• Journal of the Korean GEO-environmental Society
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• v.16 no.12
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• pp.23-35
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• 2015

Nonlinear soil behavior before failure under dynamic loading is often implemented in a numerical analysis code by a mathematical fitting function model with Masing's rule. However, the model may show different behavior with an experimental results obtained from laboratory test in damping ratio corresponding secant shear modulus for a certain shear strain rage. The difference may come from an unique soil characteristics which is unable to implement by using the existing mathematical fitting model. As of now, several fitting models have been suggested to overcome the difference between model and real soil behavior but consequence of the difference in dynamic analysis is not reviewed yet. In this paper, the effect of the difference on site response was examined through nonlinear response history analysis. The analysis was verified and calibrated with well defined dynamic geotechnical centrifuge test. Site response analyses were performed with three mathematical fitting function models and compared with the centrifuge test results in prototype scale. The errors on peak ground acceleration between analysis and experiment getting increased as increasing the intensity of the input motion. In practical point of view, the analysis results of accuracy with the fitting model is not significant in low to mid input motion intensity.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.99-120
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• 2001

The purpose of this thesis is to find the guiding direction of mathematical communication in lower grade students of elementary school and to present a new direction about the effect of using concrete material in communication. It is expected that mathematical communication increases when concrete material is used for the students of the lower grades, who are in concrete operational period. Therefore, this study ai s to investigate what characteristics there are in mathematical communication of second grade students and what effect concrete materials have on mathematical communication and learning. The analysis of the teaching record shows that the second grade students use alternative terms in the process of communication since they are not familiar with mathematical symbols or terms, which is a characteristic of communication in a mathematics class in which concrete material is used. In the process of teaming the students apply their living experiences to their teaming. Since a small number of students lead class, the interaction between students is also led by them. The direction of communication in a small group is not centered around solution of a problem, and most students show a more interest in finding answers than in the process of learning. The effect that concrete material has on communication plays an important role in promoting students' speaking activity; it allows students to identify and correct their errors more easily. It also makes students' activities more predictable, and it increases a small group activities through the medium of concrete material. However, it was also noticed that students' listening activities are not appropriately developed since they do not pay attention to a teacher who uses concrete material. The effects that concrete material has on mathematics class can be summarized as follows. Concrete material promotes students' participation in class by triggering their interest of learning of mathematics and helps them to understand the course of learning. It also helps the teaming and formation of concepts for children of low academic performance. And it makes a phased learning possible according to students' ability to use concrete material and to solve a problem. Based upon the results above mentioned, the use of concrete material is absolutely needed in mathematics classes of lower grade elementary school students since it increases communication and gives much influence on mathematics learning. Therefore, teachers need to develop teaching or learning method which can help increase communication, considering the characteristics of students' communication.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.10
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• pp.2819-2830
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• 2009

Load bearing structural members in a wide variety of applications accumulate damage over their service life. During experiment much effort and cost is needed for measuring structural safety assessment. The sparseness and errors of measured data have to be considered during the safety estimation of structures. This paper introduces parameter estimation and damage identification algorithm by a system identification using static and dynamic response. The equation error estimator and response error widely used in system identification are based on the minimization of least squared error between measured and calculated responses by a mathematical model of a structure. Since each estimator has a specific form of application in noisy environment and proposes different definitions for these forms. To study the behaviour of the estimators in noisy environment Using Monte Carlo simulation, and a data measured pertubation scheme is adopted to investigate the influence of measurement errors on identification results. The assessment result by static and dynamic response were compared, and the efficiency and applicabilities of the proposed algorithm are demonstrated through simulated static and dynamic responses of a dimensional truss type structures.

• Journal of Environmental Impact Assessment
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• v.14 no.5
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• pp.305-315
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• 2005

The scheme to classify pollution sources in Korean TMDL planning has been pointed out too much complex to implement practically because of requiring a wide range of items to be collected from a field. Within a deficient situation to collect field data, the mathematical scheme that focuses only on counting an uniform area ratio of the different land uses to estimate of pollutant loads from individual sub-catchments has been used without taking into account of the spatial characteristics of major land uses as well as the locations of pollution sources in each sub-catchment. It would cause to significant level of errors to estimate the pollution loads. Therefore, this study proposes a renovated scheme that can be adopted more easily to classify pollution sources in the watershed and reduce the estimation errors in the spatial distribution of pollution sources by introducing a spatial analysis based on digital land cover maps. In order to estimate a unit area to calculate the uniform pollution load, the pollution response unit area that is locating spatially at the same place and having same land use is identified through the application of GIS overlay technique. Unlikely existing conventional method to calculate the pollution load based on equal distribution of pollutants for each administrative boundary, it is assumed that the pollution load from household and livestock sources are generated and washed off from only residential areas. While, pollution from business population comes from commercial area and industrial load from wastewater discharge facilities are from industrial areas. From comparison of the calculated results from the existing the method and the proposed one, it is found that although the estimation of pollution load from sub-catchment in the case of the existing conventional method application results in negligible difference in total pollution amounts from the whole area of Wangsook watershed as a study area, significant difference of pollution load among sub-catchment in which pollution response unit areas are diverse, however, appears in the case of the application of the renovated scheme.

• School Mathematics
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• v.16 no.4
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• pp.691-708
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• 2014

In general, the intuitive knowledge that can use in mathematics problem solving is one of the important knowledge to teachers as well as students. So, this study is aimed to analyze the elementary preservice teachers' intuitive knowledge in relation to intuitive and counter-intuitive problem solving. For this, I performed survey to use questionnaire consisting of problems that can solve in intuitive methods and cause the errors by counter-intuitive methods. 161 preservice teachers participated in this study. I got the conclusion as follows. preservice teachers' intuitive problem solving ability is very low. I special, many preservice teachers preferred algorithmic problem solving to intuitive problem solving. So, it's needed to try to improve preservice teachers' problem solving ability via ensuring both the quality and quantity of problem solving education during preservice training courses. Many preservice teachers showed errors with incomplete knowledges or intuitive judges in counter-intuitive problem solving process. For improving preservice teachers' intuitive problem solving ability, we have to develop the teacher education curriculum and materials for preservice teachers to go through intuitive mathematical problem solving. Add to this, we will strive to improve preservice teachers' interest about mathematics itself and value of mathematics.

• Journal of the Korean earth science society
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• v.40 no.5
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• pp.518-537
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• 2019

This study examined the implications of a place-based earth science program integrated with Mathematics. 11 pre-service earth science teachers and 22 middle school students participated in the service education activities of earth science for 30 hours focusing on the measurement of the earth's size through earth science experiments as part of the middle school curriculum. In order to minimize errors that may occur during the earth's size measurement experiments using Eratosthenes's shadows length method of the ancient Greek era, the actual data were collected after triangulation ratios were conducted in the locations of two middle schools: one in remote metropolitan and the other in rural area. The two schools' students shared the final estimate result. Through this process, they learned the mathematical method to express the actual data effectively. Participants, experienced the importance and difficulty of the repetitive and accurate data acquisition process, and also discussed the causes of errors included in the final results. It implies that a Place-Based Earth Science Program activity can contribute to students' increased-understanding of the characteristics of earth science inquiry and to developing their problem solving skills, thinking ability, and communication skills as well, which are commonly emphasized in science and mathematics in the 2015 reunion curriculum. It is expected that a place-based science program can provide a foundation for developing an integrated curriculum of mathematics and science.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.251-271
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• 2012

The purpose of this study is: 1) to determine error sources and the effects of each error source, 2) to investigate optimal measuring conditions from holistic and analytic scoring methods, and 3) to compare the value of reliability between Cronbach's alpha and the generalizability coefficient in self-introduction letter and teacher's recommendation letter based on the generalizability theory in identification of mathematical gifted students by observations and nominations. Data of this study were collected from the science education institute for the gifted attached to the university located within in a capital city for the 2011 academic year. Scores form two raters using holistic and analytic scoring methods in both assessment types were used. The results of this study were as follows. First, as to both assessment types, error sources for people were relatively large regardless of scoring methods. However, error sources for raters in holistic scoring methods had a more significant impact than those of analytic scoring methods. Second, to set optimal measuring conditions in the self-introduction letter and teacher's recommendation letter, if we fixed the number of raters into 2 based on holistic scoring methods, at least 5 and 10 content domains were needed, respectively. In addition, the number of items in teacher's recommendation letter should be more than 3 when we fixed the number of content domains into 4, and the number of items in self-introduction letter should be more than 8 when we fixed the number of content domains into 6 using analytic scoring methods. Third, Cronbach's alpha having only a single source of errors was higher than the generalizability coefficient regardless of assessment types and scoring methods. Hence we recommend that generalizability coefficient based on various error sources such as raters, content domains, and items should be considered to keep a satisfactory level of reliability in both assessment types.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.48 no.9
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• pp.663-670
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• 2020

A study on mechanical property characterization and modeling technique was carried out to approximate the behaviour of structures with 2.5D C/SiC material. Several tensile tests were performed to analyze the behaviour characteristics of the 2.5D C/SiC material and elastic property was characterized by applying a mathematical homogenization and a modified rule of mixture. SiC matrix representing the elasto-plastic behavior approximates as a bilinear function. Then the equivalent yield strength and equivalent plastic stiffness were calculated by minimizing errors in experiment and approximation. RVE(Representative Volume Element)was defined from the fiber and matrix configuration of 2.5D C/SiC and a process of calculating the effective stiffness matrix by applying the modified rule of mixture to RVE was implemented in the ABAQUS User-defined subroutine. Finite element analysis was performed by applying the mechanical properties of fiber and matrix calculated based on the proposed process, and the results were in good agreement with the experimental results.

• Journal of Educational Research in Mathematics
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• v.17 no.3
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• pp.271-293
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• 2007

Mathematics workbook is developed according to the amendment of the 7th national curriculum of mathematics. This study polled 300 national mathematics teachers in the elementary school, middle school, and high school to find out what they think in conjunction with the introduction of mathematics workbook such as needs for mathematics workbook, teachers' recognition about the system of mathematics textbook and workbook which are proper for lesson of achievement level and organization of mathematics workbook before using the mathematics workbook in school. As a results, mathematics teachers want the introduction of workbook because it helps students' self-regulated learning of mathematics and it is material very valuable for teachers to give lessons of achievement level. Also, we suggest the organization and contents of mathematics workbook on the base of our survey. Mathematics workbook has a lot of exercises assessing into the upper, intermediate, lower level in the contents, concepts of mathematics learning. It has the items developed with various problem solving methods and emphasis on performance tests, an essay-type examination and a periodical assessment. It has the problem posing items and the corner that helps students revise their mathematical errors and proposes useful, interesting mathematical activities and the commentary of a correct answer to questions at the tail of the book.

• Journal of Convergence for Information Technology
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• v.11 no.2
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• pp.219-228
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• 2021

The purpose of this study was to examine the experiences of participation in the educational community through cooperative relationships between early childhood teachers and researchers in early childhood mathematics education using storytelling, and to find out the meaning of those experiences. Reputable researchers began with the formation of the educational community on March 14, 2016, and continued until July 26, 2016, and collected transcripts of discussions of educational community meetings, reflective journal data of teachers and researchers, and transcript of individual interviews by teachers. As a result of the study, first, the experience of participating in the educational community in early childhood mathematics education using storytelling shared personal mathematics experiences and mathematical situations, understood and learned mathematics content knowledge through sharing, and communicated through the educational community. Second, looking at the meaning of the experience of participating in the early childhood mathematics education educational community using storytelling, learn together through mathematical errors and learn the direction of better instruction through sharing. Grown up as a teacher who enjoys the mathematics exploration process, and promoted joint practice through cooperation in early childhood mathematics education using storytelling.