• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.401-413
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• 2007

This study was some part of the main program making better the lessons in the classroom in which those should focus on the creative and self-leading method. The purpose of study was to create the model of Problem Based Learning and investigate its efficiency For the purpose, those researchers tried to reform the Myers' PBL model through the pilot experiment and could get the Model of Korean School PBL appropriate to the our classroom situations. Thirty six students from the enriched class in the junior high school 3rd grades was involved in the experiment for 8 weeks. The results showed that the experimental group had statistically significant difference in the real problem solving test and attitude test. Specially, those students also showed that the ability to translate the variety of problem situations mathematically was so excellent and they also had their own technique to generate the understand of problem solving situations, but they aid not show the significant ability to pose the meaningful problem.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.14 no.3
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• pp.181-187
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• 2014

Dealing with uncertainty is always a challenging problem. Intuitionistic fuzzy sets was presented to manage situations in which experts have some membership and non-membership value to assess an alternative. Hesitant fuzzy sets was used to handle such situations in which experts hesitate between several possible membership values to assess an alternative. In this paper, the concept of intuitionistic hesitant fuzzy set is introduced to provide computational basis to manage the situations in which experts assess an alternative in possible membership values and non-membership values. Distance measure is defined between any two intuitionistic hesitant fuzzy elements. Fuzzy technique for order preference by similarity to ideal solution is developed for intuitionistic hesitant fuzzy set to solve multi-criteria decision making problem in group decision environment. An example is given to illustrate this technique.

• Journal of the Korean Statistical Society
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• v.30 no.1
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• pp.163-178
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• 2001

We consider the experimental design problem of selecting values of design variables x for observation of a response y that depends on x and on model parameters $\theta$. The form of the dependence may be quite general, including all linear and nonlinear modeling situations. The goal of the design selection is to efficiently estimate functions of $\theta$. Three new criteria for selecting design points x are presented. The criteria generalized the usual Bayesian optimal design criteria to situations n which the prior distribution for $\theta$ amy be uncertain. We assume that there are several possible prior distributions,. The new criteria are applied to the nonlinear problem of designing to estimate the turning point of a quadratic equation. We give both analytic and computational results illustrating the robustness of the optimal designs based on the new criteria.

• The Mathematical Education
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• v.55 no.3
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• pp.251-279
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• 2016

There are many studies on 'how' students solve mathematical problems, but few of them sufficiently explained 'why' they have to solve the problems in their own different ways. As quantitative reasoning is the basis for algebraic reasoning, to scrutinize a student's way of dealing with quantities in a problem situation is critical for understanding why the student has to solve it in such a way. From our teaching experiments with two ninth-grade students, we found that emergences of a certain level of covariational reasoning were highly consistent across different types of problems within each participating student. They conceived the given problem situations at different levels of covariation and constructed their own quantity-structures. It led them to solve the problems with the resources accessible to their structures only, and never reconciled with the other's solving strategies even after having reflection and discussion on their solutions. It indicates that their own structure of quantities constrained the whole process of problem solving and they could not discard the structures. Based on the results, we argue that teachers, in order to provide practical supports for students' problem solving, need to focus on the students' way of covariational reasoning of problem situations.

• Journal of Korean Academy of Nursing
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• v.34 no.7
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• pp.1205-1214
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• 2004

Purpose: This study was conducted to develop and to test the effects of an educational program for coping with problem situations as a nursing intervention in the diabetic patient. Method: A non-equivalent control group pretest-posttest design was used in this study. Data were collected from January to March, 2002. The subjects of the study consisted of 31 diabetic patients(experimental group : 17 patients, control group : 14 patients). The intervention of an educational program for coping with problem situations was applied to the experimental group for 4weeks(total 8 hours). Data were collected before the educational program, immediately after and 1 months later and were analyzed with repeated measures ANOVA, t-test, and paired t-test. Result: 1. There was a significant difference in self efficacy between the experimental and control groups (F=13.793, p=0.001). 2. There was a significant difference in self care behavior between the experimental and control groups (F=4.583, p=0.041). 3. There was a significant difference in coping behavior of the problem situation between the experimental and control groups (F=62.018, p=0.000). There was a significant difference according to experimental stages(F=4.546, p=0.015) and interaction between education and experimental stages(F=12.039, p=0.000). 4. There was a significant difference in glycemic control between the experimental and control groups (t=-3.112, p=0.004). Conclusion: These results support that a diabetic educational program for coping with problem situations is effective in promoting and maintaining self efficacy, self care behavior, problem coping behaviors and in improving glycemic control. Thus this program can be recommended as an effective nursing intervention of in-depth education for diabetic patient.

• International Journal of Advanced Culture Technology
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• v.9 no.3
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• pp.100-105
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• 2021

This study examines the effectiveness of the study through a case of PBL(problem-based-learning) class conducted in a balanced culture course called at 00- University in the second semester of 2020. The effects of learning are as follows: First, PBL(problem-based-learning) has sufficient active interaction between the teacher and the learner. In the face of prolonged non-face-to-face learning, the PBL teaching method has sufficient interaction between the professors-learner and the learner. Second, PBL learning can actively utilize various problems that fit the characteristics of the subject and actively utilize the process of role sharing and collaboration. By presenting various problem situations suitable for the subject, students will be able to share roles individually or as a team, and fully experience the process of collaboration and discussion in the process of investigating the data. Third, critical perceptions of problem situations can be extended. In modern times, a variety of problem situations arise and critical perceptions of them must be fully learned. In a mass production and mass consumption society, students should develop the ability to blindly recognize and distinguish between real and fake information in a flood of information. The limitations identified in this class case are, first, the nature of the subject, "Understanding Culture and Philosophy," which makes it possible to discuss the global cultural phenomenon, but it should be discussed in terms of philosophy. Second, it is not easy to work as a team on non-face-to-face online. Nevertheless, PBL is a very effective method of learning in which active interactions and learning activities take place between professors and students, whether face-to-face or face-to-face online learning.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.1-14
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• 2003

The purpose of this research is to explore teachers' role actions in teaching mathematical problem solving and to analyze the influences of the teachers'role actions on their students' activities and beliefs about problem solving. The results obtained in this study suggested that the teachers' role actions brought qualitative differences to students' activities, and students' beliefs about mathematical problem solving were consistent with the perspective held by their teachers. Therefore, teachers should help students build up desirable beliefs about problem solving. They should understand teaching mathematical problem solving and play proper roles in various situations of teaching mathematical problem solving.

• Education of Primary School Mathematics
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• v.8 no.1
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• pp.33-50
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• 2004

This study is intended to investigate the effect on the development of multiplicative thinking and multiplicative ability by teaching repeated addition, rate, comparison, area-array, and combination problems. Two research questions are established: first, is there any difference of multiplicative thinking between the experimental group(the modeling of problem situation learning group) and the control group(the traditional learning group)\ulcorner Second, is there any difference of multiplicative ability between the experimental group and the control group\ulcorner The treatment process for the experimental group is based on modeling problem situations for nine lesson periods. In order to answer the research questions the chi-square analysis was used for the first research question and the t-test was used for the second one. The findings are summarized as follows: there is no significant difference of multiplicative thinking be1ween the experimental and the control group but there is significant difference of multiplicative ability.

• Journal of the Korean Operations Research and Management Science Society
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• v.20 no.1
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• pp.147-158
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• 1995

In this paper a face optimization algorithm is developed for solving the problem (P) of optimizing a linear function over the set of efficient solution of a bicriterion linear program. We show that problem (P) can arise in a variety of practical situations. Since the efficient set is in general a nonoconvex set, problem (P) can be classified as a global optimization problem. The algorithm for solving problem (P) is guaranteed to find an exact optimal or almost exact optimal solution for the problem in a finite number of iterations. The algorithm can be easily implemented using only linear programming method.

• Journal of the military operations research society of Korea
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• v.25 no.2
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• pp.84-96
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• 1999

The purpose of this paper is to find the most vital arc in the minimum cost flow problem. The most vital arc is the arc whose removal results in the greatest influence in the costs or the amount of demands in a given minimum cost flow network. This problem can be well applied to the conflict situations such as military logistics network or communications network. In this situation, network user wants to know which arcs are the most vital to him so that he can reinforce these arcs against attack, while interdictor wants to destroy these arcs which increase the distance of the shortest path most through the network. When one of arcs is removed from the network of the minimum cost flow problem, two kinds of situations can be occurred ; breaking feasibility and increasing cost. In case of breaking feasibility, the rank of arcs are determined using the amount of modified flow in a related network which is made of modifying the optimal alternative of the minimum cost flow problem. The rank of arcs with the increased costs are determined by using a method which finds the directed cycle with the minimum cost in a related network.