• International Journal of Computer Science & Network Security
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• v.24 no.3
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• pp.142-150
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• 2024

A conceptual model represents an understanding of a system that is going to be developed, which in this research, a driving simulation software to study driver behavior at signalised intersections. Therefore, video observation was conducted to study driver compliance behaviour within the dilemma zone at signalised intersection, with regards to driver's distance from the stop line during yellow light interval. The video was analysed using Thematic Analysis and the data extracted from it was analysed using Chi-Square Independent Test. The Thematic Analysis revealed two major themes which were traffic situation and driver compliance behaviour. Traffic situation is defined as traffic surrounding the driver, such as no car in front and behind, car in front, and car behind. Meanwhile, the Chi-Square Test result indicates that within the dilemma zone, there was a significant relationship between driver compliance behaviour and driver's distance from the stop line during yellow light interval. The closer the drivers were to the stop line, the more likely they were going to comply. In contrast, drivers showed higher non-compliant behavior when further away from stop line. This finding could help in the development of conceptual model of driving simulation with purpose in studying driver behavior.

• The Mathematical Education
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• v.49 no.4
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• pp.523-540
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• 2010

The purpose of the study were to analyze MathThematics textbooks and Korean middle school mathematics and to investigate the difference among the textbooks in the view of mathematical communication. According to the results, the textbook developers made a variety of efforts to develope students' mathematical communication ability. Students were encouraged to communicate with others about their mathematical ideas or problem solving processes in words or writing by means of discussion, oral report, presentation, journal, etc. MathThematics textbooks provided student self-assessment opportunity to improve student performance in problem solving, reasoning, and communication. In communication assessment, students can assess their use of mathematical vocabulary, notation, and symbols, the use of graphs, tables, models, diagrams and equation to solve problem and their presentation skills. The assessment activities would make a positive impact on the development of students' mathematical communication ability. MathThematics textbooks provided a variety of problem situation including history, science, sports, culture, art, and real world as a topic for communication, however, the researcher found that some of Korean textbooks depends heavily on mathematical problem situations.

• The Mathematical Education
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• v.55 no.2
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• pp.233-249
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• 2016

In this study, we extracted the background meaning of the condition that four points lie on a circle, analyzed textbooks critically and proposed the orientation to improve the content in the textbook. As results, the condition has a realistic background meaning which is 'mathematical modeling of finding a fair location'. The condition has a mathematical background meanings which are 'a first complex situation distinguished from two points and three points', 'the condition described in the perspective of side and angle in order to overcome the disadvantages of the perpendicular bisectors context' and 'being possible to transfer more than five points'. However it is difficult to understand the reason why the condition is on four points in the current textbook. In addition, it is difficult to recognize the connectivity of a circumcenter of triangle. To overcome these problems, we proposed five orientations to improve the content in the textbook.

• Bulletin of the Korean Mathematical Society
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• v.53 no.6
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• pp.1831-1844
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• 2016

In this paper, we improve the full-Newton step infeasible interior-point algorithm proposed by Mansouri et al. [6]. The algorithm takes only one full-Newton step in a major iteration. To perform this step, the algorithm adopts the largest logical value for the barrier update parameter ${\theta}$. This value is adapted with the value of proximity function ${\delta}$ related to (x, y, s) in current iteration of the algorithm. We derive a suitable interval to change the parameter ${\theta}$ from iteration to iteration. This leads to more flexibilities in the algorithm, compared to the situation that ${\theta}$ takes a default fixed value.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.111-119
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• 1998

So far the studies on mathematical problem-solving education have failed to realize the anticipated result from students. The purpose of this study is to examine the reasons from the metacognitional viewpoint, and to think of making meta-items which enables learners to study through making effective use of the meaning of problem-solving and through establishing a general, well-organized theory on metacognition related to mathematic teaching guiedance. Metacognition means the understanding of knowledge of one's own and significance in the situation that can be reflection so as to express one's own knowledge and use it effectively when was questioned. Mathematics teacher can help students to learn how to control their behaviors by showing the strategy clearly, the decision and the behavior which are used in his own planning, supervising and estimating the solution process himself. If mathematics teachers want their students to be learners not simply knowing mathematical facts and processes, but being an active and positive, they should develop effective teaching methods. In fact, mathematics learning activities are accomplished under the complex condition arising from the factors of various cognition activities. therefore, mathematical education should consider various factors of feelings as well as a factor as fragmentary mathematical knowledge.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.123-134
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• 2010

Recently, mathematics education have been emphasized on developing students' mathematical thinking and problem solving abilities. Accordance with this emphasis, dramatical changes are needed in learning mathematics not merely let alone students solve real-made mathematics problems. The project learning to explore a counterweight activity will have an effects on positive mathematical attitude(to pose problem, to have curiosity) and mathematical thinking(power 10-digit representation, 2-digit number, two representation of 3-digit number, connect exponential number and log situation) which could develop understanding problems and critical thinking.

• East Asian mathematical journal
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• v.32 no.4
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• pp.565-587
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• 2016

The purpose of this study was to analyze the understanding of the meaning of fraction division and fraction division algorithm of elementary mathematical gifted students through the process of problem posing and solving activities. For this goal, students were asked to pose more than two real-world problems with respect to the fraction division of ${\frac{3}{4}}{\div}{\frac{2}{3}}$, and to explain the validity of the operation ${\frac{3}{4}}{\div}{\frac{2}{3}}={\frac{3}{4}}{\times}{\frac{3}{2}}$ in the process of solving the posed problems. As the results, although the gifted students posed more word problems in the 'inverse of multiplication' and 'inverse of a cartesian product' situations compared to the general students and pre-service elementary teachers in the previous researches, most of them also preferred to understanding the meaning of fractional division in the 'measurement division' situation. Handling the fractional division by converting it into the division of natural numbers through reduction to a common denominator in the 'measurement division', they showed the poor understanding of the meaning of multiplication by the reciprocal of divisor in the fraction division algorithm. So we suggest following: First, instruction on fraction division based on various problem situations is necessary. Second, eliciting fractional division algorithm in partitive division situation is strongly recommended for helping students understand the meaning of the reciprocal of divisor. Third, it is necessary to incorporate real-world problem posing tasks into elementary mathematics classroom for fostering mathematical creativity as well as problem solving ability.

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.21-33
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• 2013

In this study, We analyzed the mathematical thinking of sixth grade students showed mathematics lessons through the application of Lakatos' methodology and search for the role of their teachers in this lessons. We supposed to find the solution to the way of teaching-learning regarding the Lakatos' methodology for the elementary school level. According to the stages of presenting a problem situation, suggesting an initial conjecture, examining the conjecture, and improving the conjecture, we had lessons 8 times that are applied to Lakato's methodology. We gathered and analyzed data from lessons and interviews recording videotapes, documents for this study. The participants showed a lot of mathematical thinking. They understood the problem situation with the skill of fundamental thinking and suggested the initial conjecture by the skill of developmental thinking and they found a counter-example to be able to rebut the initial conjecture by critical thinking. Correcting the conjecture not to have counter-example, they drew developmental thinking and made their thinking generalize.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.675-690
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• 2015

This study explore the features of mathematical tasks as an effective means to foster pre-service primary teachers' mathematical knowledge for teaching and develop mathematical task for pre-service primary teachers. As a result, prospective teachers have while solving a mathematical task, converting a given situation to a mathematical problem, and solve problems through connections with existing knowledge, and experience seeing the existing mathematical concepts from a new perspective. Finally, we discussed the conditions for a suitable mathematical task in teacher education.

• Journal of Korea Multimedia Society
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• v.17 no.8
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• pp.1025-1032
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• 2014

Until now, there were few supports on reading the mathematical expressions except text based expressions, so it is important to provide the reading of the mathematical expressions. Also, there are various of obstacles for people who are not visually impaired when reading the mathematical expressions such as the situation of presbyopia, reading the mathematical expressions in the vehicles, and so on. Therefore, supports for people to read mathematical expressions in various situations are needed. In the previous research, the main goal was to transform the mathematical expressions into Korean text based on Content MathML. In this paper, we expanded the range of the research from a reading disabilities to people who are not reading disabilities. We tested appropriacy of the rules we made to convert the MathML based expressions into speech and defined 3 math-to-speech rules in korean based on levels. We implemented the mathematical expressions by using 3 math-to-speech rules. We took comprehension test to find out whether our math to speech rules are well-defined or not.