• Journal for History of Mathematics
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• v.17 no.3
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• pp.109-120
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• 2004

This study investigated three pre-service teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of pre- service teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

• The Mathematical Education
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• v.49 no.2
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• pp.199-221
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• 2010

The purpose of the study were to investigate how secondary pre-service teachers conceptualize arithmetic mean and how their conceptualization was formed for solving the problems involving arithmetic mean. As a result, pre-service teachers' conceptualization of arithmetic mean was categorized into conceptualization by "mathematical knowledge(mathematical procedural knowledge, mathematical conceptual knowledge)", "analog knowledge(fair-share, center-of-balance)", and "statistical knowledge". Most pre-service teachers conceptualized the arithmetic mean using mathematical procedural knowledge which involves the rules, algorithm, and procedures of calculating the mean. There were a few pre-service teachers who used analog or statistical knowledge to conceptualize the arithmetic mean, respectively. Finally, we identified the relationship between problem types and conceptualization of arithmetic mean.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.2112-2122
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• 2014

Most of the researches on coopetition are focused on the effect of coopetion on firm performance in the firm level. However, few studies attempted to find out the effect of coopetition in team and individual level. In this paper, we examined the effect of individual perception of team climate for coopetition on the knowledge sharing and the moderating effects of procedural justice and personal initiative between the two variables. Empirical results using R&D researchers in research institutes of large-firms showed that individual perception of team climate for coopetition is positively related to knowledge sharing. In addition, we also found that procedural justice has positively strengthened the effect of coopetition on knowledge sharing. Finally, we addressed implications, limitations and future research directions.

• School Mathematics
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• v.19 no.4
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• pp.639-661
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• 2017

The purpose of this study is to investigate the relationship between the distance function average speed and the speed function. Particularly, in this study, we investigate the process of constructing the speed function in the distance function (irrational function, exponential function) which is difficult to weaken the argument in the denominator. In this process, students showed various anxieties and expressions about the procedural knowledge that they constructed first. In particular, if student B can not explain all the knowledge he already knows in this process, he showed his reflection on the process of calculating the differential coefficient. This study adds an understanding of the calculation method of students in differential coefficient learning. In addition, it is meaningful that the students who construct procedural knowledge at the time of calculating the differential coefficient have thought about how to provide opportunities to reflect on the procedure they constructed.

• Journal of the Korea Society of Computer and Information
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• v.21 no.1
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• pp.181-189
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• 2016

This study examined three elementary school computing curriculum - the CSTA K-12 computer science standards, the computing programme of the national curriculum in England, and the 2015 national curriculum in Korea - focusing on the educational objectives with the perspective of the revision of Bloom's Taxonomy of Educational Objectives. The CSTA K-12 computer science standards mainly addressed applying procedural knowledge and using digital technology is the main theme. The computing programme in England concentrated on understanding factual and conceptual knowledge of computer science, such as algorithms. The 2015 national curriculum also addressed applying procedural knowledge, but the main focus is making softwares and robots. The findings of this comparative analysis suggest that it is needed to set up concrete educational objectives for lower grade and make them related to the secondary education to make more coherent elementary-level learning objectives. And elementary-level computing learning objectives are needed to be organized with the perspective of knowledge and cognitive process level.

• Journal of the Korea Management Engineers Society
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• v.23 no.4
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• pp.179-195
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• 2018

So far, the evaluation of machine translation has used a numerical approach, but there is evidence that it is not sufficient to reflect the characteristics or behavior of machine translation users(Hutchins, 2007; Wu et al., 2016; Park et al., 2013). Therefore, this study focused on the purpose of use and purchasing behavior of machine translation users. At this time, the indirect comparison method introduced by Morgan and Hunt(1994) was used to measure cognitive gaps and analyze the purchasing behavior of users. According to the analysis of association rules using cognitive gaps, the smaller the cognitive gap, the more positive the purchase behavior. In addition, procedural knowledge derived from language knowledge is activated in situations involving responsibility, and in routine situations, procedural knowledge trained from pragmatic knowledge works.

• Information Systems Review
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• v.6 no.2
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• pp.113-135
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• 2004

This paper defines appraisal items and weights of the items for the purpose of developing an appraisal instrument that objectively measures employee's effectiveness of knowledge contribution. Deductive research is used for the development of appraisal items and delphi method for the development of weights of the items. In the deductive research the term, "effectiveness of knowledge contribution" is first defined. Then knowledge contribution activities are classified as "dimension of explicit contribution" and " dimension of tacit contribution" due to the characteristics of knowledge. Each dimension is divided again by components. The dimension of explicit contribution is divided according to the content of knowledge, and the dimension of tacit contribution is divided according to the extent of tacitness of knowledge contribution. The total components of dimensions are 7. The dimension of explicit contribution is composed of factual knowledge and procedural knowledge. The factual knowledge is made up of "procedural knowledge outcome" and "other factual knowledge". The procedural knowledge is made up of "procedural knowledge manual" and "lessons-learned procedural knowledge". The dimension of tacit contribution is composed of "agency", "model" and "Q&A". The basic framework for measuring 7 components of knowledge contribution is quantitative and qualitative approach. This paper is premised on the assumption that the outcomes of employee's knowledge contribution activities are recorded in the knowledge management systems in order to evaluate them objectively. The appraisal items are defined as follows: at the dimension of explicit contribution, in quantitative approach, "the upload number" or "performance number", and in qualitative approach, other employee's "referred number" and other employee's "content and format satisfaction evaluation"; at the dimension of tacit contribution, "demanded number of performance" After the development of appraisal items by the deductive method, delphi method was used for the analysis of the weights of the items with the total degree of knowledge contribution, 100. This research does not include the standard marks of the appraisal items. It is because when companies apply this appraisal instrument, they could use their own standard appraisal marks of the appraisal items considering their present situations and companies' goals. Through this almost desert-like research about the appraisal instrument of employee's knowledge contribution effectiveness, it proposes a cornerstone in the research field of appraisal instrument, which provides a standard for employee's knowledge contribution appraisal, and appraisal items that make organizational knowledge to be managed more systemically in business sites.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.546-559
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• 2021

This research aimed to develop the district unit plan simulation using procedural modeling based on shape grammar. For this, Esri's CityEngine 2020.0 was selected as a main development tool, and Inside Commercial Area in Bangi-dong, Songpa-gu, Seoul as the research site where about 25% of the total area was developed over the past five years. Specifically, the research developed the simulation through the following three phases of Data-Information-Knowledge after selecting necessary parameters. In the Data phase, 2 and 3 dimensional data were obtained by utilizing data sharing platforms. In the next Information phase, the acquired data were generated into various procedural models according to the shape grammar, and the 2D and 3D layers were then integrated using relevant applications. In the final Knowledge phase, three-dimensional spatial analysis and storytelling contents were produced based on the integrated layer. As a result, the research suggests the following three implications for the simulation development. First, data accuracy and improvement of sharing platforms are needed in order to effectively carry out the simulation development. Second, the guidelines for district unit plans could be utilized and developed into shape grammar for procedural modeling. Third, procedural modeling is expected to be used as an alternative tool for communication and information delivery.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.7
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• pp.187-198
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• 2020

This study investigates the determinants of the likelihood of a tax re-audit in Korea. It adopts a researcher-administered questionnaire survey method for data collection. The survey questionnaire is randomly distributed to 1,120 individuals with tax-related knowledge and experience. Using a final sample of 342 responses, we conduct a cross-sectional regression analysis to test our hypotheses. The results show that the level of tax non-compliance significantly affects the likelihood of a tax re-audit. This finding suggests that the increase in re-audits in Korea is attributable to the tendency of the tax authority to conduct a re-audit to detect taxpayers' non-compliance behavior by excessively broadening the scope of re-audits. This study also finds that the level of tax non-compliance is influenced by the perception of procedural unfairness, measured by operational inconsistency and regulatory lack of clarity. Lastly, the results reveal that the level of tax non-compliance mediates the relationship between the perception of procedural unfairness and likelihood of a tax re-audit. This finding indicates that enhancing procedural fairness could fundamentally reduce unnecessary re-audits that infringe on the rights of taxpayers, as the likelihood of a tax re-audit is not solely determined by the level of tax non-compliance but also by perceived procedural fairness.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.180-187
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• 2002

The aim of this study was to investigate the factors affecting earth science problem-solving performances of elementary school pre-service teachers. The participants of the study were 81 students attending an elementary school teacher education university. The instruments of the study were paper-and-pencil tests, questionnaires, and interviews. The tests mainly measured the participants' problem solving abilities in the motions of the moon and the planets. Correlation and multiple regression techniques were used for data analysis. The results demonstrated that the pre-service teachers' problem solving abilities were low. Problem-solving performances were affected by the procedural knowledge, the participants' perception of the past earth science performance, self-efficacy, and the prerequisite declarative knowledge. Contrary to our expectation, the spatial visualization ability was not found to be related to the problem-solving performances. Implications of the study are drawn, and suggestions are made for further research.