• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.59-76
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• 2005

We examined the relations between the score of the divergent thinking in mathematical (Mathematical Creative Problem Solving Ability Test; MCPSAT: Lee etc. 2003) and non-mathematical situations (Torrance Test of Creative Thinking Figural A; TTCT: adapted for Korea by Kim, 1999). Subjects in this study were 213 eighth grade students(129 males and 84 females). In the analysis of data, frequencies, percentiles, t-test and correlation analysis were used. The results of the study are summarized as follows; First, mathematically gifted students showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than regular students. Second, female showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than males. Third, there was statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for middle students was r=.41 (p<.05) and regular students was r=.27 (p<.05). A test of statistical significance was conducted to test hypothesis. Fourth, the correlation between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students was r=.11. There was no statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students. These results reveal little correlation between the scores of the divergent thinking in mathematical and non-mathematical situations in both mathematically gifted students. Also but for the group of students of relatively mathematically gifted students it was found that the correlations between divergent thinking in mathematical and non-mathematical situations was near zero. This suggests that divergent thinking ability in mathematical situations may be a specific ability and not just a combination of divergent thinking ability in non-mathematical situations. But the limitations of this study as following: The sample size in this study was too few to generalize that there was a relation between the divergent thinking of mathematically gifted students in mathematical situation and non-mathematical situation.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• Journal of Korean Society of Rural Planning
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• v.5 no.2 s.10
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• pp.14-23
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• 1999

This studys concerns with a critical issues of urban and rural integration for rurban development. Todays, many of urban-rural integrated cities are confronted with the negative effects of administrative boundary integration. The first problem is induced from the developmental gaps and different residential demands between the core-city and peripheral-county. The second problem is social-economic and administrative unification costs neglected. The third problem is the environmental pollutions and degradations in peripheral-county by rapid urbanization. The forth problem is the inequality of the public services and regional investments in the urban-rural Integrated cities. The fifth problem is the administrative relation and financial distribution between core-city and residual province when the urban-rural integrated core-city becomes large urban city. The results of the questionnaire analysis as follows. The first point, the preference of administrative boundary integration is different in intra-areas of urban-rural integrated county by it's location. The second point, the diversity of preference of residents depends on theirs job, age, resdential period, education and income level. So, administrative boundary integration must consider the many important factors which affect the socio-economic situations between the core-city and peripheral-county. In conclusion, residents' preference for the admistrative boundary integration depends on their situation without rational approach for macro regional development. In this contexts, comprehensive approach for the urban-rural administrative boundary integration is needed in consistent with rapid change of local government's functions.

• East Asian mathematical journal
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• v.36 no.2
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• pp.229-251
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• 2020

Problem Based learning(PBL) is a teaching and learning method to increase mathematical ability and help achieving mathematical concepts and principles through problem solving using the learner's mathematical prerequisite knowledge. In addition, the recent instructional situations or environments have focused on the learner's self construction of his learning and its process. In spite of such a quite attention, it is not easy to apply and execute PBL program actually in class. Especially, there are some difficulties in actually applying and practicing PBL in the areas of mathematics education in not only secondary school but also in college. Its reason is that in order to conduct PBL instruction constantly in real or experimental class there is no more concrete and detailed instructional content during the consistent and long period. However, to whom is related to mathematics education including instructors called scaffolders, investigation and recognition on the degree of the learner's acquisition of mathematical thinking skills and strategies is an very important work. By the reason, in this study, the instructional content was to be explored and developed to be conducted during 15 weeks in one semester, which was based on Problem Based Learning environment by the subject of the theories relevant to mathematics education in the college of education.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.3 no.3
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• pp.35-39
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• 1980

Although the product line produces a large volume of goods in a relatively short time, once the product line is established there are numerous problems that arise in connection with this product line. One of these problems is the problem of balancing operations or stations in terms of equal times and in terms of the times required to meet the desered rate of production. The objective of line balancing is minimizing the idle time on the line for all combinations of work stations subject to certain restrictions. In general, there are two types of line-balancing situations : (1) assembly line balancing and (2) fabrication line balancing. Two approaches to the assembly line balancing problem have been used. The first assumes a filed cycle time and find the optimum number of work stations. The second approach to the assembly line balancing problem assumes the number of work stations to be fixed and systematically coverages on a solution which minimizes the total delay time by minimizing the cycle time. Here the cycle time is determined by the longest station time. In this paper, by using the second approach method, a general mathematical model, problem solutions, and computer program for the assembly line balancing problem is presented. Data used is obtained from the company which has been confronted with many problems arising in connection with their assembly line.

• 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.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.55-73
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• 2018

The purpose of this study is to investigate the effects of cognitive activity on cognitive activities that students imagine and cope with continuously changing quantitative changes in functional tasks represented by linguistic expressions, table of value, and geometric patterns, We identified covariational reasoning levels and investigated the characteristics of students' reasoning process according to the levels of covariational reasoning in the elementary quantitative problem situations. Participants were seven 4th grade elementary students using the questionnaires. The selected students were given study materials. We observed the students' activity sheets and conducted in-depth interviews. As a result of the study, the students' covariational reasoning level for two quantities that are continuously covaried was found to be five, and different reasoning process was shown in quantitative problem situations according to students' covariational reasoning levels. In particular, students with low covariational level had difficulty in grasping the two variables and solved the problem mainly by using the table of value, while the students with the level of chunky and smooth continuous covariation were different from those who considered the flow of time variables. Based on the results of the study, we suggested that various problems related with continuous covariation should be provided and the meanings of the tasks should be analyzed by the teachers.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.73-86
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• 2019

The purpose of this study is to investigate the characteristics of problem solving strategies that gifted students use in science inquiry problem. The subjects of the study are the notes and presentation materials that the 15 team of elementary and junior high school students have solved the problem. They are a team consisting of 27 elementary gifted and 29 middle gifted children who voluntarily selected topics related to dimple among the various inquiry themes. The analysis data are the observations of the subjects' inquiry process, the notes recorded in the inquiry process, and the results of the presentations. In this process, the knowledge related to dimple is classified into the declarative knowledge level and the process knowledge level, and the strategies used by the gifted students are divided into general strategy and supplementary strategy. The results of this study are as follows. First, as a result of categorizing gifted students into knowledge level, six types of AA, AB, BA, BB, BC, and CB were found among the 9 types of knowledge level. Therefore, gifted students did not have a high declarative knowledge level (AC type) or very low level of procedural knowledge level (CA type). Second, the general strategy that gifted students used to solve the dimple problem was using deductive reasoning, inductive reasoning, finding the rule, solving the problem in reverse, building similar problems, and guessing & reviewing strategies. The supplementary strategies used to solve the dimple problem was finding clues, recording important information, using tables and graphs, making tools, using pictures, and thinking experiment strategies. Third, the higher the knowledge level of gifted students, the more common type of strategies they use. In the case of supplementary strategy, it was not related to each type according to knowledge level. Knowledge-based learning related to problem situations can be helpful in understanding, interpreting, and representing problems. In a new problem situation, more problem solving strategies can be used to solve problems in various ways.

• Journal of the Korean Mathematical Society
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• v.33 no.4
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• pp.1039-1046
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• 1996

In the theory of partial differential equations with given initial values and boundary values one usually investigates to examine the well-posedness, that is, the unique existence of the solution as well as its continuous dependence on the data. This theory is strong enough for us to determine the situation anywhere and anytime provided that the initial data are actually given. However, in many cases the data are not completely known for us. Then in those situations arise the new problem to determine the unknown initial data by taking other conditions for the solutions.

• Journal of Korean Institute of Industrial Engineers
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• v.20 no.1
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• pp.3-13
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• 1994

The problem of selecting the optimal target values in a canning process is considered for situations where there is a linear shift in the mean of the content of a can which is assumed to be normally distributed with known variance. The target values are initial process mean, length of resetting cycle and controllable upper limit. Profit models are constructed which involve give-away, rework, and resetting costs. Methods of finding the optimal target values are presented and a nemerical example is given.