• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.207-223
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• 2013

Teachers unfold a series of timeless mathematical symbols such as 5+2=7 in time by verbalizing the symbols in classrooms. A number sentence 5+2=7 is read in Korean as '5 더하기 2는(five plus two) 7과(seven) 같다(equals). Unlike in English, 5+2 and 7 are read first before the equal sign in Korean. This sequence of reading in Korean conflicts with the conventional linguistic sequence of writing from left to right. Ways of resolving the discrepancy between reading and writing sequences can make a difference students' understanding of the equal sign. Students would be in danger of perceiving the equal sign as an operational symbol, if a teacher resolves the discrepancy by subordinating reading sequence to linguistic convention of writing. This way of resolving results in the undesired phenomenon of changing the reading expressions in Korean elementary math textbook which represent relational notion of the equal sign into other reading expressions that represent operational notion of it. For understanding of relational notion of the equal sign, the discrepancy should be resolved by changing writing sequence in accordance with reading sequence. In addition, teaching of verbalizing the equal sign should be integrated with teaching of verbalizing inequality signs.

• Language and Information
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• v.8 no.1
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• pp.117-136
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• 2004

In this paper, we have proposed Auto- TSS, an automatic transcription module of three ambiguous symbols-period (．), colon (:) and slash (／)--using their linguistic contexts. Few previous studies have discussed the problems of ambiguities in reading those symbols into Korean alphabetic letters in order to improve the current Korean TTS (Text-To-Speech) systems. We have classified 9 different reading formulae of the three symbols, analyzed their left and right contexts, and investigated selection rules and distributions between the symbols and their contexts. Based on these linguistic features, 30 stereotyped patterns, 53 rules and 5 heuristics determining the types of reading formulae are investigated for Auto-TSS. This module works modularly in 4 steps. The pilot test was conducted with three test suites, which contain respectively 6,979, 3,491 and 2,450 morpheme clusters containing at least one of three ambiguous symbols and Arabic numeral(s). Encouraging results of 94.3%, 93.0%, 94.2% accuracy were obtained for the test suites. Our next phases are to develop a guessing routine for unknown contexts of the union symbols by using statistical information; to refine the proper nouns and terminology detecting module; and to apply Auto-TSS on a larger scale.

• Language and Information
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• v.7 no.1
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• pp.23-40
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• 2003

In this paper, we have proposed Auto-TUS, an automatic transcription module of three union symbols-hyphen, dash and tilde (‘­’, ‘―’, ‘∼’)-using their linguistic contexts. Few previous studies have discussed the problems of ambiguities in transcribing symbols into Korean alphabetic letters. We have classified six different reading formulae of the union symbols, analyzed the left and right contexts of the symbols, and investigated selection rules and distributions between the symbols and their contexts. Based on these linguistic features, 86 stereotyped patterns, 78 rules and 8 heuristics determining the types of reading formulae are suggested for Auto-TUS. This module works modularly in three steps. The pilot test was conducted with three test suites, which contains respectively 418, 987 and 1,014 clusters of words containing a union symbol. Encouraging results of 97.36%, 98.48%, 96.55% accuracy were obtained for three test suites. Our next phases are to develop a guessing routine for unknown contexts of the union symbols by using statistical information; to refine the proper nouns and terminology detecting module; and to apply Auto-TUS on a larger scale.

• Journal of Korea Multimedia Society
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• v.15 no.7
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• pp.951-961
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• 2012

E-books produced in the country provide limited audio service for reading disables. The reason is that those books cannot translate the mathematical expressions and symbols in the context. In this paper, the 'Math Expression Reader' was implemented that can translate the expressions and symbols in the document into Korean speech for those who have reading disabilities. The math to speech generated by this program has been tested to both the public and reading disables and the results of this test has been compared whether they can exactly understand the speech and evaluated the reading rules.

• Research in Mathematical Education
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• v.19 no.4
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• pp.267-278
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• 2015

The study is about the influence of literal, symbolic and graphics languages on mathematics reading. The results show that the scores of symbolic language volume are significantly lower than that of literal language volume. The abstractness of the mathematical symbols will not have a significant impact on the students with excellent mathematical academic, but as for the medium and poor students, abstract mathematics symbols will cause their cognitive impairment. Due to picture-superiority-effect, the test scores of the graphics language volume are significantly higher than that of the symbolic language volume. Graphics language will have a significant impact on the excellent and medium students, but has no impact on the poor students.

• The Journal of Korea Robotics Society
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• v.8 no.3
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• pp.217-227
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• 2013

We introduce a learning system for the sight reading of simple drum sequences. Sight reading is a cognitive-motor skill that requires reading of music symbols and actions of multiple limbs for playing the music. The system provides knowledge of results (KR) pertaining to the learner's performance by color-coding music symbols, and guides the learner by indicating the corresponding action for a given music symbol using additional auditory or vibrotactile cues. To evaluate the effects of KR and guidance cues, three learning methods were experimentally compared: KR only, KR with auditory cues, and KR with vibrotactile cues. The task was to play a random 16-note-long drum sequence displayed on a screen. Thirty university students learned the task using one of the learning methods in a between-subjects design. The experimental results did not show statistically significant differences between the methods in terms of task accuracy and completion time.

• Child Studies in Asia-Pacific Contexts
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• v.6 no.2
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• pp.73-85
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• 2016

Speech-print mapping awareness is defined as the awareness of the principles underpinning how speech sound is matched to print symbols. Chinese is unique in that it follows the one syllable one character mapping principle. The present study examined the predictive power of speech-print mapping awareness in young children's word reading. Seventy-four Hong Kong children from the first and second kindergarten years were tested with phonological awareness, visual skills, syllable-level mapping awareness, and Chinese reading ability at Time 1. Chinese reading abilities were tested again 1 year later. It was found that syllable-level mapping awareness predicted Chinese word reading abilities 12 months later. Further, it seemed that the link of syllable mapping to Chinese reading is particularly significant for beginning readers. The findings suggest that understanding the language-specific speech-print mapping principle is critical for reading acquisition at the early stage of reading development.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.165-180
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• 2011

Mathematical symbols concisely represent mathematical contents related to terms by describing their mathematical meanings implicitly. All symbols in elementary school mathematics textbooks are stated as to be read so that elementary school students could understand their mathematical meanings. The same is somewhat true as in middle school mathematics textbooks, however it is often the case that some symbols are difficult to be read and understood because their statements are unclear or different. In this study, we analyze problems and suggest implications on teaching and learning mathematics based on the statements and understanding of reading symbols in middle school mathematics textbooks.

• Journal of the Korean Geographical Society
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• v.43 no.6
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• pp.981-1001
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• 2008

This research deals with cognitive characteristics of point symbols on the current tourist maps in terms of the communication theory in considering levels of symbolization and those of preference. The levels of symbolization are examined on the basis of the meaning of point symbols between map-makers and map-users. Preferences of point symbols are investigated by the tourist objects. As a result, when point symbols are expressed in conciseness, the meaning and interpretation about those symbols are highly accorded. And the point symbols that have familiarity by visual experience are preferred. Also, the higher symbolical levels symbols have, the more likely they are preferred. Through that fact, familiarity from the visual experience, conciseness in expression, concreteness of figures expressed in maps, and representativeness of visualized properties were deduced as factors that affect preferences. Those factors work to affect preference complicatedly, but familiarity is prior to simplicity in preferences. Likewise, ways that visualize information, contents that are expressed as images and familiarity in terms of cognitive characteristics make a relative difference in preferences and the levels of symbolization. On the basis of those cognitive characteristics, visual complexity and ambiguity should be removed and the higher symbolical level of point symbols for efficiency of map-reading should be developed.

• Korean Journal of Child Studies
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• v.23 no.6
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• pp.81-101
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• 2002

This study examined the effects of a geographic experiential activity program on the ability to represent and to read maps(directions, perspectives, and symbols). The subjects were 44 5-year-old kindergarten children assigned to an experimental or a control group, with 22 children in each group. The geographic experiential activity program was developed and applied to the experimental group for 4 weeks. Results indicated that the experimental group was higher in reading and representing maps than the control group. Through the geographic experiential activity program, children came to be concerned about their living space, to be able to read and comprehend a simple map, and to represent a basic map with the use of directions, perspectives, and symbols.