• Education of Primary School Mathematics
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• v.16 no.3
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• pp.285-301
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• 2013

The purpose of the study is to analyze the 4th graders' visual representation in mathematics problem solving process and to find out how to teach the visual representation in mathematics problem solving process. on the basis of the results, this study gives several pedagogical implication related to the mathematics problem solving. The following were the conclusions drawn from the results obtained in this study. First, The achievement level of students and using visual representation in the mathematics problem solving are closely connected. High achieving students used visual representation in the mathematics problem solving process more frequently. Second, high achieving students realize the usefulness of visual representation in the mathematics problem solving process and use visual representation to solve mathematical problem. But low achieving students have no conception that visual representation is one of the method to solve mathematical problem. Third, students tend to especially focus on 'setting up an equation' when they solve a mathematical problem. Because they mostly experienced mathematical problems presented by the type of 'word problem-equation-answer'. Fourth even through students tried visual representation to solve a mathematical problem, they could not solve the problem successfully in numerous instances. Because students who face a difficulty in solving a problem try to construct perfect drawing immediately. But generating visual representation 2)to represent mathematical problem cannot be constructed at one swoop.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.295-305
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• 2019

In previous study, visual representation competence taxonomy (VRC-T), which is composed of two dimensions, was developed for the purpose of promoting effective visual representation use and research in science education. In this study, elementary school students' visual representation competence for shadow phenomenon was investigated using VRC-T. In terms of visual representation competence, 'interpretation' was the highest score, followed by 'construction' and 'integration'. It also showed that students' visual representation competence was not high even after learning shadow-related units in the regular curriculum. On the other hand, text-based scientific knowledge was not correlated with all categories of visual representation competence. This indicates that there is a need to emphasize visual representation more in science class. Finally, hierarchical relationship among cognitive processes of VRC-T was explored according to ordering theory. If the tolerance level is somewhat loosened, a linear hierarchical relationship was found between the six cognitive processes. This suggests that VRC-T is an analytical framework that can be useful when designing assessment tools, tasks, and science class activities to enhance visual representation competence.

• The Magazine of the IEIE
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• v.12 no.2
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• pp.25-32
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• 1985

• Journal of the Korean Institute of Landscape Architecture
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• v.28 no.6
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• pp.84-95
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• 2001

The purpose of this study is to investigate how the 6 entry plans of Seoul Park in Paris were representing the tradition by comparing and reviewing them. Entry plans proposed for Seoul Park revealed different approaches of representing traditional gardens. Through scrutinizing these plans, some similar and different aspects among them could be found out. In order to find out those aspects, the entry plans were analysed and compared into several categories such as design concepts, programs and spatial components. The main concern for analysing the entry plans focused on the issue of are presentation. Representing a Korean garden into Seoul Park depends on the manner of a representation, their objets and media. Objects are related to the contents. The contents can have various themes, events, places beyond the garedn. Meids is related to represent Korean tradition with what implement. The manner of a representation can be divided into three types; a direct representation, an abstract(metaphoric) representation and a destructive representation. We found the characteristics through analysing the entry plans that 1) Korean terrain, Korean thoughts, narrative promenade, past/present/Korea/Seoul, story telling through the Korea traditional fence were used as design concepts. 2) Traditional elements such as a traditional pavilion, fence, madang, hwagye, gate were generally chosen as essential elements for representing the Korean tradition. 3) Direct representations were ore broadly used than abstract and destructive representation as the manner of a representation. and 4) The entry plans show us a variety of possibilities of representing traditional gardens. Abstract and destructive representations of tradition can be found out in th several plans compared with other existing ocean gardens made in foreign countries. In establishing urban parks and ordinary landscapes, those strategies can be alternatives to represent the identity of Korea by reconciling tradition with invention.

• Korean Journal of Cognitive Science
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• v.19 no.1
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• pp.75-88
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• 2008

Visual scene contains lots of redundant information. To process this redundant information without increasing brain's volume, human visual system may summarize incoming information. If similar but different information are given to visual system, visual system extracts statistical properties of the information. One example of the statistical representation is representation of mean size. The mean representation is accurate and durable. The process of mean representation is suggested to be parallel. However, previous studies on the mean representation mostly used behavioral methods. The purpose of this study was to investigate which neural regions extracted the mean size of a set of circles using fMRI method. According to previous studies, BOLD signal of certain areas that were in charge of cousin stimuli decreased when the same stimuli presented repetitively. We used this paradigm and found that BOLD signal of right occipital area was decreased when same mean site was presented repeatedly. This results suggest that right occipital area is the locus of mean representation of visual stimuli.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.161-170
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• 2018

Various forms of visual representations enable scientific discovery and scientific reasoning when scientists conduct research. Similarly, in science education, visual representations are important as a means to promote students' understanding of science concepts and scientific thinking skills. To provide a framework that could facilitate the effective use of visual representations in science classroom and systemic science education research, a visual representation competence taxonomy (VRC-T) was developed in this study. VRC-T includes two dimensions: the type of visual representation, and the cognitive process of visual representation. The initial categories for each dimension were developed based on literature review. Then validation and revision was made by conducting teachers' workshop and survey to experts. The types of visual representations were grouped into 3 categories (descriptive, procedural, and explanative representations) and the cognitive processes were grouped into 3 categories (interpretation, integration, and construction). The sub categories of each dimension and the validation process would be explained in detail.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.375-394
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• 2014

The purpose of this study is to examine the transition of mathematical representation in Joseon mathematics, which is focused on numbers and operations, letters and expressions. In Joseon mathematics, there had been two numeral systems, one by chinese character and the other by counting rods. These systems were changed into the decimal notation which used Indian-Arabic numerals in the late 19th century passing the stage of positional notation by Chinese character. The transition of the representation of operation and expressions was analogous to that of representation of numbers. In particular, Joseon mathematics represented the polynomials and equations by denoting the coefficients with counting rods. But the representation of European algebra was introduced in late Joseon Dynasty passing the transitional representation which used Chinese character. In conclusion, Joseon mathematics had the indigenous representation of numbers and mathematical symbols on our own. The transitional representation was found before the acceptance of European mathematical representations.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.500-508
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• 2012

The purpose of this study was to investigate the impact of multimodal representation-based lesson on embeddedness of multimodal representation in high school students' writing. The participants in this study were two groups of second-year science-track students (74 students) at an academic high school in a metropolitan city. One group (41 students) was assigned to the experimental group, the other group (33 students) was assigned to the comparative group. Data analysis showed that the students of the experimental group were better at utilizing and embedding multimodal representations. Thus, the conclusion was drawn that multimodal representation-based lesson had an effect on high school students' embeddedness of multimodal representation.

• The International Journal of Costume Culture
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• v.5 no.1
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• pp.1-13
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• 2002

The purpose of this study is to illuminate the relations between Pop Art and pop music, which formed a serious coupling loop in an identical cultural background. Also this study intends to set up a position of visualized sexual identity as it Points out the conceptional characteristics of glam, a subculture outside mainstream, which includes the matters of sexual minorities such as homosexuality and bisexuality under the influence of the aesthetic and philosophical composition by Andy Warhol. In conjunction herewith, we explore the visual representation of glam style focusing on the influence of Warhol. The classification and explanation about the visual representation of glam style under the influence of Warhol are practised by distinguishing as denotative representation and connotative representation. For the denotative representation shown in the glum style, first, the discordant images were put together by bricolage, then adapted into the new dramatic symbol of youth. Second, through a visually androgynous style a subversion of sex for symbols of sexuality and gender was represented. Third, the factitiveness as a weird display and fallacy is shown from boisterous make-up and unisex sかling in theatricality and put-ons, featuring artificiality, assemblage and unnaturality. And the connaotative representation shown in glum inglam style, first, glam style implies its experimental nature which attempts to break down boundaries between masculinity and femininity, homosexuality and heterosex-uality. Second, the bricolage in sequin and other discordant elements have connotative meanings as sensuality and excessiveness. Third, mixing various style as sexual play shows ironic visual images, in accordance with Superior Theory and Discord Theory.

• School Mathematics
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• v.18 no.1
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• pp.127-141
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• 2016

This study analyzes modes related to use of graph representation that appears to solve high school students quadratic function problem based on the graph using modes of Chauvat. It was examined the extent of understanding of the quadratic function of students through the flexibility of the representation of the Bannister (2014) from the analysis. As a result, the graph representation mode in which a high school students are mainly used is a nomographic specific mode, when using operational mode, it was found to be an error. The flexibility of Bannister(2014) that were classified to the use of representation from the point of view of the object and the process in the understanding of the function was constrained operation does not occur between the two representations in understanding the function in the process of perspective. Based on these results, the teaching on use graph representation for the students in classroom is required and the study of teaching and learning methods can understand the function from various perspectives is needed.