• Journal of applied mathematics & informatics
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• v.4 no.1
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• pp.135-135
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• 1997

Times series modeling plays an important role in the field of engineering, Statistics, Biomedicine etc. Model identification is one of crucial steps in the modeling of an AutoRegreesive Moving Average(ARMA(p, q)) process for real world problems. Many techniques have been developed in the literature (Salas et al., McLeod et al. etc.) for the identification of an ARMA(p, q) Model. In this paper, a new technique called The Generalised Parameters Technique is formulated for seasonal and non-seasonal ARMA model identification. This technique is very simple and can e applied to any given time series. Initial estimates of the AR parameters of the ARMA model are also obtained by this method. This model identification technique is validated through many theoretical and simulated examples.

• Research in Mathematical Education
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• v.27 no.1
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• pp.111-127
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• 2024

There is an increasing concern in the United States regarding the workforce's ability to maintain a competitive position in the global economy. This has led to an increased interest in effective science, technology, engineering, and mathematics (STEM) education. The purpose of this study was to investigate the effect of STEM project-based learning (PBL) on students' self-regulation and motivation to learn. Secondary students (n = 60) participated in a STEM summer camp in which STEM PBL was utilized. Results showed that students increased their self-regulation skills (t = 2.83, df = 59, p = .004) and motivation (t = 2.25, df = 59, p =.004), with Cohen's d effect sizes of 0.395 and 0.404, respectively. Student-centered learning and peer collaboration while solving real-world problems were likely the greatest contributing factors to the outcomes. Educators should utilize the results to provide opportunities for students to experience STEM PBL.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.23-40
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• 2002

Historically, the use of algorithms has been emphasized in the mathematics curriculum at the elementary school mathematics. The current reform movement in our country are seemed to emphasize the importance of algorithms in favor of problem-solving approaches, the conceptualization of mathematical processes and applications of mathematics in real world situations. Recently, children may come to school with a fairly well-developed attitude about mathematics and mathematical ideas. That is, they do not come to school and to learning mathematics with a clean slate. Because they have already formed some partial mathematical concepts in a wide variety of contexts. Many kindergarten children have attended pre-school programs where they played with blocks, made patterns, and started adding and subtracting. It seems that there are psychological change attitudes of the children in upper grades toward learning mathematics. In our elementary school mathematics, almost every student are still math anxious or have developed math anxiety because of paper-pencil test. In these views, this paper is devoted to introduce and apply to second grade students in ND-elementary school in Taegu City the new method for learning addition and subtraction so called ‘Mrs Weill's Hill’, which is believed as a suitable method for children with mathematical teaming disabilities and Math anxiety.

• The Mathematical Education
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• v.30 no.1
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• pp.1-19
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• 1991

This study intends to provide some desirable suggestions for the development of application oriented mathematics curriculum. More specific objects of this study is: 1. To identify the meaning of application and modelling in mathematics curriculm. 2. To illuminate the historical background of and trends in application and modelling in the mathematics curricula. 3. To consider the reasons for including application and modelling in the mathematics curriculum. 4. To find out some implication for developing application oriented mathematics curriculum. The meaning of application and modelling is clarified as follows: If an arbitrary area of extra-mathematical reality is submitted to any kind of treatment which invovles mathematical concepts, methods, results, topics, we shall speak of the process of applying mathemtaics to that area. For the result of the process we shall use the term an application of mathematics. Certain objects, relations between them, and structures belonging to the area under consideration are selected and translated into mathemtaical objects, relation and structures, which are said to represent the original ones. Now, the concept of mathematical model is defined as the collection of mathematical objcets, . relations, structures, and so on, irrespective of what area is being represented by the model and how. And the full process of constructing a mathematical model of a given area is called as modelling, or model-building. During the last few decades an enormous extension of the use of mathemtaics in other disciplines has occurred. Nowadays the concept of a mathematical model is often used and interest has turned to the dynamic interaction between the real world and mathematics, to the process translating a real situation into a mathematical model and vice versa. The continued growing importance of mathematics in everyday practice has not been reflected to the same extent in the teaching and learning of mathematics in school. In particular the world-wide 'New Maths Movement' of the 19608 actually caused a reduction of the importance of application and modelling in mathematics teaching. Eventually, in the 1970s, there was a reaction to the excessive formallism of 'New Maths', and a return in many countries to the importance of application and connections to the reality in mathematics teaching. However, the main emphasis was put on mathematical models. Applicaton and modelling should be part of the mathematics curriculum in order to: 1. Convince students, who lacks visible relevance to their present and future lives, that mathematical activities are worthwhile, and motivate their studies. 2. Assist the acqusition and understanding of mathematical ideas, concepts, methods, theories and provide illustrations and interpretations of them. 3. Prepare students for being able to practice application and modelling as private individuals or as citizens, at present or in the future. 4. Foster in students the ability to utilise mathematics in complex situations. Of these four reasons the first is rather defensive, serving to protect or strengthen the position of mathematics, whereas the last three imply a positive interest in application and modelling for their own sake or for their capacity to improve mathematics teaching. Suggestions, recomendations and implications for developing application oriented mathematics curriculum were made as follows: 1. Many applications and modelling case studies suitable for various levels should be investigated and published for the teacher. 2. Mathematics education both for general and vocational students should encompass application and modelling activities, of a constructive as well as analytical and critical nature. 3. Application and modelling activities should. be introduced in mathematics curriculum through the interdisciplinary integrated approach. 4. What are the central ideas of, and what are less-important topics of application-oriented curriculum should be studied and selected. 5. For any mathematics teacher, application and modelling should form part of pre- and in-service education.

• School Mathematics
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• v.5 no.1
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• pp.43-58
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• 2003

This study intends to compare the structure of contents and the way of developing concepts in mathematics textbooks of south and those of north Korea. After thorough investigations of the textbooks from south and north Korea, the following three characteristics were identified. First, the mathematics textbooks of south Korea tends to spread out contents across several grades, while those of north Korea have a tendency of centralization in terms of locating contents Second, in the textbooks of South Korea, mathematics concepts are permeated through real world situations, and students gradually acquire those concepts mostly through activities. This is different from the approach of the north Korean textbooks in which various problems play a key role in explaining concepts. Third, the main strategy of introducing contents in the textbooks of south and that of north Korea corresponds to 'guidance' and 'explanation' respectively. Exploratory questions leading to the concepts are more emphasized in the textbooks of south Korea, on the other hand, meaningful explanations play an important role in the textbooks of north Korea.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.337-362
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• 2013

The purposes of the study were to develop STEM instructional materials for teaching and learning mathematics and to investigate how the STEM based approach affects on students' learning of mathematics in cognitive and affective domain and career choice. STEM instructional materials were designed for learning of mathematical concepts in the contexts of science, technology, and engineering as well as real world. According to the results of the study, STEM instructional materials for teaching and learning mathematics were effective for improving students' problem solving ability and affective achievement such as self-regulation, self-efficacy, and value of mathematics. In addition, STEM program played a positive role in tempting students' career choice into science and engineering fields including mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.483-501
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• 2013

The present study is to focus on thinking about the possibility of using mathematical modeling in the elementary schools. As well-known, mathematical education in Korea, even though students' high achievement in mathematics, has a lot of problems regarding their attitudes toward mathematics. Mathematical modeling is regarded as playing an important role in helping improve the current problems embedded in elementary mathematics education. Thus, this study reviewed the background that mathematical modeling attracted lots of attentions by many mathematics researchers, the definitions of mathematical modeling and the similarities and differences between problem solving and mathematical modeling. In addition, the processes and main features of well-known three representative models of mathematical modeling were reviewed, and each case of research on mathematical modeling in the elementary schools in Korea and foreign countries was introduced, respectively. Finally, this study suggests that mathematical modeling needs to be dealt with in the elementary school curriculum, together with the improvement of teachers' recognition for mathematical modeling.

• East Asian mathematical journal
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• v.34 no.4
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• pp.429-449
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• 2018

The purpose of this study is to investigate how the mathematical creativity of middle school mathematical gifted students is represented through the process of problem posing activities. For this goal, they were asked to pose real-world problems similar to the tasks which had been solved together in advance. This study demonstrated that just 2 of 15 pupils showed mathematical giftedness as well as mathematical creativity. And selecting mathematically creative and gifted pupils through creative problem-solving test consisting of problem solving tasks should be conducted very carefully to prevent missing excellent candidates. A couple of pupils who have been exerting their efforts in getting private tutoring seemed not overcoming algorithmic fixation and showed negative attitude in finding new problems and divergent approaches or solutions, though they showed excellence in solving typical mathematics problems. Thus, we conclude that it is necessary to incorporate problem posing tasks as well as multiple solution tasks into both screening process of gifted pupils and mathematics gifted classes for effective assessing and fostering mathematical creativity.

• 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.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.10 no.11
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• pp.5476-5496
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• 2016

Energy efficiency of resource-constrained wireless sensor networks is critical in applications such as real-time monitoring/surveillance. To improve the energy efficiency and reduce the energy consumption, the time series data can be compressed before transmission. However, most of the compression algorithms for time series data were developed only for single variate scenarios, while in practice there are often multiple sensor nodes in one application and the collected data is actually multivariate time series. In this paper, we propose to compress the time series data by the Lasso (least absolute shrinkage and selection operator) approximation. We show that, our approach can be naturally extended for compressing the multivariate time series data. Our extension is novel since it constructs an optimal projection of the original multivariates where the best energy efficiency can be realized. The two algorithms are named by ULasso (Univariate Lasso) and MLasso (Multivariate Lasso), for which we also provide practical guidance for parameter selection. Finally, empirically evaluation is implemented with several publicly available real-world data sets from different application domains. We quantify the algorithm performance by measuring the approximation error, compression ratio, and computation complexity. The results show that ULasso and MLasso are superior to or at least equivalent to compression performance of LTC and PLAMlis. Particularly, MLasso can significantly reduce the smooth multivariate time series data, without breaking the major trends and important changes of the sensor network system.