• Journal of Korean Academy of Nursing
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• v.41 no.5
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• pp.673-683
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• 2011

Purpose: This study was done to develop a spiritual care education program (SCEP) for nursing students to help increase their awareness of the essence of spirituality in care so as to enable them to promote spiritual well-being and spiritual care competence. Methods: The participants were assigned to an experimental group (n=42) or a control group (n=39). From August to October 2009, the experimental group participated in the SCEP, which were held 2 hours a week for 6 weeks. The data were analyzed using ${\chi}^2$-test, Fisher's exact probability test, paired t-test, t-test with the SPSS WIN 17.0 statistics program. Results: The experimental group had a higher mean score for spirituality, spiritual well-being and spiritual care competence than the control group. Significant differences were found between the experimental group and the control group. Conclusion: The results of this study indicate that the SCEP was effective in improving spirituality, spiritual well-being and spiritual care competence for nursing students.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.341-355
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• 2014

The purpose of this study was to analyze the research trends of elementary mathematics education in Japan. For this purpose, 192 papers published by Japan Society of Mathematics Education for the last 10 years(2004-2013) were analyzed according to there criteria. First, as for research topics, the frequent topics in order were instructional design and methods (36.7%), analysis of curriculum and textbook, general studies, learners' perspectives and abilities, evaluation, teacher education, education engineering and parish. Second, the contents were researched by the order of number and operations (47.4%), geometry, regularity, measurement and probability and statistics. Finally, research subjects of this study were researched by the order of students(39.3%), teachers. Papers dealing with lower graders as well as pre-service teachers were rare. And article dealing with low-achievers and gifted students were not founded. On the basis of this result, we hope it will provide the follow-up and the idea of the elementary mathematics education in Korea and also help various and balanced development.

• East Asian mathematical journal
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• v.36 no.1
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• pp.25-34
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• 2020

The classical limit theorems like strong law of large numbers, central limit theorems and law of iterated logarithms are fundamental theories in probability and statistics. These limit theorems are proved under additivity of probabilities and expectations. In this paper, we investigate strong law of large numbers under sub-linear expectation which generalize the classical ones. We give strong law of large numbers under sub-linear expectation with respect to the partial sums and some conditions similar to Petrov's. It is an extension of the classical Chung type strong law of large numbers of Jardas et al.'s result. As an application, we obtain Chung's strong law of large number and Marcinkiewicz's strong law of large number for independent and identically distributed random variables under the sub-linear expectation. Here the sub-linear expectation and its related capacity are not additive.

• Honam Mathematical Journal
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• v.32 no.1
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• pp.113-129
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• 2010

Inclusion and exclusion is used in many papers to count certain objects exactly or asymptotically. Also it is used to derive the Bonferroni inequalities in probabilistic area [6]. Inclusion and exclusion on finitely many types of properties is first used in R. Meyer [7] in probability form and first used in the paper of McKay, Palmer, Read and Robinson [8] as a form of counting version of inclusion and exclusion on two types of properties. In this paper, we provide a proof for inclusion and exclusion on finitely many types of properties in counting version. As an example, the asymptotic number of general cubic graphs via inclusion and exclusion formula is given for this generalization.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.59-67
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• 2000

This study has been done to help teach mathematics on the spot of education by providing the history of mathematics and illustrations concerning mathematics, which were rearranged for the level of the second grade students in highschool and intented to interest students in mathematics classes. The contents of teaching, according to each unit (Matrix, Sequence, Limit, Differentiation, Integration, Probability, Statistics) include the life of the representative mathematician, the historical background centered on episodes, questions linked with reality, questions making sensations in history and something for maxim in mathematics. If such contents are properly used, they are expected to be able to stimulate students' curiosity, and to be effective in improving students' learning ability in mathematics by causing them to show their active attitudes toward learning mathematics.

• Journal for History of Mathematics
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• v.37 no.1
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• pp.1-17
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• 2024

In this study, we identified the intellectual triggers for Bayesian inference and what key ideas contributed to its occurrence and discussed the practical implications of introducing Bayesian inference into the school mathematics curriculum by reflecting them. The results of the study show that the need for statistical inference about the parameter itself served as a trigger for the occurrence of Bayesian inference, and the most important idea for the occurrence of that inference was to regard the parameter itself as a probability variable rather than any fixed value. On the other hand, these research results suggest that the meaning of introducing Bayesian inference into the secondary mathematics curriculum is 'statistics education that expands the scope of uncertainty'.

• Communications for Statistical Applications and Methods
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• v.6 no.3
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• pp.947-956
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• 1999

We define a crossing point $x_0$ such that f(x)$\geq$g(x) for x$\leq$$x_0$ and f(x)$\leq$g(x) for x>$x_0$ where f and g are probability density functions. We may encounter suchy situation when we compare two histograms from two independent observations. For example two contingency tables where initially admitted students and actually enrolled students are classified according to their high school ranking may show such situation, In this paper we consider maximum likelihood estimation of cell probabilities when a crossing point exists, We first assume a known crossing point and find an estimator. The estimation procedure for the case of unknown crossing point is just a straightforward extension. A real data is analyzed for an illustrative purpose.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.199-214
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• 2012

Stochastic independence of events is not only important concept but useful role in statistics and probability. In this paper, we investigate and analyze the definition of stochastic independence used in the middle and high school mathematics education course. and We investigated that students know concept of independent events. As a result, students was a lack of understanding about the concepts associated with independence of events. and the connection between concepts associated with independent of events were partially. Also, Connections between lower-level concepts and high-level concepts can be done well so teaching-learning was needed.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.261-288
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• 2011

We examined the effects of pair assistant collaborative learning on academic achievement of the 2nd year middle school students in the three subjects such as the Probability, Properties of Figures and Similarities of Figures. In order to carry out this study, we selected 2 classes of 2nd year students in a girls middle school in the Fall semester of 2009 and set up the experiment group and comparison group by the result of academic achievement tests given in the end of the Spring semester of 2009. Pair assistant collaborative learning was adopted for students in problem solving 2 or 3 times per a week in the experiment group and each academic achievement was given at the end of each subject in both groups. Also, we had a final survey to find out students' attitude to this collaborative learning. The achievement and survey were analysed by statistical methods. We conclude that our pair assistant collaborative learning was effective in Probability and Similarities of Figures Units. According to the result of survey, this collaborative learning brought about an opportunity to promote students' community spirit through reflecting each one's role in the group.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.457-475
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• 2005

We have inquired on what the statistical classes of the secondary schools had been aiming to, say the epistermlogical objects. And we now appreciate that the main obstacle to the systematic articulation is the lack of anticipation on what the statistical concepts are. This study focuses on the ingredients of the statistical concepts. Those are to be the ground of the systematic articulation of statistic courses, especially of the one for the school kids. Thus we required that those ingredients must satisfy the followings. i) directly related to the contents of statistics ii) psychologically developing iii) mutually exclusive each other as much as possible iv) exhaustive enough to cover all statistical concepts We examined what and how statisticians had been doing and the various previous views on these. After all we suggest the following three concepts are the core of conceptual developments of statistic, say the concept of distributions, the summarizing ability and the concept of samples. By the concepts of distributions we mean the frequency views on each random categories and that is developing from the count through the probability along ages. Summarizing ability is another important resources to embed his probe with the data set. It is not only viewed as a number but also to be anticipated as one reflecting a random phenomena. Inductive generalization is one of the most hazardous thing. Statistical induction is a scientific way of challenging this and this starts from distinguishing the chance with the inevitable consequences. One's inductive logic grows up along with one's deductive arguments, nevertheless they are different. The concept of samples reflects' one's view on the sample data and the way of compounding one's logic with the data within one's hypothesis. With these three in mind we observed Korean Statistic Curriculum from K to 12. Distributional concepts are dealt with throughout but not sequenced well. The way of summarization has been introduced in the 1 st, 5th, 7th and the 10th grade as a numerical value only. One activity on the concept of sample is given at the 6th grade. And it jumps into the statistical reasoning at the selective courses of ' Mathematics I ' or of ' Probability and Statistics ' in the grades of 11-12. We want to suggest further studies on the developing stages of these three conceptual features so as to obtain a firm basis of successive statistical articulation.