviews and field notes. The professor employed multiple instructional examples, which was initiated by students and modified by the professor. The professor asked students to build non-existing examples as an informal proof of the Intermediate Value Theorem and assessment of students' previous knowledge. Use of incorrect examples on instructional purpose can be an appropriate way for formative assessment as well as a bridge between informal and formal proofs in college mathematics.

• Journal of Educational Research in Mathematics
• /
• v.15 no.4
• /
• pp.401-417
• /
• 2005

Skemp supposed that it is effective to use both examples and non-examples when new concepts which are upper level than learner's schema are introduced. The purpose of this research is to develop a practical process of teaching geometrical concepts based on Skemp's assumption. For this, the related literatures are reviewed and the Korean textbooks(4-ga, 4-na) are analyzed with respect to method of concept formation. The analysis to]Is that the textbook just explains Properties of concepts or present definitions, instead of giving the chance of inquiry. So we design and apply six step process of teaching geometrical concepts to 4th graders focused on students' inquiry using both examples and non-examples.'rho result turns out that using examples and non-examples is highly positive to concept formation.

• School Mathematics
• /
• v.15 no.4
• /
• pp.743-758
• /
• 2013

This paper analyses the examples of polygons taken in the 1st grade middle school mathematics textbooks. We analysed generic examples, non-examples and counter-examples represented in these textbooks. And also we classified and analysed with examples of the concept and the application of a procedure. We analysed the differences of methods among these textbooks representing the same concepts or procedures. The findings from the analysis showed that these textbooks mostly make use of generic examples. The examples of concept and procedure vary depending upon the textbooks. Also, many textbooks haven't properly represented various positions and figures of polygons. Textbooks need to represent various and appropriate examples in order to expand the example space of the students.

• Communications for Statistical Applications and Methods
• /
• v.26 no.6
• /
• pp.583-589
• /
• 2019

Counterexamples of a skew-normal distribution are developed to improve our understanding of this distribution. Two examples on bivariate non-skew-normal distribution owning marginal skew-normal distributions are first provided. Sum of dependent skew-normal and normal variables does not follow a skew-normal distribution. Continuous bivariate density with discontinuous marginal density also exists in skew-normal distribution. An example presents that the range of possible correlations for bivariate skew-normal distribution is constrained in a relatively small set. For unified skew-normal variables, an example about converging in law are discussed. Convergence in distribution is involved in two separate examples for skew-normal variables. The point estimation problem, which is not a counterexample, is provided because of its importance in understanding the skew-normal distribution. These materials are useful for undergraduate and/or graduate teaching courses.

• Journal of the Korean Society for Precision Engineering
• /
• v.15 no.12
• /
• pp.202-211
• /
• 1998

The present paper proposes a modal analysis procedure to obtain exact modal parameters (natural frequencies, damping ratios, eigenvectors) for general, non-uniform beam-like structures. The proposed method includes a derivation of the system dynamic matrix for a Timoshenko beam element. The proposed method provides not only exact modal parameters but also exact frequency response functions (FRFs) for general beam structures. A time domain analysis method is also proposed. Two examples are provided for validating and illustrating the proposed method. The first numerical example compares the proposed method with FEM. The second example deals with a non-uniform beam structure supported in joints with damping property. The numerical study proves that the proposed method is useful for the dynamic analysis of continuous systems consisting of beam-like structures.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.5
• /
• pp.699-711
• /
• 2012

An undergraduate course named computational structural analysis becomes more significant in recent years because of its important role in industries and the recent innovation in computer technology. Typically, the course consists of introduction to finite element method, utilization of general purpose finite element software, and examples focusing on static and linear analyses on various structural members such as a beam, truss, frame, arch, and cable. However, in addition to the static and linear analyses, current industries ask graduates to acquire basic knowledge on structural dynamics and nonlinear analysis, which are not listed in the conventional syllabus of the computational structural analysis. Therefore, this study develops geometrically nonlinear examples, which can help students to easily capture the fundamental nonlinear theory, software manipulation, and problem solving skills. For the purpose, five different examples are found, developed for the analyses of cables and cable nets, which naturally have strong geometrical non-linearity. In the paper, these examples are presented, discussed, and finally compared for a better subject development.

• Bulletin of the Korean Chemical Society
• /
• v.19 no.1
• /
• pp.5-21
• /
• 1998

The purpose of this paper is to show that X-ray absorption spectroscopy (XANES and EXAFS) is a powerful technique for characterizing both crystalline and amorphous solids from structural (local order) and electronic point of view. The principle of this technique is briefly described by showing the main factors which must be considered for recording and fitting the experimental results. Some non-trivial examples have been selected for demonstrating that XAS spectroscopy is the only technique for bringing a definitive answer as for example: the determination of the local distortion of the $NiO_6$ octahedra in the $Li_{1-z}Ni_{1+z}O_2$ layered oxides and the evidence of the presence of copper pairs in the NASICON-type phosphate $CuZr_2 (PO_4)_3$. Are also reported some significant examples for which XAS spectroscopy is decisive with other characterization methods as (i) Raman spectroscopy for glasses (ii) Mossbauer spectroscopy for $LiNi_{1+z-t}Fe_To_2$ oxides (iii) magnetic measurements for Ce-based intermetallic compounds.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2024.05a
• /
• pp.885-887
• /
• 2024

딥러닝 모델이 다양한 분야에 적용되면서, 딥러닝 모델에 대한 보안이 큰 이슈가 되고 있다. 특히, 입력 데이터에 섭동(perturbation)을 추가하여 모델의 정상적인 추론을 방해하는 적대적 공격(Adversarial Attack)에 대한 연구가 활발하게 진행되고 있다. 본 논문에서는 객체 탐지 모델의 NMS(Non-Maximum Suppression) 알고리즘에 대한 적대적 공격 기법 중 하나인 Phantom Sponges 공격을 수행하여 적대적 예제(Adversarial Example)를 생성하고, 원본 이미지와의 유사성을 측정하여 분석하고자 한다.

• The Mathematical Education
• /
• v.57 no.4
• /
• pp.371-391
• /
• 2018

The purpose of this study is to analyze manifestation examples and effects of group creativity in mathematical modeling and to discuss teaching and learning methods for group creativity. The following two points were examined from the theoretical background. First, we examined the possibility of group activity in mathematical modeling. Second, we examined the meaning and characteristics of group creativity. Six students in the second grade of high school participated in this study in two groups of three each. Mathematical modeling task was "What are your own strategies to prevent or cope with blackouts?". Unit of analysis was the observed types of interaction at each stage of mathematical modeling. Especially, it was confirmed that group creativity can be developed through repetitive occurrences of mutually complementary, conflict-based, metacognitive interactions. The conclusion is as follows. First, examples of mutually complementary interaction, conflict-based interaction, and metacognitive interaction were observed in the real-world inquiry and the factor-finding stage, the simplification stage, and the mathematical model derivation stage, respectively. And the positive effect of group creativity on mathematical modeling were confirmed. Second, example of non interaction was observed, and it was confirmed that there were limitations on students' interaction object and interaction participation, and teacher's failure on appropriate intervention. Third, as teaching learning methods for group creativity, we proposed students' role play and teachers' questioning in the direction of promoting interaction.

• Journal of Information Processing Systems
• /
• v.8 no.4
• /
• pp.575-588
• /
• 2012

Exploiting unlabeled text data with a relatively small labeled corpus has been an active and challenging research topic in text mining, due to the recent growth of the amount of biomedical literature. Biomedical named-entity recognition is an essential prerequisite task before effective text mining of biomedical literature can begin. This paper proposes an Active Co-Training (ACT) algorithm for biomedical named-entity recognition. ACT is a semi-supervised learning method in which two classifiers based on two different feature sets iteratively learn from informative examples that have been queried from the unlabeled data. We design a new classification problem to measure the informativeness of an example in unlabeled data. In this classification problem, the examples are classified based on a joint view of a feature set to be informative/non-informative to both classifiers. To form the training data for the classification problem, we adopt a query-by-committee method. Therefore, in the ACT, both classifiers are considered to be one committee, which is used on the labeled data to give the informativeness label to each example. The ACT method outperforms the traditional co-training algorithm in terms of f-measure as well as the number of training iterations performed to build a good classification model. The proposed method tends to efficiently exploit a large amount of unlabeled data by selecting a small number of examples having not only useful information but also a comprehensive pattern.