• Journal of Korea Game Society
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• v.10 no.3
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• pp.61-71
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• 2010

This study looks into the usage pattern in online games based on genres and socio-demographic characteristics. Compared to the prior studies that adopted survey as their main research method, this study has analyzed the actual data of game login records and adopted parametric modeling and mathematical approach. In terms of the socio-demographic characteristics, the following facts were confirmed: men > women by gender, students > white-collars > housewives > blue-collars > self-employed > jobless(etc.) by occupation, college graduates > K-12 students > high-school graduates > undergrads & grads by academic background, 3∼5 million > 1∼3 million > over 5 million > less than 1 million by income levels, and not married > married by marital status. In terms of genres, the population of the players is in the order of web board games, RPG, action/racing/shooting, and sports. The RPG game is confirmed to have a higher level of MCR (Max Concurrent User Ratio) than any other genres. On the other hand, the hypothesis on the difference in Repeated Use Ratio according to genres is rejected. This study has also confirmed that interactions exist between gender and age; genre and gender; genre and age among online game users, and conducted post-hoc analysis about those interactions.

• The Journal of Korean Academy of Prosthodontics
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• v.35 no.3
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• pp.517-534
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• 1997

It has been held that excessive mechanical forces to the osseous and soft tissues of the TMJ result in joint dysfunction. Understanding the stress pattern on TMJ is very important in TMJ research. But, it is very difficult to measure directly the biomechanical stress distribution in the TMJ when the mandible is loaded. Therefore, stress distribution in the TMJ during functional movement was studied through animal experiment or mathematical model. It was observed and compared the stress distribution occuring in the working and balancing condyle when lower right canine, lower right first molar and lower right second molar were clenched by the three dimensional finite element analysis. Also, stress distribution in the working and balancing condyles were observed and compared when $20^{\circ}$ forward and buccal bite forces were applied to the first molar. The results were as follows : 1. Stress distribution in the condyles during unilateral clenching of the first molar, second molar, canine showed no difference. In the working condyle, tensile force was concentrated on the lateral aspect of the condylar articular surface and condylar neck. And compressive force was concentrated on the anteromedial and lateral aspect of condyle. In the balancing condyle, tensile and compressive forces were concentrated on the lateral aspect of the condylar articular surface and stress transmission to the temporal bone was not observed. 2. When lateral forces were applied to the first molar, tensile forces were concentrated on the medial aspect of the condylar neck and condylar posterior surface in working and balancing condyle. Compressive force was concentrated on the anteromedial and lateral surface of the condyle and stress transmission to the temporal bone was not observed. 3. During unilateral clenching, stress in the working condyle decreased as the occlusal load moved posteriorly while the stress in the balancing condyle increased. when lateral force was applied to first molar, the incremental amount of stress was greater than vertical load. 4. During unilateral clenching, the average balancing/working condyle stress ratio was 2.52. There was a greater concentration of stress in the balancing condyle. The ratio increased as the occlusal load moved posteriorly and decreased considerably when lateral forces were applied to the first molar.

• Resources Recycling
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• v.29 no.3
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• pp.11-23
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• 2020

This study aims to investigate breakage and liberation characteristics of iron ore from Shinyemi mine, Jeongseon by ball mill. Parameters of breakage functions for three grade samples of iron ore were obtained using single-sized-feed breakage test and back-calculation based on nonlinear programming. The results showed that with the increase in the grade of iron ore, the breakage rate factor decrease whereas the particle size sensitivity decreases. This results from retardation of microcrack-propagation by magnetite grain in the ore. Breakage distribution analysis showed that the breakage mechanism appear to be impact fracture dominant with the increase of grade owing to the stress distribution effect by magnetite grain. Degree of liberation (DOL) increased with the increase in grade and decrease in particle size, respectively. Using the breakage function and size-DOL relationship, a model that can predict time-dependent-DOL is established. When scale-up factors from operating condition are available, the model is expected to be capable of predicting size and DOL with time in actual mining process.

• The Journal of Engineering Geology
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• v.24 no.1
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• pp.53-67
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• 2014

Numerical modeling is commonly used to reproduce the physical phenomena of dam-break and to compile resulting flood hazard maps. The accuracy of a dam-break model depends on the physical structure that describes the volume of storage, breach formation and progress, input variables, and model parameters. Model input and parameters are subjective in that they are prescribed; hence, caution is needed when interpreting the results. This study focuses on three parameters (breach degree ${\theta}$, shape factor P, and collapse rate k) used when the dam-break model is coupled with FLO-2D (a two-dimensional flood simulation model) to estimate flood coverage and depth etc. The results show that the simulation is sensitive to the shape factor P and the collapse rate k but not to the breach degree ${\theta}$. This study will contribute to reducing flood damage from dam-break disasters in the future.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.45-64
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• 2003

This study analyzes divisor and multiple in elementary school mathematics textbooks published according to the first to the 7th curriculum, in a view point of the didactic transposition theory. In the first and second textbooks, the divisor and the multiple are taught in the chapter whose subject is on the calculations of the fractions. In the third and fourth textbooks, divisor and multiple became an independent chapter but instructed with the concept of set theory. In the fifth, the sixth, and the seventh textbooks, not only divisor multiple was educated as an independent chapter but also began to be instructed without any conjunction with set theory or a fractions. Especially, in the seventh textbook, the understanding through activities of students itself are strongly emphasized. The analysis on the each curriculum periods shows that the divisor and the multiple and the reduction of a fractions to the lowest terms and to a common denominator are treated at the same period. Learning activity elements are increase steadily as the textbooks and the mathematical systems are revised. The following conclusion can be deduced based on the textbook analysis and discussion for each curriculum periods. First, loaming instruction method also developed systematically with time. Second, teaching method of the divisor and multiple has been sophisticated during the 1st to 7th curriculum textbooks. And the variation of the teaching sequences of the divisor and multiple is identified. Third, we must present concrete models in real life and construct textbooks for students to abstract the concepts by themselves. Fourth, it is necessary to develop some didactics for students' contextualization and personalization of the greatest common divisor and least common multiple. Fifth, the 7th curriculum textbooks emphasize inquiries in real life which teaming activities by the student himself or herself.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.663-686
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• 2017

The purpose of this study was to identify the effects of convergent approach of mathematics education on students' problem-solving ability and self-efficacy by designing and applying mathematics curriculum based on STEAM. The results are as follows. First, the test results between the two groups did not show any statistically significant difference in terms of problem solving ability, but the experimental group showed a higher average score than the comparative group. Compared with the standard deviation of the experimental group, It can be seen that the level of difference between students is great. This suggests that STEAM-based mathematics lessons have a positive effect on the problem solving ability of low-level students. Second, the results of the self-efficacy t-test of STEAM-based mathematics class showed statistically significant results at a 5% significance level. In the sub-domain, the preference for the difficulty of the mathematics task, except math self-confidence and the math self-regulation efficacy, were statistically significant at a 5% significance level. This study shows that STEAM-based mathematics classes have a positive effect on the students' positive aspects. Through the STEAM program, students learn that mathematics is connected with other fields, and it provides an opportunity to explore on their own, and they more became interested, motivated, and achievement. Also, through the results of the STEAM-based mathematics class, it can be seen that the expressive power and self-confidence are increased by using the non-formal representation outside of the existing formal representation center. The result of this study can be summarized as follows: A STEAM-based mathematics class has a positive effect on problem solving ability and self-efficacy. Therefore, it is interpreted that the application of the STEAM program focusing on mathematics accounts for education effectives.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.415-441
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• 2017

The purpose of this study is to develop elementary school math classes for the gifted and talented with a focus on social issues to investigate the possibility of character education through specialized subject classes. As suggested in the goals of the math education for social justice, which provide the fundamental theoretical basis, through mathematics activities with a theme of social issues, mathematically gifted and talented young students can critically perceive social issues, express a sense of mathematical and critical agency throughout the course and develop a willingness and mindset to contribute to social progress. In particular, the concept of Figured Worlds and agency is applied to this study to explain the concept of elementary math classes for the gifted and talented with a focus on social issues. The concept is also used as the theoretical framework for the design and analysis of the curriculum. Figured Worlds is defined as the actual world composed of social and cultural elements (Holland et al., 1998) and can be described as the framework used by the individual or the social structure to perceive and interpret their surroundings. Agency refers to the power of practice that allows one to perceive the potential for change within the Figured Worlds that he is a part of and to change the existing Figured Worlds. This study sees as its purpose the fostering of young talent that has the agency to critically perceive the social structure or Figured Worlds through math classes with a theme of social issues, and thus become a social capital that can contribute to social progress.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.19-41
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• 2019

In this study, we present an analysis framework based on the 2015 revised curriculum to analyze how mathematical contents and achievement standards for domains of numbers and computations have changed in the curriculum of elementary mathematics in Korea. Based on this, we classified the achievement standards by type and investigated their characteristics. The achievement standards for numbers and computations can be divided into the successive, the extinctive, and the additive achievement standards depending on their characteristics. The successive achievement standards are the ones that have consistently existed without being removed from the 1-st curriculum to the latest revision in 2015. The extinctive achievement standards are the ones that have been removed at some point during the revisions of nine times and do not remain in the current revision in 2015. The characteristics of the extinctive achievement standards were analyzed to be different before and after the 4-th curriculum. The additive achievement standards refer to the ones that have been newly added to the curriculum or that have been removed at a certain moment but added back in later and thus exist in the current revision in 2015. The characteristics of each type according to the changes of the achievement standards can be thought to be the results that the revision for the mathematics curriculum in Korea has been faithfully conducted. Based on the results of this study, we suggest some implications for organizing the achievement standards in the future curricular development.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.367-385
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• 2004

This study intends to compare the way of introducing fractions in elementary mathematics textbooks of south and those of north Korea. After thorough investigations of the seven differences were identified. First, the mathematics textbooks of south Korea use concrete materials like apples when they introduce equal partition context, while those of north Korea do not use that kind of concrete materials. Second, in the textbooks of south Korea, equal partition of discrete quantities are considered after continuous ones are introduced. This is different from the approach of the north Korean text-books in which both quantities are regarded at the same time. Third, the quantitative fraction which refers to the rational number with unit of measure at the end of it, is hardly used in the textbooks of south. However, the textbooks of north Korea use it as the main representations of fractions. Fourth, in the textbooks of south Korea, vanous activities related to fractions are more emphasized, while in the textbooks of north Korea, various meanings of fractions textbooks from south and north Korea focused on the ways of introducing partition approach and equivalence relation as operational schemes of fractions, the following play an important role before defining fraction. Fifth, the textbooks of south Korea introduce equivalent fractions with number one using number bar, and do not consider the reason why that sort of fractions are regarded. On the contrary, the textbooks of north Korea introduce structural equivalence relation by using various contexts including length measure and volume measure situations. Sixth, whereas real-life contexts are provided for introducing equivalent fractions in the textbooks of south Korea, visual explanations and mathematical representations play an important role in the textbooks of north Korea. Seventh, the means of finding equivalent fractions are provided directly in the textbooks of south Korea, whereas the nature of equivalent fractions and the methods of making equivalent fractions are considered in the textbooks of north Korea.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.443-465
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• 2016

The study aims to compare our newest mathematics curriculum with Singapore's and analyse the differences of them. Because the levels of our mathematics education have been evaluated to be difficult to our students, we try to find that the evaluation is appropriate and there are other characteristics we have to notice carefully, and provide some implications for our mathematics curriculum. We mainly compared both mathematics curriculums focussed on the national documents of mathematics curriculum, and textbooks in the level of middle school. The results are following. Firstly, Singapore has three tracks based on students' abilities and there are three kinds of textbooks on the tracks. This is a different from our teaching on students level. Secondly, the introductions of our mathematics curriculum contents are not faster than Singapore's, but they have more concrete ranges of contents than us. Thirdly, the focus of Singapore's mathematics education lies on problem solving, and we can find some good examples of contents of textbook focussed on problem solving. Some mathematical concepts are introduced simply without any process of students discoveries or investigations, and the focus lies on the problem solving using the concepts. Fourthly, Singapore's mathematics textbooks are more emphasis on the internal connections than ours.