• Education of Primary School Mathematics
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• v.19 no.3
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• pp.177-191
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• 2016

Students can calculate the addition and subtraction problem using informal knowledge before receiving the formal instruction. Recently, the value that a computation lesson focus on the understanding and developing the various strategies is highlighted by curriculum developers as well as in reports. Ideally, a educational setting and classroom culture reflected students' learning and problem solving strategies. So, this paper analyzed the similarity and difference with respect to the numeric sentence and word problem in the addition and subtraction. The subjects for the study were 100 third-grade Korean students and 68 third-grade American students. Researcher developed the questionnaire in the addition and subtraction and used it for the survey. The following results have been drawn from this study. The computational ability of Korean students was higher than that of American students in both the numeric sentence and word problem. And it was revealed the differences of the strategies which were used problem solving process. Korean students tended to use algorithms and numbers' characters and relations, but American students tended to use the drawings and algorithms with drawings.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.18 no.5
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• pp.25-30
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• 2018

Recently with the development of Internet technology, a lot of research area such as retrieval and extracting data have getting important for providing the information efficiently and quickly. Especially, the technique of analyzing and finding the semantic similar words for given korean word such as compound words or generated newly is necessary because it is not easy to catch the meaning or semantic about them. To handle of this problem, word clustering is one of the technique which is grouping the similar words of given word. In this paper, we proposed the korean language clustering technique that clusters the similar words by embedding the words using Word2Vec from the given documents.

• The Mathematical Education
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• v.60 no.4
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• pp.509-527
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• 2021

We investigated whether and how pre-service teachers took the realistic contexts seriously in the course of solving word problems; additionally, we investigated how pre-service teachers evaluated students' realistic and non-realistic answers to word problems. Many pre-service teachers, similar to students, solved some of the realistic problems unrealistically without taking the realistic contexts seriously. Besides, they evaluated students' non-realistic answers higher than the realistic answers. Whether the pre-service teachers could solve problems realistically or not, they did not appreciate students' realistic considerations for the reasons that those were not fitted to the intentions of the word problems, or those were evidence of the flaws of the problem. Furthermore, the analysis of premises implied in the pre-service teachers' evaluation comments showed the implicit didactic contracts about realistic word problem solving that they accepted and also anticipated students to follow. Our analysis of the pre-service teachers' conceptions of realistic word problems can help teacher educators design the teacher program to challenge and revise pre-service teachers' folk pedagogy.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.161-181
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• 2018

This study involved an investigation of prospective elementary teachers' preconceptions and experiences of diagrams and their ability to draw diagrams in solving math word problems. A questionnaire and two math word problems were administered to prospective elementary teachers who began to taking an introductory mathematics education course. The results from the analysis of their responses to the questionnaire items indicate that prospective elementary teachers appreciate the value of diagrams as tools for problem solving and communication. In addition, prospective elementary teachers have the will not only to teach their future students how to use diagrams but also to encourage them to draw diagrams in solving math word problems. However, the results also indicates that prospective elementary teachers neither use diagrams spontaneously in their math problem solving activities nor have confidence in drawing useful diagrams. Prospective elementary teachers also manifested low scores on the questionnaire items asking whether they were taught how to draw useful diagrams or encouraged by their teachers to use diagrams in their previous learning experiences. The results from the analysis of the diagrams that prospective elementary teachers drew in solving math word problems showed that most of them had difficulty drawing diagrams that represent their reasoning and solving process.

• Proceedings of the IEEK Conference
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• 1999.11a
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• pp.1019-1022
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• 1999

In this paper, we analysis the effect of a dictionary in a handwritten Hangul word recognition problem in terms of its size and the length of the words in it. With our experimental results, we can account for the word recognition rate depending not only on character recognition performance, but also much on the amount of the information that the dictionary contains, as well as the reduction rate of a dictionary.

• Research in Mathematical Education
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• v.11 no.4
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• pp.247-263
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• 2007

Problem solving takes place not only in mathematics classes but also in real-world. For this reason, a problem and the structure of problem solving, and the enhancing of success in problem solving is a subject which has been studied by any educators. In this direction, the aim of this study is that the strategy used by students in Turkey when solving oral problems and their achievements of choosing operations when solving oral problems has been researched. In the research, the students have been asked three types of questions made up groups of 5. In the first category, S-problems (standard problems not requiring to determine any strategy but can be easily solved with only the applications of arithmetical operations), in the second category, AS-SA problems (problems that can be solved with the key word of additive operation despite to its being a subtractive operation, and containing the key word of subtractive operation despite to its being an additive operation), and in the third category P-problems (problematic problem) take place. It is seen that students did not have so much difficulty in S-problems, mistakes were made in determining operations for problem solving because of memorizing certain essential concepts, and the succession rate of students is very low in P-problems. The reasons of these mistakes as a summary are given below: $\cdot$ Because of memorizing some certain key concepts about operations mistakes have been done in choosing operations. $\cdot$ Not giving place to problems which has no solution and with incomplete information in mathematics. $\cdot$ Thinking of students that every problem has a solution since they don't encounter every type of problems in mathematics classes and course books.

• School Mathematics
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• v.11 no.3
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• pp.479-496
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• 2009

Some children can construct a basic concept of addition and subtraction during the preschool years. Children start to experience mathematics via numbers and their of operations and contact with various contexts of addition and subtraction. In special, word problems reflect mathematics which is appliable to real life. In this paper, I analyse the types of word problems in text book and its students' responses. First, I analyse the types of addition word problems which consist of change add-into situations and part-part-whole situations. Second, I analyse the types of subtraction word problems which consist of change take-away situations, compare situations and equalize situations. Third, I analyse the students' responses by the types of word problems in addition and subtraction. And 115 2nd grade elementary school students participated in this survey. The following results have been drawn from this study. First, the proposition of word problems of part-part-whole situations is higher than that of change add-into situations and the proposition of word problems of take-away situations is higher than that of compare situations and equalize situations. According to the analysis about students' responses, It is no difference between change add-into situations and part-part-whole situations. But the proposition of word problems of take-away situations is higher than that of compare situations and equalize situations. This results from word problems which contain unnecessary information in problem. So, we have to present the various word problems to students.

• KIPS Transactions on Software and Data Engineering
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• v.11 no.8
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• pp.315-324
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• 2022

In this paper, we propose KoEPT, a Transformer-based generative model for automatic math word problems solving. A math word problem written in human language which describes everyday situations in a mathematical form. Math word problem solving requires an artificial intelligence model to understand the implied logic within the problem. Therefore, it is being studied variously across the world to improve the language understanding ability of artificial intelligence. In the case of the Korean language, studies so far have mainly attempted to solve problems by classifying them into templates, but there is a limitation in that these techniques are difficult to apply to datasets with high classification difficulty. To solve this problem, this paper used the KoEPT model which uses 'expression' tokens and pointer networks. To measure the performance of this model, the classification difficulty scores of IL, CC, and ALG514, which are existing Korean mathematical sentence problem datasets, were measured, and then the performance of KoEPT was evaluated using 5-fold cross-validation. For the Korean datasets used for evaluation, KoEPT obtained the state-of-the-art(SOTA) performance with 99.1% in CC, which is comparable to the existing SOTA performance, and 89.3% and 80.5% in IL and ALG514, respectively. In addition, as a result of evaluation, KoEPT showed a relatively improved performance for datasets with high classification difficulty. Through an ablation study, we uncovered that the use of the 'expression' tokens and pointer networks contributed to KoEPT's state of being less affected by classification difficulty while obtaining good performance.

• Korean Journal of Cognitive Science
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• v.22 no.2
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• pp.217-233
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• 2011

In this paper, an automatic word spacing system is proposed, which assumes sentences with no spaces between the words and segments them into proper words. Segmentation is regarded as a labeling problem in that segmentation can be done by attaching appropriate labels to each syllables of the given sentences. The system is based on Conditional Random Fields, which were reported to show excellent performance in labeling problems. The system is trained with a corpus of 1.12 million syllables, and evaluated with 2,114 sentences, 93 thousand syllables. The best results obtained are 98.84% of syllable-based accuracy and 95.99% of word-based accuracy.

• Journal of KIISE:Software and Applications
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• v.27 no.4
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• pp.441-447
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• 2000

Automatic word spacing is needed to solve the automatic indexing problem of the non-spaced documents and the space-insertion problem of the character recognition system at the end of a line. We propose a word spacing algorithm that automatically finds out word spacing positions. It is based on the recognition of Eojeol components by using the sentence partition and bidirectional longest-match algorithm. The sentence partition utilizes an extraction of Eojeol-block where the Eojeol boundary is relatively clear, and a Korean morphological analyzer is applied bidirectionally to the recognition of Eojeol components. We tested the algorithm on two sentence groups of about 4,500 Eojeols. The space-level recall ratio was 97.3% and the Eojeol-level recall ratio was 93.2%.