• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.523-542
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• 2002

The matter of understanding mathematical concepts in learning mathematics is one of the most important issues in mathematics education. There have been so many studies about it but the more practical study has been asked. When we Think using intuitional models such as examples, figures of speech, situations and activities, it is supposed that the major elements of cognitive mechanism are prototypes, analogies, metaphors and metonymies. In this paper, we tried to examine Rosch's prototype theory, the studies about analogies in congnitive psychology, Lakoff and Johnson's metaphor theory from the viewpoint of teaching mathematics, and then tried to analyze examples, analogies, analogical transfers, metaphorical expressions, metonymies in middle school mathematics text books used in Korea now.

• 중국학논총
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• no.69
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• pp.121-143
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• 2021

'老' refers to the old man with the characteristics of being aged in the original meaning 'to be aged' (adjective), which is a metonymy of 'substituting the whole with a part'. In combination with nouns, '老' uses a lot of metaphorical expressions that are understood through animals closest to the attributes of people with aged characteristics, plants and objects. '老' can be extended to the meaning of 'the survival time, duration, recognition time, and existence time of a person, animal, plant, or object are long', or 'the survival time is over', which can be said to be a metonymy of 'substituting cause with result'. An experienced target respected by people on a positive level and a target with banal thoughts, habits, nature, and personality on the negative level can also be conceptualized and expressed as '老'.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.626-634
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• 2015

The purpose of this study was to analyze the cliche for English-Korean interpretation and translation training with special reference to the cliche based on Shakespeare's works texts. The term of 'idioms' are generally used as figurative expressions instead of the term of 'cliche'. Thus, cliches must be reinterpreted in the lexicon that are used in useful expressions. Cliches are often idioms. Idioms are figurative phrases with an implied meaning; the phrase is not to be taken literally. This causes difficulty when translating to another language because the meaning may not be understood by people within that culture. Cliches are figurative or literal expressions and are overused expressions. Consequently, the cliches are distinguished from the idioms by the transparent meanings. This study was examined based on the cliches shown in Shakespeare's works texts. After all, anyone who wants to become an efficient English learners, interpretor and translator should be familiar with cliches. They had better use the cliche in English learning site. I hope this study will be helpful even a bit to his attempt.

• Journal of Science Education
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• v.44 no.3
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• pp.289-299
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• 2020

In this study, the definition, the level of difficulty, and the certainty of the understanding of 113 astronomy terminologies from 2009 revised middle school geoscience textbooks were examined. And through further interviews, the types of students' misconceptions about astronomy terminologies and their representative terms - examples of misconceptions were analyzed. The definitions of the terms presented by the students were largely classified as correct, low-level, and incorrect understanding. And low-level understanding was subdivided into high-level definition descriptions, undifferentiated concepts, and incorrect answers were subdivided into interference by scientific misconception and lack of prior knowledge. Given that the misconceptions due to terminologies can be distinguished from the prior misconception, the misconceptions due to terminologies can be effectively prevented by changing the term itself. In addition, students were aware of the advantages and disadvantages of metaphorical terms, and the recognition of their level of understanding is expected to be a good starting point considering that recognizing their own misconceptions is the first step in correcting them. Terminologies in science education is always an important subject of discussions, striving to select the right term according to the times, and scientific terms may change. It is expected that the results of this study will be the basis for discussions on the modification of terms.

• Communications of Mathematical Education
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• v.31 no.1
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• pp.85-101
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• 2017

The purpose of this study is to investigate how elementary school students understand and use the number line relating number concept and what is the main problem in the learning process. For the efficient achievement of this purpose, we investigated how the number line metaphor is related to the number concept and considered the role of the number line on Freudenthal's number concept teaching theory. The test conducted to find the degree of understanding and difficulty on using the number line by actual elementary school students consisted of two questions ; to find appropriate number corresponding to the given number on the number line and to identify contents of chapters about the use of number line on each grade. It was found that many students couldn't solve the problem represented by the number line though they could solve the problem represented by other ways such as number track and pictures. The only difference between the two problems was the way of representation, and they had same contents and structure. This study tried to figure out the meaning of this phenomenon. Also, by using various teaching-learning method (number track, pictures, empty number line, and double number line etc.), this study was aimed to provide the way to help learning 'related number concept' and to solve the difficulty on understanding the number line.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.431-456
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• 2016

The purpose of this study is to investigate the appropriate time of introduction and the usage of the number line, in order to suggest the right point of learning the number concept to the elementary school students. For the efficient achievement of this purpose, we investigated the mathematical models for constructing the number concept such as number line, empty number line and double number line, counting and development of number concept. Then, we conducted case study on the time of introduction and the usage of the number line. Finally, we analyzed the result. First, there is need for adjustment to conduct the introduction of the number line from the second year of elementary school, so to help the students understand the continuing number concept through the understanding on the metaphorical concept of the number line. Second, there is the need of positive introduction and the use on the mathematical models; empty number line which helps to draw various thinking strategy visually through the process of operations such as addition and subtraction; the division into equal part and division by equal part in which multiplicative comparative situation or division takes place; the double number line which helps to understand the rate or proportional distribution. Finally, when adopting the number line, the empty number line, or the double number line, we suggested the necessity of learning about elaborate guidance and the usage in order to fully understand the metaphorical concept of the number line.

• The Journal of the Korea Contents Association
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• v.7 no.8
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• pp.152-162
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• 2007

Subject of this Study is focused on set design for short animation, GHOST, made and presented by animation studio, BEYOND PROSCENIUM. Sets in animation have several functions. First, sets are a playground that character can play to lead a story. Second, sets explain background, which is time and space. Third, sets can visualize metaphorical meaning or symbolic system in animation. To obtain final design that is sufficient to those functions, this study analyzes the case that metaphorical and symbolic meaning from scenario is how to apply into set design also, mentions the method that designer multiply considers character, property and composition from the camera and movement from those elements. Set designers for animation should have ability that simultaneously considers so many elements and they need design skills to create it.

• Magazine of the Korea Concrete Institute
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• v.14 no.4
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• pp.86-88
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• 2002

지붕과 4개 부분으로 나누어진 스탠드는 전주의 전통 토산품인 합죽선의 이미지를 형성화하여 모든 이들에게 열려 있는 공간이라는 개념과 세계로 비상하는 전주시의 의지를 나타낸다. 부채 모양으로 펄쳐진 지붕을 케이블로 지지하는 4개의 대형 기둥은 그 옛날 마을의 안녕과 수호, 풍년을 기원하여 마을 어귀에 세웠던 솟대를 이미지화 한 것이며, 인장 케이블은 우리 전통 악기인 가야금의 12현을 상징화하여 전주시가 소리의 고장임을 은유적으로 표현하였다.(중략)

• Korean journal of communication and information
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• v.39
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• pp.385-427
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• 2007

This study examined the primary tones of news stories and the overall frames which are structuralized by the primary tones in the news reporting of the Private School Law and social conflicts occurring around the law. For this purpose, the study applied Lakoff and Johnson's metaphoric conceptualization to the analysis of the news stories reported in the Chosun Ilbo, the Hankyoreh, and the Kookmin Ilbo, which are considered to represent the audience of the conservative, progressive, and religious forces, respectively. The main goal of this study includes to describe in which manner the newspapers attempt to depict the frames of major social conflicts regarding the Private School Law. The results show that (1) the Chosun Ilbo and the Kookmin Ilbo attempt to structuralize the social conflicts by providing frames of 'freedom is an asset' and a 'war' metaphors; (2) the Kookmin Ilbo applied more frames of a religious metaphor among others; and (3) the Hankyoreh attempts to structuralize the social conflicts by offering frames of 'the front is good, but the rear is bad' and 'war' metaphors, which proves to be the opposite in presenting the overall framing.

• Journal of Korean Philosophical Society
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• v.144
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• pp.51-82
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• 2017

In Meditation II, Descartes questions "sed quid igitur sum" ("But what then am I?"). To this question to rule our essence, A. Clark insists that "We are soft selves". The idea by Clark is a spontaneous conclusion of the extended mind theory stating that cognitive process, cognitive state, and self may be extended over biological organisms. However, it seems that it is difficult for the extended self to have the qualifications as a moral agent. There have been disputes about expandability of cognitive process and cognitive state, but there have not been many disputes about the possibility of accountability of behavior by the extended self. First of all, in this thesis, it will be revealed that the extended self through the analysis of metaphorical theories and the ontological essence of agent and behavior by G. Lakoff and M. Johnson is just metaphorical rhetoric, which is not suitable for rational comprehension of ontological essence of agent and behavior. Moreover, the analysis of problem about artificial moral agent (AMA) proposes the "Strong First-person Viewpoint" as a requirement of the agent. Finally, the concept of extended self will be shown to be unsuitable for theoretical explanation of us, and the concept of human person will be proposed as an alternative solution.