• Communications of Mathematical Education
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• v.36 no.3
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• pp.313-334
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• 2022

The purpose of this study is to analyze the changes in mathematical learning through applying STEAM education according to social needs for out-of-school youth. For this purpose, we developed a teaching and learning model and program for mathematics and music STEAM education, and we implemented and analyzed the changes of affective area and problem-solving strategies. The analysis results of characteristic in affective area are as follows: first, the activity-oriented class of mathematics and music STEAM education aroused interest in mathematics. Second, providing opportunities for mathematics and music STEAM education instilled a positive perception of the value of mathematics and STEAM education. Third, the autonomous communication-oriented learning environment of mathematics and music STEAM education improved confidence and motivation to learn in mathematics. The analysis results of the characteristic in problem-solving strategy are as follows: first, through the STEAM education with mathematics and music, a conceptual understanding of internally and externally dividing points was formed, and a given problem was expressed and solved in a formula. Second, the functional correspondence relationship was understood, and the given problem was described and solved with symbols associated with the function. The suggestions of the study are as follows: first, based on the teaching and learning model and results of this study, various STEAM education programs for out-of-school youth should be developed and expanded to foster future competencies and provide new changes for out-of-school youth. Second, it can be used for research on the development of teaching and learning materials for convergence elective subjects in the high school credit system by referring to the mathematics and music convergence STEAM program of this study. As the subjects and fields of STEAM education are diversified and organized, students in need of receiving educational opportunities will be reduced, and there will be a world where the name of out-of-school youth and alternative education will not be necessary. Therefore, it is expected that development of teaching and learning programs created by interest in education of out-of-school youth will be used as an innovative idea in school education to achieve a virtuous cycle.

• Journal of Educational Research in Mathematics
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• v.14 no.2
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• pp.207-219
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• 2004

There have been studies reporting the increase in student confidence in mathematics when using technology. However, past studies indicating a positive correlation between technology and confidence in mathematics do not explain why they see this positive outcome. With increased availability and easy access to the Internet in schools and the development of free online virtual manipulatives, this research was interested in how the use of virtual manipulatives in mathematics can affect students confidence in their mathematical abilities. Our hypothesis was that the classes using virtual manipulatives which allows students to connecting dynamic visual image with abstract symbols will help students gain a deeper conceptual understanding of math concept thus increasing their confidence and ability in mathematics. The participants in this study were 46 fifth-grade students in three ability groups: one high, one middle and one low. During a two-week unit on fractions, students in three groups interacted with several virtual manipulative applets in a computer lab. Data sources in the project included a pre and posttest of students mathematics content knowledge, Confidence in Learning Mathematics Scale, field notes and student interviews, and classroom videotapes. Our aim was to find evidence for increased level of confidence in mathematics as students strengthened their understanding of fraction concepts. Results from the achievement score indicated an overall main effect showing significant improvement for all ability groups following the treatment and an increase in the confidence level from the preassessment of the Confidence in Learning Mathematics Scale in the middle and high ability groups. An interesting finding was that the confidence level for the low ability group students who had the highest confidence level in the beginning did not change much in the final confidence scale assessment. In the middle and high ability groups, the confidence level did increase according to the improvement of the contest posttest. Through interviews, students expressed how the virtual manipulatives assisted their understanding by verifying their answers as they worked and facilitated their ability to figure out math concept in their mind and visually.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.24 no.9B
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• pp.1742-1754
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• 1999

In this paper, we propose a rate control scheme, using histogram based rate-distortion (R-D) estimation, which produces a consistent picture quality between consecutive frames. The histogram based R-D estimation used in our rate control scheme offers a closed-form mathematical model that enable us to predict the bits and the distortion generated from an encoded frame at a given quantization parameter (QP) and vice versa. The most attractive feature of the R-D estimation is low complexity of computing the R-D data because its major operation is just to obtain a histogram or weighted histogram of DCT coefficients from an input picture. Furthermore, it is accurate enough to be applied to the practical video coding. Therefore, the proposed rate control scheme using this R-D estimation model is appropriate for the applications requiring low delay and low complexity, and controls the output bit-rate ad quality accurately. Our rate control scheme ensures that the video buffer do not underflow and overflow by satisfying the buffer constraint and, additionally, prevents quality difference between consecutive frames from exceeding certain level by adopting the distortion constraint. In addition, a consistent considering the maximum tolerance BER of the voice service. Also in Rician fading channel of K=6 and K=10, considering CLP=$10^{-3}$ as a criterion, it is observed that the performance improment of about 3.5 dB and 1.5 dB is obtained, respectively, in terms of $E_b$/$N_o$ by employing the concatenated FEC code with pilot symbols.

• Smart Media Journal
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• v.9 no.3
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• pp.31-40
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• 2020

Currently, black-box-based machine learning algorithms are used to analyze big data in manufacturing. This algorithm has the advantage of having high analytical consistency, but has the disadvantage that it is difficult to interpret the analysis results. However, in the manufacturing industry, it is important to verify the basis of the results and the validity of deriving the analysis algorithms through analysis based on the manufacturing process principle. To overcome the limitation of explanatory power as a result of this machine learning algorithm, we propose a manufacturing big data analysis method using genetic programming. This algorithm is one of well-known evolutionary algorithms, which repeats evolutionary operators such as selection, crossover, mutation that mimic biological evolution to find the optimal solution. Then, the solution is expressed as a relationship between variables using mathematical symbols, and the solution with the highest explanatory power is finally selected. Through this, input and output variable relations are derived to formulate the results, so it is possible to interpret the intuitive manufacturing mechanism, and it is also possible to derive manufacturing principles that cannot be interpreted based on the relationship between variables represented by formulas. The proposed technique showed equal or superior performance as a result of comparing and analyzing performance with a typical machine learning algorithm. In the future, the possibility of using various manufacturing fields was verified through the technique.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.1-18
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• 2016

Patterns are of great significance to develop algebraic thinking of elementary students. This study analyzed teaching methods of patterns in current elementary mathematics textbook series in terms of three main activities related to pattern generalization (i.e., analyzing the structure of patterns, investigating the relationship between two variables, and reasoning and representing the generalized rules). The results of this study showed that such activities to analyze the structure of patterns are not explicitly considered in the textbooks, whereas those to explore the relationship between two variables in a pattern are emphasized throughout all grade levels using function table. The activities to reason and represent the generalized rules of patterns are dealt in a way both for lower grade students to use informal representations and for upper grade students to employ formal representations with expressions or symbols. The results of this study also illustrated that patterns in the textbooks are treated rather as a separate strand than as something connected to other content strands. This paper closes with several implications to teach patterns in a way to foster early algebraic thinking of elementary school students.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.435-444
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• 2021

This paper discusses the geometrical interpretation of the Taegeuk Shapes of Kameun Temple through the geometric analysis of mathematics. Based on the literature, This paper attempted to clarify that the origin of Gameunsa's founding of the spirit of patriotism may coincide with historical records through historical literature and geometric meaning. First, the background of the founding of Kameun temple, geographical location located near the East Sea, especially the history of the ancient Chinese mathematics at the time, And that mathematical knowledge influenced all fields such as agriculture, architecture, and art. Secondly, it is related to the historical record as the space of about 60 centimeters, which is uniquely underground, was identified as the structure of the excavated space. It is thought that there is a strong correlation with the origin that the King Munmu changed into a dragon, and set up the temple to be able to stay. Based on these, the clues of the interpretation of the taegeuk and the triangular pattern were searched in the samcheon yanggi(參天兩地) of the Oriental and circumference of the Western. The taegeuk and triangular patterns represent the symbols of yin-yang harmony, which correspond to the origin of its creation. the Korean people regarded the mysterious dragon as a symbol of yinyang harmony. In conclusion the Shapes of Kameun temple's stone is consistent with the contents mentioned in the historical record.

• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.85-110
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• 2005

The purpose of this study is to examine the characteristics of visual representation used in problem solving process and examine the representation types the students used to successfully solve the problem and focus on systematizing the visual representation method using the condition students suggest in the problems. To achieve the goal of this study, following questions have been raised. (1) what characteristic does the representation the elementary school students used in the process of solving a math problem possess? (2) what types of representation did students use in order to successfully solve elementary math problem? 240 4th graders attending J Elementary School located in Seoul participated in this study. Qualitative methodology was used for data analysis, and the analysis suggested representation method the students use in problem solving process and then suggested the representation that can successfully solve five different problems. The results of the study as follow. First, the students are not familiar with representing with various methods in the problem solving process. Students tend to solve the problem using equations rather than drawing a diagram when they can not find a word that gives a hint to draw a diagram. The method students used to restate the problem was mostly rewriting the problem, and they could not utilize a table that is essential in solving the problem. Thus, various errors were found. Students did not simplify the complicated problem to find the pattern to solve the problem. Second, the image and strategy created as the problem was read and the affected greatly in solving the problem. The first image created as the problem was read made students to draw different diagram and make them choose different strategies. The study showed the importance of first image by most of the students who do not pass the trial and error step and use the strategy they chose first. Third, the students who successfully solved the problems do not solely depend on the equation but put them in the form which information are decoded. They do not write difficult equation that they can not solve, but put them into a simplified equation that know to solve the problem. On fraction problems, they draw a diagram to solve the problem without calculation, Fourth, the students who. successfully solved the problem drew clear diagram that can be understood with intuition. By representing visually, unnecessary information were omitted and used simple image were drawn using symbol or lines, and to clarify the relationship between the information, numeric explanation was added. In addition, they restricted use of complicated motion line and dividing line, proper noun in the word problems were not changed into abbreviation or symbols to clearly restate the problem. Adding additional information was useful source in solving the problem.