• School Mathematics
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• v.18 no.1
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• pp.175-191
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• 2016

In the elementary school mathematics textbook that has been revised in 2013, the instructional sequence for teaching addition and subtraction, which had remained unchanged for three decades since 1982, was finally changed in 2013. Particularly, the addition and subtraction of two-digit numbers without regrouping, such as 72+25=97 or 85-24=61, are taught earlier than the composing and decomposing of the number 10 using other numbers. This study examines the appropriacy and validity of these changes. However, the reason for these changes in the national curriculum or teacher's guide could not be determined. Further, several references emphasize the addition of two single-digit numbers, such as 7+8=15, and the subtraction of a single-digit number from a number between 11 and 19, such as 16-9=7, as basic facts. In other countries' textbooks, the teaching of addition and subtraction up to the number 20 is prioritized before teaching the addition and subtraction of two-digit numbers without regrouping. The results of this study indicate that these changes in the instructional sequence in the textbook that was revised in 2013 need to be reconsidered.

• Journal of the Korean Institute of Intelligent Systems
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• v.9 no.4
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• pp.451-456
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• 1999

All the teaching items in a textbook are normally arranged in a prescribed teaching order. However, one can easily find that the textbooks of the same kind, even with the same teaching items, show different arrangements. Without learning preceding teaching items, students may have a difficulty in understanding the teaching items. In this sense, it is very important to decide how to arrange teaching items in terms of teaching sequence. As a solution to this problem, lsamu Matsubara presents a method based on the graph theory. The four types defined in his method are the straight type, the group type, the branch type, and the independent type. Among these, the three types except the straight type lack the objectivity. An objective solution to these three types, based on the fuzzy theory. is propopsed in this paper.

• The Mathematical Education
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• v.39 no.2
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• pp.179-186
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• 2000

Although computer technology has a great potential for improving mathematics learning practice, it rarely used in mathematics classroom. The purpose of this study is to suggest the future direction for research in mathematics computer technology. First, there has to be a research on mathematics curriculum that take computer technology into account. Second, research on teaching sequence for certain content area is needed. Because computer technology would change the order of teaching sequence. Third, how students would learn with computer technology? how do they acquire knowledge and make sense of it? Fourth, how could we assess the learning with computer technology? Most of all, because teachers play a key role to succeed in educational reform, they have to be familiar with computer technology and software to introduce it into mathematics learning and to use it properly.

• Research in Mathematical Education
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• v.25 no.3
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• pp.227-244
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• 2022

The concrete-representational-abstract integrated (CRA-I) sequence is an explicit approach for teaching students who struggle in mathematics. This approach is beneficial because it assists students in the development of conceptual understanding. This article describes how the approach is used in general as well as its use with a specific geometry concept, area of a rectangle. The author will describe why one might choose CRA-I and the steps needed for implementation. Finally, the CRA-I steps will be shown with a lesson series related to teaching the concept of area. The article will describe lesson activities, methods, materials, and procedures.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.1-12
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• 1996

The purpose of this study is to investigate the psychological hierarchy structure of science concepts and to determine the effective teaching order by comparing the teaching effects of the psychological hierarchy order with those of teaching order of the current text in order to inquire validating evaluation framework of science curriculum sequence. Key concepts were selected by tasks analysis in the seven units of elementary and secondary school curriculum. Concept formation tests were developed to evaluate each concepts achievement,. The test items were made according to each of the concepts based on 12 prototype tasks developed by Frayer(1969). To identify the students' psychological hierarchy the test items were administrated to elementary and secondary school students. Ordering theory was used to identify the students' psychological hierarchy. Nonequivalent control group pretest-posttest design was used in this study as an experimental design. Teaching with psychological hierarchy order was applied tp experimental group and teaching with concept order described in the current text was applied to control group. The major results of this study are as followings: 1. The students' psychological hierarchy structures are different from logical hierarchy structures. 2. The science teachers' psychological hierarchy structures are different from not only logical hierarchy structures but also students' psychological hierarchy structures. 3. The mean score of experimental group applied psychological hierarchy order is significantly higher(p<.05) than the control group in the concept achievement.

• The Mathematical Education
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• v.17 no.2
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• pp.1-13
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• 1979

This study aimed at studying the sequence of the Figure Transformation Learning, inquiring relationship among these transformations and then researching whether there is the difference of the learning ability or not between by teaching them as it is independent and by teaching them as it is contains. (Hypothesis 1) It may be more effective to teach The Sequence of Transformation Learning by beginning with peculiar field, ending with general field than vice versa At the result of verification-C $R_{M}$=2.59, 0.005$R_{M}$=5.19, p<0.005-significant difference appeared. It is proved more effective to teach the Figure Transformation Learning the way it contains than the way it is independent. Synthesizing two hypothesises of the above, the conclusion is following The Figure Transformation Learning should be taught by beginning with peculiar field. ending with general field (congruent transformationlongrightarrowsimilar transformationlongrightarrowprojective transformationlongrightarrowtopological transformation). To teach it the way it contains is more effective.ive.

• 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.

• School Mathematics
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• v.11 no.2
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• pp.243-260
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• 2009

In this paper, we have designed a teaching unit for the learning mathematising of secondary pre-service teachers by exploring generalized fibonacci sequences. First, we have found useful formulas for general terms of generalized fibonacci sequences which are expressed as combinatoric notations. Second, by using these formulas and CAS graphing calculator, we can help secondary pre-service teachers to conjecture and discuss the limit of the sequence given by the rations of two adjacent terms of an m-step fibonacci sequence. These processes can remind secondary pre-service teachers of a series of some mathematical principles.

• Journal of Welding and Joining
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• v.27 no.2
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• pp.57-62
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• 2009

This research was carried out to improve the productivity in the subassembly process of shipbuilding through optimal work planning for the shortest work time. The work time consist of welding time, moving time of gantry, teaching time of robot and robot motion time. The shortest work time is accomplished by even distribution of work and the shortest welding sequence. Even distribution of work was done by appling the simple algorithm. The shortest work sequence was determined by using GA. The optimal work planning decreased the total work time of the subassembly process by 4.1%. The result showed the effectiveness of the suggested simple algorithm for even distribution of work and GA for the shortest welding sequence.

• Genomics & Informatics
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• v.21 no.1
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• pp.15.1-15.4
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• 2023

Bioinformatics education can be defined as the teaching and learning of how to use software tools, along with mathematical and statistical analysis, to solve biological problems. Although many resources are available, most students still struggle to understand even the simplest sequence alignment algorithms. Applying visualizations to these topics benefits both lecturers and students. Unfortunately, educational software for visualizing step-by-step processes in the user experience of sequence alignment algorithms is rare. In this article, an educational visualization tool for biological sequence alignment is presented, and the source code is released in order to encourage the collaborative power of open-source software, with the expectation of further contributions from the community in the future. Two different modules are integrated to enable a student to investigate the characteristics of alignment algorithms.