• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.239-258
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• 2012

The present study examined the differences of system and problems of descriptive assessment at the national, district level, and school's levels between Korea and U.S.A. (focused on NCTM perspective). As results, both Korea and U.S.A. showed that their goals for descriptive assessment at the national level pointed out the importance of assessment of process rather than result. In addition, States of U.S.A. demonstrated concrete rubrics and examples to help many school teachers to use easily, while many Districts of Education in Korea presented implementation rate in school in order to give a official direction to teachers.

• Journal of the Korean Institute of Educational Facilities
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• v.9 no.1
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• pp.15-26
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• 2002

According to seventh curriculum, new types of school design have been developed recently. However there are hardly any data of national status about plan and area organization, types and number of rooms of those. On this background, the purpose of this study is to provide fundamental resources for architectural designing and planning of high schools and to recognize national status of plan organizations of high schools through collecting 53 school's standard design drawings(arrangement, plan drawing) which city, province education office drafted for 4 years(from 1997 to 2000) and analyzing them into plan types, building area and type, number and area of rooms. The results of this study are as follows: 1. The range of class number of designed 53 high schools varies from 24 to 36 and 36-class-schools are 47.2% of all. Average number of class is 34.1. As a result we can find out large scale schools are mainly designed. 2. Among 53 schools, 21 schools have the department system but few of them equipped sufficient rooms and their features are very manifold. After recognizing utilization status of each schools, the standards of room type, number and plan organization should be proposed. In terms of plan type for fluent level based transferring class, most of schools are not apt. 3. In the status of type and number of rooms related to class number, range is very wide. So simplification is necessary. 4. The variations of building area, area per a class and area per a student are very large so that standard of adequate area should be established. 5. That every school which has different plan organization from conventional schools exceeds ministry of education's minimum area standards shows those standards cannot cover the diverse plan design of school. So more adequate standards should be proposed. 6. Area and number of Teacher's research room and Home Base are also very manifold from school to school. They are also considered to be simplified immediately.

• Journal of the Korean Institute of Educational Facilities
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• v.16 no.2
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• pp.67-77
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• 2009

This study was made in order to provide the groundwork for the revised 7th education curriculum of primary and secondary education's facility criterion. Throughout this study, in which we may accomodate the new education curriculum, we prepare the guide for the standard criterion of the school systems in order to reflect the flexibility of various dictinctive regional education conditions and school qualities considering the purpose of new standard criterion of school facilities. Below is the summary of the study. Regular classroom's standard size, which is the basic module for the scale of the educational institution, accomodates current standards. Number of students per class is aimed to fit the standard number of the level of OECD member countries' in order to prepare for the future ; that is, 30 students in primary, secondary and high school to be the standard number of student per class, depending on the district conditions and construction point of time. It is advised that the number of extracurricular classrooms, according to the standard criterion of subject and hour allotment, to reflect the regional and institution's distinctive qualities by indicating the number of hours and classrooms including decimal points. That is to be done so that the founder and the interested parties of the institution, along with the architect can put to practical use when planning and designing the institution.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.319-335
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• 2013

Chinese mathematical curriculum is divided 4 areas(number and algebra, space and figure, statistics and probability, practice and synthetic application). The purpose of this paper is to analyze the contents of the practice and synthetic application in yanbian elementary textbook. For this, 12-textbook which was published in yeonbeon a publishing company is analyze by topic, mathematical process, area of content and mathematical activity. mathematical process The following results have been drawn from this study. First, contextual backgrounds of practice are restricted in classroom. The contents of synthetic application are limited in connection of mathematical areas. Mathematical problem solving is a main in mathematical process, whereas reasoning activity is a few. Mathematical experience activity is a main in mathematical process, whereas synthetic activity is a few. We can use the suggestions of this paper for development of textbook and the contents of mathematical process.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.135-145
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• 2011

When mathematicians solve the new problems, they present the solutions to their colleagues for getting the approval. If the solution is accepted, it will be theorems. This phenomenon also happens to classrooms in elementary and secondary school. That is main reason to emphasize mathematical communication activities in mathematics education. This study is aimed to develop teaching and learning model for the improvement of mathematical communication ability, applicate the teaching and learning model to two groups and analyze for mathematical thoughts. This study is a case study of 3rd grader's activities. Eight students, four are group applied the teaching and learning model and four are traditional group. The results have been drawn as follows: First, students in the teaching and learning model group induced richer interactions for student's understanding and investigation when we compare to those of traditional group. Second, students in the teaching and learning model group have the chance to explain their thoughts. And we can observe students to clear on their thought through speaking and discussing. This model makes students to enhance organizing, forming and clearing in their mathematical thoughts and is effective to estimate of students thought for teacher.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.91-106
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• 2012

This study reports pre-service teachers' problem solving process on the problem-based learning(PBL) employed in an elementary mathematics method course. The subjects were 6 pre-service teachers(students). The data were collected from classroom observation. The research results were described by problem solving stages. In understanding the problem stage, students identified what problem stand for and made a problem solving planned sheet. In curriculum investigation stage, students went through investigation and re-investigation process for solving the task. In problem solving stage, students selected the best strategy for solving the task and presented and shared about problem solving results.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.231-253
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• 2009

This paper investigated the views of effective mathematics instruction on the part of teachers. The study was carried out a survey with 223 elementary school teachers in Korea. The questionnaire consisted of the following 4 main categories with a total of 48 factors: (a) the curriculum and content, (b) teaching and learning, (c) classroom environment and atmosphere, and (d) assessment. Some ideas teachers revealed about what would enable good mathematics teaching coincided with previous research. Specifically, teachers agreed with the idea of consideration of students' individual differences or focus on concepts. However, there were differences with regard to the use of technology and the importance of learning environment, which have been emphasized in mathematics education literature. Considering that the teacher plays a key role in implementing good instruction, this paper emphasizes us to attend to teachers' perspectives in order to initiate good teaching at the actual classroom.

• Parasites, Hosts and Diseases
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• v.27 no.3
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• pp.213-216
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• 1989

Seven cases of Diphyllcbothrium latum infection were proved by collection of worms after prasiquantel treatment between October, 1986 and July, 1987. The patients were all males aged 20~44 years residing in Seoul or Ulungdo, Kyungpook Province. All of them had the history of eating several kinds of raw marine fishes, and they had never been to abroad. One of them exporienced abdominal pain and 6 experienced natural discharge of a chain of worm segments, but none revealed any sign of anemia, Total 12 worms (1~3/patient) were collected after praiiquantel treatment. The worms were 85~423 cm in length, and revealed the characteristic rosette-shape uterus in their gravid proglottides. The average egg size varied $61.0~65.3{\times}41.7~46.1{\;}{\mu\textrm{m}}$. The eggs were yellowish. brown, and ovoid to elliptical. Including the present 7 cases, the total number of human D. latum infections proven by worms in Korea becomes 28 cases.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.19-37
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• 2013

2009 revised national curriculum for mathematics emphasizes the mathematical processes which consist of mathematical problem solving, mathematical reasoning, and mathematical communication. This study focused on applying these processes to an elementary school class for mathematics. Even though they say that it is desirable that the mathematical processes are realized in every mathematics class, any vague intention for their application without specific plans is apt to be apart from meaningful practice. Therefore this study proposed a lesson plan about the characteristics and the comparison of bar graphs and line graphs for 4th grade students based on the mathematical processes. And we applied it to 27 subjects. By observing and analyzing their activities and communications, we discussed about the guidelines of applying the mathematical processes to elementary school classes for mathematics.

• Journal of Internet Computing and Services
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• v.12 no.6
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• pp.149-159
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• 2011

The current applications can be characterized as consisting of complex objects related by complex relationship. Therefore the relational database has been extended to object-relational database because of the complex objects. Accordingly, we need database design methodology for object-relational database. In this pager, we develop an integrated design methodology based on a extended UML class diagram for object-relational database. We make the extend UML class diagram by adding new stereotypes for object-relational database. Also we propose a guideline for transforming the extended UML class diagram to object-relational database schema. We use SQL:1999 as a object-relational data model and Oracle11g as a target object-relational database. We can build more easily and efficiently object-relational database for Oracle11g by using our methodology. Finally we applied our methodology on a computer classroom reservation system for evaluation the methodology.