• Journal of Advanced Marine Engineering and Technology
• /
• v.19 no.2
• /
• pp.67-80
• /
• 1995

In order to control systems which are dominantly subjected to modeling errors and uncertainties, control strategies must deal with the effect of modeling errors and uncertainties. Since most of control methods based on system mathematical model, such as LQG/LTR method, have been developed mainly focused on stability robustness, they can not smartly improve the transient response disturbed by modeling errors and/or uncertainties. In this research, a fuzzy PID control method is suggested, which can stably improve the transient responses of systems disturbed by modeling errors as well as systems not entirely using mathematical models. So as to assure the effectiveness of suggested control method, computer simulations are accomplished for some example systems, through the comparison of transient responses.

• The Mathematical Education
• /
• v.46 no.4
• /
• pp.357-369
• /
• 2007

Teachers and students' knowledge of zero was investigated through data collected from 16 preservice secondary mathematics teachers and 20 gifted secondary school students. Results showed that these teachers and students had an inadequate knowledge about zero. They exhibited a reluctance to accept zero as an attribute for classification, confusion as to whether or not zero is a number, and stable patterns of computational error. Although leachers and researchers have long recognized the value of analyzing student errors for diagnosis and remediation, students have not been encouraged to take advantage of errors as learning opportunities in mathematics instruction. The article suggests using errors as springboards for inquiry in action, discusses its potential contributions to mathematics instruction by analyzing students and preservice teachers errors related to zero.

• Education of Primary School Mathematics
• /
• v.19 no.1
• /
• pp.31-45
• /
• 2016

In this study, the case of error became the object of learning, and the investigator applied these cases to an actual class and established three study problems in order to achieve the purpose of this study. The results of analysis of students' errors in figure based on before achievement test are shown as follows: First, the most errors occurred in the figure was the ones from deficient mastery of prerequisite concepts and definitions. Specially, the errors from deficient mastery of prerequisite concepts and definitions have the majority. it is very high ratio even if it considers an influence of an evaluation question item. so, I think it is necessary to teach concept related figure above all. Second, as the results of application 'finding errors' to a class, there is a meaningful difference in the mathematical achievement and reasoning ability within significance level 5%. This means 'finding errors' is one of the teaching method that it develops the mathematical achievement and reasoning ability.

• The Mathematical Education
• /
• v.45 no.3 s.114
• /
• pp.263-273
• /
• 2006

The purpose of this paper is to research the factors and the effects of immediacy in mathematics teaching and learning and mathematical problem solving. The factors of immediacy are visualization, functional fixedness and representatives. In special, students can apprehend immediately the clues and solution using the visual representation because of its properties of finiteness and concreteness. But the errors sometimes originate from visual representation which come from limitation of the visual representation. It suggests that students have to know conceptual meaning of the visual representation when they use the visual representation. And this phenomenon is the same in functional fixedness and representatives which are the factors of immediacy The methods which overcome the errors of immediacy is that problem solvers notice the limitation of the factors of immediacy and develop the meta-cognitive ability. And it means we have to emphasize the logic and the intuition in mathematical teaching and learning. Clearly, we can't solve all mathematical problems using only either the logic or the intuition.

• Journal of Educational Research in Mathematics
• /
• v.12 no.2
• /
• pp.265-274
• /
• 2002

The purpose of the paper is to provide the importance of matacognition as a factor to correct the errors generated by the intuition. For this, first of all, we examine not only the role of metacognition in mathematics education but also the errors generated by the intuition in the mathematical problem solving process. Next, we research the possibility of using metacognition as a factor to correct the errors in the mathematical problem solving process via both the related theories about the metacognition and an example. In particular, we are able to acknowledge the importance of the role of metacognition throughout the example in the process of the problem solving It is not difficult to conclude from the study that emphasis on problem solving will enhance the development of problem solving ability via not only the activity of metacognition but also intuitive thinking. For this, it is essential to provide an environment that the students can experience intuitive thinking and metacognitive activity in mathematics education .

• The Mathematical Education
• /
• v.22 no.3
• /
• pp.43-47
• /
• 1984

• The Mathematical Education
• /
• v.53 no.4
• /
• pp.509-524
• /
• 2014

This study was to investigate the types of errors and the frequency of errors to understand students' solving process on the descriptive items with the students of an excellent high school which located in a non-leveling local school district of Gyunggi Province. All 11 items were developed in the equation of a circle and 120 students who attended this high school participated in solving them. The result showed a tendency as follows: Logically invalid inference(Type A, 38.83%) of errors, Omission error of the problem solving process(Type B, 25%), Technical error(Type C, 15.67%), Wrong conclusion(Type D, 11.94%), Use of wrong theorem(Type E, 5.97%), and Use of wrong picture(Type F, 2.61%). The logically invalid inference the students showed with a largest tendency was made because of the lack of reflection. This meant that this error could be corrected in a little treatment of carefulness.

• Journal of applied mathematics & informatics
• /
• v.14 no.1_2
• /
• pp.461-471
• /
• 2004

In recent years, large volumes of data are transferred between a computer system and various subsystems through digital logic circuits and interconnected wires. And there always exist potential errors when data are transferred due to electrical noise, device malfunction, or even timing errors. In general, parity checking circuits are usually employed for detection of single-bit errors. However, it is not sufficient to enhance system reliability and availability for efficient error detection. It is necessary to detect and further correct errors up to a certain level within the affordable cost. In this paper, we report a generation of 3-distance code using the characteristic matrix of a PBCA.

• Communications of the Korean Mathematical Society
• /
• v.31 no.1
• /
• pp.147-161
• /
• 2016

In this paper, we study the strong convergence and stability of a new two step random iterative scheme with errors for accretive Lipschitzian mapping in real Banach spaces. The new iterative scheme is more acceptable because of much better convergence rate and less restrictions on parameters as compared to random Ishikawa iterative scheme with errors. We support our analytic proofs by providing numerical examples. Applications of random iterative schemes with errors to variational inequality are also given. Our results improve and establish random generalization of results obtained by Chang [4], Zhang [31] and many others.

• Design & Manufacturing
• /
• v.17 no.4
• /
• pp.24-32
• /
• 2023

In this study, we introduce research aimed at minimizing machining errors without compromising productivity by compensating for the machining errors caused by tool deformation. Our approach experimentally establishes the direct correlation between cutting depth and machining error, and creates predictive models using mathematical functions. This method allows for the prediction of compensated cutting depths to obtain the desired cutting profiles, thereby maximizing the compensation of machining errors in the cutting process.