• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.601-625
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• 2016

In this study, I hoped to reveal the understanding of pre-service elementary teachers about proportional reasoning and the traits of proportional reasoning strategy used by pre-service elementary teachers. The results of this study are as follows. Pre-service elementary teachers should deal with various proportional reasoning tasks and make a conscious effort to analyze proportional reasoning task and investigate various proportional reasoning strategies through teacher education program. It is necessary that pre-service elementary teachers supplement the lacking tasks such as qualitative reasoning and distinction between proportional situation and non-proportional situation. Finally, It is suggested to preform the future research on teachers' errors and mis-conceptions of proportional reasoning.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.58-71
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• 2015

Ability of understanding students' ideas and thinking is critical to teachers' professional growth. In this study, 'pedagogical reasoning' was conceptualized as teachers' reasoning ability of students' misconceptions and possible causes of misconceptions when they hear and observe students' science discourses. To investigate elementary pre-service teachers' pedagogical reasoning levels, children's science discourses on light reflection and electric circuit were video recorded and 43 pre-service elementary teachers were asked to identify children's misconceptions and possible causes of misconceptions after watching the video clips. In conclusion, pedagogical reasoning levels of pre-service elementary teachers were not high enough, showing significant difference in light reflection and electric circuit. Possible explanations of this difference and educational implications were discussed.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.295-323
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• 2011

This study is based on the recognition that teacher educators have to focus their attention on developing pre-service teachers' statistical reasoning for statistics education of school mathematics. This paper investigated knowledge on pre-service teachers' statistical reasoning. Statistical Reasoning Assessment (SRA) is performed to find out pre-service teachers' statistical reasoning ability. The research findings are as follows. There was meaningful difference in the statistical area of statistical reasoning ability with significant level of 0.05. This proved that 4 grades pre-service teachers were more improve on statistical reasoning than 2 grades pre-service teachers. Even though most of the pre-service teachers ratiocinated properly on SRA, half of pre-service teachers appreciated that small size of sample is more likely to deviate from the population than the large size of sample. A few pre-service teachers have difficulties in understanding "Correctly interprets probabilities(be able to explain probability by using ratio" and "Understands the importance of large samples(A small sample is more likely to deviate from the population)".

• Research in Mathematical Education
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• v.19 no.4
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• pp.229-245
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• 2015

In this study, I investigated how pre-service teachers (PSTs) proved three geometric problems by using Geometer's SketchPad (GSP) software. Based on observations in class and results from a test of geometric reasoning, eight PSTs were sorted into four of the five van Hiele levels of geometric reasoning, which were then used to predict the PSTs' levels of reasoning on three tasks involving proofs using GSP. Findings suggested that the ways the PSTs justified their geometric reasoning across the three questions demonstrated their different uses of GSP depending on their van Hiele levels. These findings also led to the insight that the notion of "proof" had somewhat different meanings for students at different van Hiele levels of thought. Implications for the effective integration of technology into pre-service teacher education programs are discussed.

• Journal of KIISE:Software and Applications
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• v.33 no.3
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• pp.356-364
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• 2006

'Ubiquitous Computing' is the most important paradigm of the next generation Information-Communication technology. The one of important problems to develop ubiquitous computing service system get hold of relations between times of transfer objects and events of transfer objects. Another problem is what reason transfer-pattern through location data of transfer objects. In this paper, we propose an approach to offer temporal-relation service in ubiquitous computing environment. The first is temporal reasoning in service viewpoint. The second is temporal reasoning to record user's preference. Users have preferences that are closely connected with time. These preferences are recorded at user profile. Therefore, the user profile-based ubiquitous service system can offer suitable service to users.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.379-393
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• 2011

The purpose of this study was to analyze the complexity of scientific reasoning during open inquiry activities of pre-service elementary school teachers. In this study, 6 pre-service elementary teachers who participated in open-inquiry activities were selected. The data of scientific reasoning during their inquiry process was collected from the video recording of reporting about inquiry process and results, their reports and researcher's notetaking. CSRI Matrix (Dolan & Grady, 2010) was used to analyze the complexity of participants' scientific reasoning. The result showed that the degree of the complexity of their scientific reasoning varied in participants. Particularly the low degree of the complexity of scientific reasoning presented in posing preliminary hypotheses, providing suggestions for future research, communicating and defending finding. Also, The more pre-service teachers' epistemology of inquiry are similar to that of scientists, the more complex scientific reasoning represents. This results suggest that teachers should impress on students the importance of doing the precedent study and providing suggestions for future research, and provide a place for communicating and defending findings.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.32 no.12B
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• pp.767-778
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• 2007

In this paper, we propose a Intelligent Service Reasoning (ISR) model using data mining in smart home environments. Our model creates a service tree used for service reasoning on the basis of C4.5 algorithm, one of decision tree algorithms, and reasons service that will be offered to users through quantitative weight estimation algorithm that uses quantitative characteristic rule and quantitative discriminant rule. The effectiveness in the performance of the developed model is validated through a smart home-network simulation.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.227-242
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• 2012

This research explores the scientific reasoning of pre-service elementary teachers in experimental design. The article focuses on pre-service teachers' responses to the questions in the worksheets which involve making their knowledge claims on extinguishing of a burning candle in a closed container, evaluating anomalous data, and designing experiment to test their ideas. Their responses are interpreted in terms of categories developed by Tytler and Peterson(2003, 2004). The interrelationship between conceptual knowledge and scientific reasoning is explored using the data. It is argued that coordination of ideas and evidence must be emphasized in the scientific investigations rather than fair test.

• The Mathematical Education
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• v.58 no.2
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• pp.161-185
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• 2019

This study aims to examine pre- and in-service mathematics teachers' reasoning and how they justify their reasoning. For this purpose, we developed a set of mathematical tasks that are based on mathematical contents for middle grade students and conducted the survey to pre- and in-service teachers in Korea. Twenty-five pre-service teachers and 8 in-service teachers participated in the survey. The findings from the data analysis suggested as follows: a) the pre- and in-service mathematics teachers seemed to be very dependent of the manipulation of algebraic expressions so that they attempt to justify only by means of procedures such as known algorithms, rules, facts, etc., rather than trying to find out a mathematical structure in the first instance, b) the proof that teachers produced did not satisfy the generality when they attempted to justify using by other ways than the algebraic manipulation, c) the teachers appeared to rely on using formulas for finding patters and justifying their reasoning, d) a considerable number of the teachers seemed to stay at level 2 in terms of the proof production level, and e) more than 3/4 of the participating teachers appeared to have difficulty in mathematical reasoning and proof production particularly when faced completely new mathematical tasks.

• Research in Mathematical Education
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• v.12 no.2
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• pp.85-108
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• 2008

In this study, we created, implemented, and evaluated the impact of proportional reasoning authentic investigative activities on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher training programs conducted in Israeli teacher colleges. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and in-service mathematics teachers, due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience and are exposed to authentic proportional reasoning activities with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.