• Korean Journal of English Language and Linguistics
• /
• v.1 no.1
• /
• pp.101-117
• /
• 2001

In English, whether or not wh-movement creates weak crossover effects depends upon the type of wh-phrases that cross over. A bare interrogative like who shows a typical weak crossover effect whereas which N type (e.g. which girl) and partitive type (e.g. which of these girls) wh-phrases would show mere weaker and weakest crossover effects, respectively. Previous approaches to English crossover phenomena that resort to a binary notion of specificity or D-linking cannot account for the three-way contrast the three different types of wh-phrases show. To overcome this problem, I argue in this paper that specificity should be a non-binary set-theoretic notion and propose the following subset principle and optimal binding relation: Between two lexical nominal expressions A and B, A is regarded as more specific than B iff the denotation of A comes from a more narrowly defined non-singleton set than B. Between two lexical nominal expressions A and B, if A locally binds B, then the non-singleton set from which the denotation of A comes should be a subset of the set from which the denotation of B comes (i.e. B cannot be more specific than A). The smaller the subset (i.e. the wider the specificity gap between binder and binder), the more optimal the local binding relation is. A locally binds B iff A is coindexed with B, and A c-commands B, and there is no such C that does not bind A but binds B. Finally, I show that partitivity functions to carve out a smaller subset and thus make partitive wh-phrases more specific than simple which N type wh-phrases.

• The Mathematical Education
• /
• v.52 no.2
• /
• pp.217-230
• /
• 2013

This study attempts to propose the construction of textbook contents of fraction division and to suggest a method to strengthen the connection among problem context, manipulation activities and symbols by proposing an algorithm of dividing fractions based on problem contexts. As showing the suitable algorithm to problem context, it is able to understand meaningfully that the algorithm of fractions division is that of multiplication of a reciprocal. It also shows how to deal with remainder in the division of fractions. The results of this study are expected to make a meaningful contribution to textbook development for primary students.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.2
• /
• pp.203-222
• /
• 2020

Because the role of the teacher is important for the education to actualize the goals of the curriculum, the interest about the teacher's knowledges has been addressed as an important research topic. Among them, the pedagogical content knowledge is the knowledge that can emphasize the professionalism of the teacher. In this study, I analyzed the elementary pre-service teachers' the problem solving strategies that they imagined the methods that elementary school students can think about fraction division. Pre-service teachers who participated in this study were completed all of the mathematics education courses in the pre-service teachers' education courses. The research was conducted using the four type-problems of fraction division. The results showed that elementary pre-service teachers responded in the order of equal sharing problem-measurement division-partitive division-context of determination of a unit rate problem. They presented significant responses not only with typical algorithms but also with pictures or expressions. On the basis of this research, we have to take an interest in the necessity of sharing and recognizing various methods of fraction division in pre-service teachers education.