• Journal of Elementary Mathematics Education in Korea
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• v.23 no.2
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• pp.247-272
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• 2019

The purpose of this study is to analyze the teaching of statistical graphs according to elementary mathematics curriculum. To do this, we set up three research questions as follows. First, what is the change in achievement standards related to the teaching of statistical graphs in elementary mathematics curriculum? Second, what is the change in the teaching of the drawing of statistical graphs in elementary mathematics curriculum? Third, what is the change in the teaching of understanding of statistical graphs in elementary mathematics curriculum? For the first research question, we analyzed the achievement standards related to the teaching of the statistics of the 2015 revised curriculum from the first curriculum. For the second research question, we analyzed how to provide students with the opportunity to draw graphs(number of drawings) and whether to present the basic frame of the graphs(frame provided). For the third research question, we analyzed questions in the textbooks based on the graph understanding; 'reading data', 'finding the relation between data', 'interpreting data', 'understanding the situation'. As a result of the analysis, the achievement standard in the curriculum has changed in the direction of fostering statistical thinking, and it has been changed to emphasize the interpretation of the graph so as to make the graph drawing easy. However, 'interpreting data' and 'understanding the situation' were still lacking.

• School Mathematics
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• v.19 no.1
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• pp.171-187
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• 2017

To engineering students, calculus is essential knowledges and skills as a mathematical model and give a perspective to observe phenomenon in the future industrial field. However, engineering students' calculus study tends to solve problems by only applying the mechanical calculation and mathematical results. This study aimed to make engineering students realize the importance of calculus and untypical problems, by suggesting problems that could apply the mathematical concepts and principles and even solve the actual conditions of the problems. Students conjectured the anti-derivative graphs by interpreting the given derivate problems. They showed errors in this process and the errors are contributed by their mathematics leaning styles. As a result, the task would be helpful to engineering students.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.487-494
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• 2008

The purpose of this study was to investigate the effects of MBL experiment instruction on the 7th graders' scientific inquiry skills and graph construction and interpretation ability in the unit "Elements and movement of sea water". Results are as follows: First, this study analyzed the influence on students' scientific inquiry skill after having six MBL instructional classes. The result showed a significant difference in the scientific inquiry skills between the experimental group and the control group, which implies that the instruction using MBL was an effective way to improve students' scientific inquiry skills. Second, this study also analyzed the influence on students' abilities to construct and interpret graphs. The result did not show any significant differences between the experimental group and the control group in the ability to construct graphs. But it showed significant differences in the ability to interpretgraphs, which means that instruction using MBL was an effective way to improve students' ability to interpret graphs.

• School Mathematics
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• v.9 no.1
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• pp.45-64
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• 2007

The primary purposes of this study were to investigate how sixth graders would react to the types of tasks with regard to the comprehension of graphs and what differences might be among the kinds of graphs, and to raise issues about instructional methods of graphs. A descriptive study through pencil-and-paper tests was conducted. The tests consisted of 48 questions with 4 types of tasks (reading the data, reading between the data, reading beyond the data, and understanding the situations) and 6 kinds of graphs. The conclusions drawn from the results obtained in this study were as follows: First, it is necessary to foster the ability of interpreting the data and understanding the situation in graphs as well as that of reading the data and finding out the relationships in the data. Second, it is informative for teachers to know students' difficulties and thinking processes. Third, in order to develop understanding of graphs, it is important that students solve different types of tasks beyond simple question-answer tasks. Fourth, teachers need to pay attention to teach fundamental factors such as reading the data with regard to line graphs and stem-and-leaf plots Finally, graph type and task type interact to determine graph-comprehension performance. Therefore, both learning all kinds of graphs and being familiar with multiple types of tasks are important.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.169-192
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• 2019

This study investigates how well grade 4, 5, and 6 students understand graphs before formal education is done on graphs. For this, we analyzed students' understanding of graphs by classifying them into 'reading data', 'finding relationships between data', 'interpreting data', and 'understanding situations' based on previous studies. The results show that the students have good understanding of graphs that did not have formal education. This suggests that it is necessary to consider the timing of the introduction of the graph. In addition, when we look at the percentage of correctness of each graph, it is found that the understanding of the line graph is weaker than the other graphs. The common error in most graphs was that students relied on their own subjective thoughts and experiences rather than based on the data presented.

• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.51-62
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• 2022

AI-based speed prediction studies have been conducted quite actively. However, while the importance of explainable AI is emerging, the study of interpreting and reasoning the AI-based speed predictions has not been carried out much. Therefore, in this paper, 'Explainable Deep Graph Neural Network (GNN)' is devised to analyze the speed prediction and assess the nearby road influence for reasoning the critical contributions to a given road situation. The model's output was explained by comparing the differences in output before and after masking the input values of the GNN model. Using TOPIS traffic speed data, we applied our GNN models for the major congested roads in Seoul. We verified our approach through a traffic flow simulation by adjusting the most influential nearby roads' speed and observing the congestion's relief on the road of interest accordingly. This is meaningful in that our approach can be applied to the transportation network and traffic flow can be improved by controlling specific nearby roads based on the inference results.

• Journal of the Korean earth science society
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• v.31 no.6
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• pp.637-646
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• 2010

The purpose of this study was to investigate the effects of Microcomputer Based Laboratory (MBL) on the middle school students' graphing skill and science process skill in Earth Science classes. MBL teaching materials for inquiry-based instructions were developed to teach five experimental topics related to the middle school 'Earth Science.' Thirty three middles school students participated in this study, and the pre- and post-tests were conducted. Results indicated as follow: First, MBL classes were effective in developing the graphing skill of middle school students. They were efficient both in graph construction and graph interpretation, especially in data transformation. Second, MBL classes were effective in helping participants to use science process skills, especially, in the subordinate areas including formulating hypotheses, making operational definition, graphing, and interpreting data.

• The Mathematical Education
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• v.57 no.4
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• pp.433-452
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• 2018

The purpose of this study is to provide implications for improvement of mathematics textbook based on discursive approach to textbook analysis that complementarily combines a communicational approach to cognition and social semiotics. For this purpose, we reconstructed an analytic framework for discursive approach to written discourses of Korean textbook and CMP, and applied it to our analysis. Results show that several characteristics in meanings were developed by the use of words and visual mediators. First, in the case of ideational meaning, there were qualitative and quantitative differences between vocabularies used and between information addressed by visual mediators. Second, in the case of structural meaning, an offer and application of procedure was emphasized in a Korean textbook, whereas expectation and selection experiences of diverse possibilities for problem solving was underlined in CMP. In the case interpersonal meaning of student-author, imperative instructions were paid attentions in a Korean textbook. In contrast, students' interdependence and active participation were stressed in CMP. Therefore, this study addressed ideas about how to analyze mathematics textbooks based on integrated meanings developed by the use of words and visual mediators. In addition, it distributes implications for improvements of Korean mathematics textbooks through the analytic framework of both mathematical meanings and interpersonal meanings of student-author.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.319-321
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• 2019

본 논문에서는 수학교육용 소프트웨어에서 확률적 현상을 경험한 이후 과학 그래프 해석에 있어 확률론적 관점을 도입하여 해석하는 학습자의 관점의 변화를 제시한다. 이 연구에서 11명의 고등학교 1학년 학생은 수학교육용 소프트웨어인 지오지브라(GeoGebra)를 활용하여 학습자가 평면 상에서 수직선이나 반원 위에 점을 찍는 활동을 통하여 기하학적 확률을 경험하였으며 이와 같은 경험을 토대로 물의 상평형 그래프를 해석하였다. 물의 상평형 그래프에 나타나는 얼음(고체), 물(액체), 수증기(기체)의 상태 변화에 대하여 각 상태가 나타나는 온도-압력의 영역 간의 경계에 대하여 학습자는 기하학적 확률을 적용하여 해석하려고 하였으나 경계선 위의 온도-압력의 물의 미시적 구조를 표현하는 과정에서 4명의 학생만 확률론적 관점으로 해석하고 그렇지 못한 학생들은 상태의 공존을 물질적 관점이나 과정적 관점으로 이해하였다.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.433-456
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• 2017

The purpose of this study is to suggest the directions for the development and improvement of mathematics textbooks in Korea by examining these characteristics of German textbooks. As a result, German mathematics textbooks were free for unit order and names of units. German mathematics textbooks defined a function for various real life and natural phenomena, relation after intuitively knowing the correspondence between two variables through a graph. In addition, it exercises interpreting the characteristics and information of the graph, guides the activity of graphing various functional situations, and contents to convert various expression methods such as graphs, tables, relational expressions, mathematical terms and sentences. In the German mathematics textbooks, mathematical expressions of the functional relations of the materials in various contexts of daily life, and the activities of predicting and predicting the future, were made to feel the usefulness of mathematics. It has raised functional thinking and provided problems related to other subjects, thus enhancing connectivity with other disciplines. It also included open issues and issues that required mathematical communication.