• Research in Mathematical Education
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• v.15 no.1
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• pp.93-104
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• 2011

Sixty-four EC-6 teacher candidates were asked to elaborate on the method they used when interrupting seven mathematical pictorial models. The instrument used was research designed but modeled after a 4th grade released state tests. This study was conducted in the southern part of the United States. A panel of experts worked with the researcher to determine the most appropriate initial approach to interrupting the mathematical pictorial model. The pictorial models examined such concepts as measurement, place value and time. Since the questions were on a 4th grade level, it was expected that the teacher candidates would score 100%, however, this was not the case. The results will be given in the paper as each question is discussed. The results of the survey are being used to develop teaching modules for teacher candidates in mathematics methodology classes.

• Research in Mathematical Education
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• v.16 no.4
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• pp.207-216
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• 2012

Through quantitative video analysis of four algebra classes and statistical analysis of various types of teacher evaluation behavior in the classroom teaching, we get: (1) Teacher evaluation behavior in classroom is close to take 1/5 of the total time of the classroom teaching, and it appears most frequently in class exercises and take the longest time; (2) There are many forms of teacher evaluation behavior in classroom, and most of the behaviors are positive assessment; (3) Recognition evaluation is relatively conservative in a single form without losing fairness; (4) Classroom assessments of teachers' behaviors are primarily concerned about students' knowledge and skills mastery, and it is less involved in student feelings, attitudes and behaviors; (5) The correct teacher evaluation behavior in classroom will inspire students to create internal motivations; and (6) The correct teacher evaluation behavior in classroom can stimulate the potential of students.

• Proceedings of the KSME Conference
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• 2001.06a
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• pp.78-83
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• 2001

It's required mechanical properties of in-service facilities to maintain safety operation in power plants as well as chemical plants. In this study the four classes of the thermally aged 1Cr-1Mo-0.25V specimens were prepared using an artificially accelerated aging method at $630^{\circ}C$. Ultrasonic tests, tensile tests, $K_{IC}$ tests and hardness tests were performed in order to evaluate the degree of degradation of the material. The mechanical properties were decreased as degraded, but the attenuation coefficient and the harmonic generation level of a ultrasonic signal were increased. Expecially the nonlinear parameter of the signal is sensitive and will be a good parameter to evaluate the material degradation.

• Proceedings of the KSME Conference
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• 2001.06a
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• pp.579-584
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• 2001

As the huge energy transfer systems like as nuclear power plant and steam power plant are operated for a long time, mechanical properties are changed and ductile-brittle transition temperature is raised by degradation. So it is required to estimate degradation in order to assess the safety, remaining life, and further operation parameters. The sub-sized specimen test method using surveillance specimen was developed for evaluating the integrity of metallic components. In this study, we would like to present the evaluation technique of the ductile-brittle transition temperature by the sub-sired specimen test. The four classes of the thermally aged 1Cr-1Mo-0.25V specimens were prepared using an artificially accelerated aging method. The tensile test and fracture toughness test were performed. The results of the fracture toughness tests using the sub-sized specimens were compared with the evaluation technique of the ductile-brittle transition temperature.

• School Mathematics
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• v.4 no.2
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• pp.237-246
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• 2002

The purpose of this paper is to investigatethe relationship between Korean elementary teachers' teaching practice and students' perceptions of classroom learning environment. It is important to examine whether teachers conceive of mathematics and their teaching practice are consistent with their actual teaching mathematics in classroom. To do so, two reform-oriented and two traditionally-oriented elementary teachers in Seoul and a total of 130 students from these four selected teachers' classes participated in the present study Using classroom environment survey scale [CES] the differences in students' perceptions on classroom learning environment were examined. The results show that students taught by reform-oriented teachers have significantly higher score in the area of participation, relevance, and commitment to learning than traditionally-oriented group of students. Thus, we may conclude that the reform-oriented group of students have more benefits in learning mathematics than do the traditionally-oriented group of students.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.93-100
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• 2013

The purpose of this study is to examine the effect of science related attitudes and science inquiry skill that apply concept maps for 'Ocean' units in middle school science. The subjects of this study consist of four classes third grade middle school students of the Busan Metropolitan City, which were divided into two groups: one is the experimental group which applied concept map teaching and the other is the ordinary teaching group. The result of this study were shown as follow: First, the use of concept map teaching improved the active meaningful process and improved student's science related attitudes in the experimental group. Second, the science lesson using concept map is effective for science inquiry skill in the experimental group. Third, the using concept map teaching created a positive reaction to make the formulation of ideas.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.205-215
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• 1999

Main stream of '90s mathematics education in the U.S must be the NCTM Standards. Since it was published in 1989, much focus has put on it and numerous research has been tried to apply it to real mathematics classes. But there hasn't always good fame. Some schools have already taken the curriculum based on it and recently the negative results have been exposed. Not a few parents, teachers and experts became to be worry about that. In this situation, 1 suppose it is worth to review the original purpose of Standards, look into the recent problems related to it's application and think of improvement or alternatives. This article mainly includes first two issues and particularily considers what problems are to have to be reconsidered in Korea. The following four are what I draw as problems: Basic operations; constructivism; texts and work books; trial and error strategy and group activity.

• Language and Information
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• v.1
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• pp.27-65
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• 1997

Nouns in the Korean language are subcategorized for various frames(called SUBCAT lists) in much the same way as verbs are. Assuming a monostratal grammar and building on analyses of various 'little elements' as clitics, such as the ones given by No(1991), Chae(1995,1996), and Oh(1991), I delineate the ranges of SUBCAT lists for the Korean verbs and nouns and show that the two word-classes have heavily overlapping frames. Twenty five SUBCAT lists are identified for verbs, and twenty four for nouns, of which twenty three find associated lexical items in both. By the way of justification, I offer analyses of noun--verb collocations in terms of the new five-valued syntactic feature COLLOC along with SUBCAT, which subsume 'light verb' constructions. It is hoped that this work will have given clear syntactic underpinnings to those who are concerned with practical lexicography.

• East Asian mathematical journal
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• v.36 no.2
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• pp.173-201
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• 2020

Mathematical modeling has been emphasized because it offers important opportunities for students to both apply their learning of mathematics to a situation and to explore the mathematics involved in the context of the situation. However, unlike its importance, mathematical modeling has not been grounded in typical mathematics classes because teachers do not have enough understanding of mathematical modeling and they are skeptical to implement it in their lessons. The current study analyzed the data, such as video recordings, slides, and surveys for teachers, collected in four lessons of teacher education in terms of mathematical modeling. The study reported different kinds of tasks that are authentic with regards to mathematical modeling. Furthermore, in teacher education, teachers' identities have separated a mode as learners and a mode as teachers and conflicts and intentional transition were observed. Analysis of the surveys shows what teachers think about mathematical modeling with their understanding of it. In teacher education, teachers achieved different kinds of modeling tasks and experience them which are helpful to enact mathematical modeling in their lessons. However, teacher education also needs to specifically offer what to do and how to do it for their lessons.

• English Language & Literature Teaching
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• v.18 no.3
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• pp.121-134
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• 2012

The purpose of this study is to investigate the optimal conditions for designing tasks appropriate to the elementary classroom based on the correspondence with the national curriculum, integration among four skills (listening, speaking, reading, and writing), authenticity, and interactivity. For this study, two primary English teachers volunteered to participate in the case study conducted in the spring semester of the 2012 school year. Each class observed was composed of 29 and 30 sixth graders (12-year-old learners). Data were collected through classroom observation and lesson plans. Optimality theory was used to analyze data from the lessons. From the findings, the overall ranking of constraints is Curriculum ${\gg}$ Integration ${\gg}$ Authenticity ${\gg}$ Interactivity. It is also shown that for teacher 'L', the tasks such as 'guessing game', 'photo of me', and 'role play' were appropriate to help students ask questions and give reasons for their choices. As for teacher 'C', the tasks such as 'hand spans', 'transport survey', and 'picture telling' needed to be considered in order to help students understand and write comparative sentences.