• Journal of Preventive Medicine and Public Health
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• v.44 no.1
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• pp.56-64
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• 2011

Objectives: The purpose of this study was to estimate the prevalence and correlated factors of high myopia in 19 year-old men in Southeast Korea. Methods: This retrospective study was based on the medical checkup data of conscription during 2005. The study subjects were 19 years old men in Busan, Ulsan and Gyeongsangnam-do. The health checkup data of the conscripts consisted of noncycloplegic autorefraction test, the biometric data and social factors. To analyze the social and biometric effects, we classified the biometric factors into 4 or 5 groups and the social factors into 3 groups. High myopia was defined as a spherical equivalent of under -6.0 diopter. Data analysis was performed using the chi square test for trends and multiple logistic regression analysis. The SAS(version 9.1) program was used for all the analyses. Results: The prevalence of high myopia was 12.39% (6256 / 50 508). The factors correlated with high myopia were the residence area (OR, 2.07; 95% CI, 1.77 to 2.4 for small city; OR, 2.01; 95% CI, 1.72 to 2.34 for metropolis; the reference group was rural area), academic achievement (OR, 1.43; 95% CI, 1.34 to 1.53 for students of 4-and 6-year-course university; the reference group was high school graduates & under) and blood pressure (OR, 1.54; 95% CI, 1.10 to 2.16 for hypertension; OR, 1.09; 95% CI, 1.02 to 1.17 for prehypertension; OR, 1.10; 95% CI, 1.01 to 1.20 for hypotension; the reference group was normal blood pressure). Conclusions: More than one tenth of the young men were high myopia as one of the risk factor for visual loss. Further studies on high myopia and its complications are needed to improve eye health in Southeast Korea.

• Proceedings of the Korean Association for Survey Research Conference
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• 2003.06a
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• pp.140-160
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• 2003

The purpose of this study is to identify and evaluate the competitiveness of ports in ASEAN(Association of Southeast Asian Nations), which plays a leading role in basing the hub of international logistics strategies as a countermeasure in changes of international logistics environments. This region represents most severe competition among Mega hub ports in the world in terms of container cargo throughput at the onset of the 21st century. The research method in this study accounted for over lapping between attributes, and introduced the HFP method that can perform mathematical operations. The scope of this study was strictly confined to the ports of ASEAN, which cover the top 100 of 350 container ports that were presented in Containerization International Yearbook 2002 wi th reference to container throughput. The results of this study show Singapore in the number one position. Even compared with major ports in Korea (after getting comparative ratings and applying tile same data and evaluation structure), the number one position still goes to Singapore and then Busan(2) and Manila(2), followed by Port Klang(4), Tanjung Priok(5), Tanjung Perak(6), Bangkok(7), Inchon(8), Laem Chabang(9) and Penang(9). In terms of the main contributions of this study, it is the first empirical study to apply the combined at tributes of detailed and representative attributes into the advanced HFP model which was enhanced by the KJ method to evaluate the port competitiveness in ASEAN. Up-to-now, none have comprehensively conducted researches with sophisticated port methodology that has discussed a variety of changes in port development and terminal transfers of major shipping lines. Moreover, through the comparative evaluation among major ports in Korea and ASEAN, the presentation of comparative competitiveness for Korean ports is a great achievement in this study. In order to reinforce this study, it needs further compensative research, including cost factors which could not be applied to modeling the subject ports by lack of consistently qualified data in ASEAN.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.211-230
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• 2009

The purpose of this study was to investigate the effects of using the play with multiplication activities based on Skemp's theory for mathematics achievements and attitudes toward mathematics of elementary school students. For this study, we rearranged Skemp's play activities according to our curriculum in the area of multiplication and applied them to the 2nd grade classes of an elementary school. The plays with multiplication activities were applied to the experimental group while traditional teaching method was used with the current mathematics textbook for the comparative group. We obtained the following conclusions: First, in terms of mathematics achievement, the experimental group who used the plays with multiplication activities based on Skemp's theory didn't show significant difference with the comparative group. Second, it proved that the plays with multiplication activities based on Skemp's theory was more effective for lower level of students than the higher level of students. Third, the plays with multiplication activities based on Skemp's theory have positive effects on improving students' attitudes toward mathematics. We need to use the plays with multiplication activities based on Skemp's theory in the classrooms and find problems with the applying the activities. In addition, we need to develop a more various activities based on Skemp's theory for a better teaching.

• Journal of the Korean Institute of Intelligent Systems
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• v.14 no.3
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• pp.253-261
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• 2004

Game theory is mathematical analysis developed to study involved in making decisions. In 1928, Von Neumann proved that every two-person, zero-sum game with finitely many pure strategies for each player is deterministic. As well, in the early 50's, Nash presented another concept as the basis for a generalization of Von Neumann's theorem. Another central achievement of game theory is the introduction of evolutionary game theory, by which agents can play optimal strategies in the absence of rationality. Not the rationality but through the process of Darwinian selection, a population of agents can evolve to an Evolutionary Stable Strategy (ESS) introduced by Maynard Smith. Keeping pace with these game theoretical studies, the first computer simulation of co-evolution was tried out by Hillis in 1991. Moreover, Kauffman proposed NK model to analyze co-evolutionary dynamics between different species. He showed how co-evolutionary phenomenon reaches static states and that these states are Nash equilibrium or ESS introduced in game theory. Since the studies about co-evolutionary phenomenon were started, however many other researchers have developed co-evolutionary algorithms, in this paper we propose Game theory based Co-Evolutionary Algorithm (GCEA) and confirm that this algorithm can be a solution of evolutionary problems by searching the ESS.To evaluate newly designed GCEA approach, we solve several test Multi-objective Optimization Problems (MOPs). From the results of these evaluations, we confirm that evolutionary game can be embodied by co-evolutionary algorithm and analyze optimization performance of GCEA by comparing experimental results using GCEA with the results using other evolutionary optimization algorithms.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.115-140
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• 2009

Freudenthal has advocated the mathematisation theory. Mathematisation is an activity which endow the reality with order, through organizing phenomena. According to mathematisation theory, the departure of children's learning of mathematics is not ready-made formal mathematics, but reality which contains mathematical germination. In the first place, children mathematise reality through informal method, secondly this resulting reality is mathematised by new tool. Through survey, it turns out that area unit of Korea's seventh elementary mathematics textbook is not correspond to mathematisation theory. In that textbook, the area formular is hastily presented without sufficient real context, and the relational understanding of area concept is overwhelmed by the practice of the area formular. In this thesis, first of all, I will reconstruct area unit of seventh elementary textbook according to Freudenthal's mathematisation theory. Next, I will perform teaching experiment which is ruled by new lesson design. Lastly, I analysed the effects of teaching experiment. Through this study, I obtained the following results and suggestions. First, the mathematisation was effective on the understanding of area concept. Secondly, in both experimental and comparative class, rich-insight children more successfully achieved than poor-insight ones in the task which asked testee comparison of area from a view of number of unit square. This result show the importance of insight in mathematics education. Thirdly, in the task which asked testee computing area of figures given on lattice, experimental class handled more diverse informal strategy than comparative class. Fourthly, both experimental and comparative class showed low achievement in the task which asked testee computing area of figures by the use of Cavalieri's principle. Fifthly, Experiment class successfully achieved in the area computing task which resulting value was fraction or decimal fraction. Presently, Korea's seventh elementary mathematics textbook is excluding the area computing task which resulting value is fraction or decimal fraction. By the aid of this research, I suggest that we might progressively consider the introduction that case. Sixthly, both experimental and comparative class easily understood the relation between area and perimeter of plane figures. This result show that area and perimeter concept are integratively lessoned.

• Journal of Music and Human Behavior
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• v.3 no.1
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• pp.63-76
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• 2006

Melody is defined as adding spatial dimension to the rhythm which is temporal concept. Being able to understand melodic pattern and to reproduce the pattern also requires cognitive skills. Since 1980, there has been much research on the relationship between academic skills and music cognitive skills, and how to transfer the skills learned in music work to the academic learning. The study purported to examine various research outcomes dealing with the correlational and causal relationships between musical and academic skills. The two dominating theories explaining the connection between two skills ares are "neural theory" and "near transfer theory." The theories focus mainly on the transference of spatial and temporal reasoning which are reinforced in the musical learning. The study reviewed the existing meta-analysis studies, which provided evidence for positive correlation between academic and musical skills, and significance of musical learning in academic skills. The study further examined specific skills area that musical learning is correlated, such as mathematics and reading. The research stated that among many mathematical concepts, proportional topics have the strongest correlation with musical skills. Also with reading, temporal processing also has strong relationship with auditory skills and motor skills, and further affect language and literacy ability. The study suggest that skills learned in the musical work can be transferred to other areas of learning and structured music activities may be every efficient for children for facilitating academic concepts.

• 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 the Korean School Mathematics Society
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• v.22 no.1
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• pp.1-21
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• 2019

Mathematics is one of the subjects in which learners seriously experience under-achievements in school education. Middle school level mathematics especially plays such a role as a bridge between elementary level informal mathematics and high school level formal mathematics that learners' under-achievements in the middle school level mathematics may yield more serious under-achievements later. Therefore it is crucial to prevent learners' later under-achievements that we analyze the status of under achievements including analysing various under-achievers' errors in the middle school level mathematics. From this point of view, we analysed errors of mathematics under-achievers in understanding the concept of the square root of positive numbers and related calculations in this paper. As the results of our research, we found some unexpected errors of 'some mathematics under-achievers regarding the mathematical symbol ${\surd}$ of square root as a parenthesis ( ), and others interpret $x=-2{\pm}{\sqrt{10}}$ as x=-2 or ${\pm}{\sqrt{10}}$.' that suggest the necessity of more various and in-depth discussions and researches of analysis on learners' errors and misconceptions in all areas of school mathematics.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.441-452
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• 2022

Training using metacognition in a learning environment is one of the topics that have been continuously studied since the 1990s. Metacognition can be broadly divided into declarative metacognitive knowledge and procedural metacognitive knowledge (metacognitive skills). Accordingly, metacognitive training has also been studied focusing on one of the two metacognitive knowledge. The purpose of this study was to examine the role of metacognitive skills training in the context of mathematical problem solving. Specifically, the learner performed the prediction of problem difficulty, estimation of problem solving time, and prediction of accuracy in the context of a test in which problems of various difficulty levels were mixed within a set, and this was repeated 5 times over a total of 5 weeks. As a result of the analysis, we found that there was a significant difference in all three predictive indicators after training than before training, and we revealed that training can help learners in problem-solving strategies. In addition, we analyzed whether there was a difference between the experiment group and control group in the degree of test anxiety and math achievement. As a result, we found that learners in the experiment group showed less emotional and relationship anxiety at 5 weeks. This effect through metacognitive skill training is expected to help learners improve learning strategies needed for test situations.

• Journal of Wellness
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• v.14 no.2
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• pp.207-223
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• 2019

The purpose This study aimed at proposing class module elements for creativity and convergence and class models for creativity and convergence by integrating content elements by physical activity field(health, challenge, competition, ) for physical education and STEAM. For this, literature review, focus group interview(FGI) and discussions with experts were conducted, and the following study results have been drawn up: First, concerning the class module elements for creativity and convergence, total 11 class module elements in the health field were suggested including detecting risks by posture analysis and analyzing and designing amount of physical activity. Second, total 7 module elements in the challenge field were deduced such as anticipation of obstacles to target achievement and modeling of effective exercise. There were 17 convergence elements in the competition field including game record analysis and creation of game data storage application. Third, total 9 creativity and convergence module elements in the field include modeling of technology improvement for motion and symbolization for motion records. In addition, class modules related to convergence with engineering in the health field, convergence with technology in the challenge field, convergence with art in the competition field and convergence with art and mathematical symbols were proposed.