• Education of Primary School Mathematics
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• v.23 no.1
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• pp.45-61
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• 2020

The concept of equality is given as a way of reading the equal sign without dealing it explicitly in elementary school mathematics. The meaning of the equal sign can be largely categorized as operational and relational views. However, most elementary school students understand the equal sign as an operational symbol for just writing the required answers. It is essential for them to understand a relational concept of the equal sign because algebraic thinking in middle school mathematics is based on students' understanding of a relational view of the equal sign. Recently, the relational meaning of the equal sign is emphasized in arithmetic. Hence it is necessary for elementary school students to have some activities so that they experience a relational meaning of the equal sign. In this study, we investigate the meaning of the equal sign and contexts of the equal sign in elementary school mathematics to discuss explicit ways to emphasize the concept of equality and relational views of the equal sign.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.643-662
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• 2017

The first appearance of the equations in elementary school mathematics is in the expression of the equal sign in the addition sentences without its definition. Most elementary school students have operational understanding of the equal sign in equations. Moreover, students' opportunities to have a clear concept of the properties of operations are limited because they are used implicitly in the textbooks. Based on this fact, it has been argued that it is necessary to introduce the properties of operations explicitly in terms of specific numbers and to deal with various types of equations for understanding a relational meaning of the equal sign. In this study, we use equations to represent the implicit properties of operations and the relational meaning of the equal sign in elementary school mathematics with respect to students' level of understanding. In addition, we give some explicit examples which show how to apply them to make efficient computations.

• 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.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.459-475
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• 2022

The equal sign and equivalence are the most basic and core concepts in elementary mathematics, but there has been lack of research on how to teach these concepts with textbooks. Given this, this study analyzed elementary mathematics textbooks in terms of three instructional elements (i.e., emphasizing the meaning of the equal sign as a relational symbol, dealing with an equation as an object for reasoning, and using an equation with a missing value). In particular, this study analyzed 10 different mathematics textbook series that are newly used in 2022 and examined the overall trends and characteristics for teaching the equal sign and equivalence. The results of this study showed that the activities emphasizing the meaning of the equal sign as a relational symbol were most noticeable but the activities dealing with an equation as an object for reasoning or using an equation with a missing value were relatively rare. Based on the results of the analysis, this study provides textbook writers with implications on what to further consider in covering the equal sign and equivalence.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.39-55
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• 2024

Recently, the 2022 revised mathematics curriculum has established achievement standards for equal sign and equality, and efforts have been made to examine teaching methods and student understanding of relational understanding of equal sign. In this context, this study conducted a lesson that emphasized relational understanding in an introduction to equal sign, and compared and analyzed the understanding of equal sign between the experimental group, which participated in the lesson emphasizing relational understanding and the control group, which participated in the standard lesson. For this purpose, two classes of students participated in this study, and the results were analyzed by administering pre- and post-tests on the understanding of equal sign. The results showed that students in the experimental group had significantly higher average scores than students in the control group in all areas of equation-structure, equal sign-definition, and equation-solving. In addition, when comparing the means of students by item, we found that there was a significant difference between the means of the control group and the experimental group in the items dealing with equal sign in the structure of 'a=b' and 'a+b=c+d', and that most of the students in the experimental group correctly answered 'sameness' as the meaning of equal sign, but there were still many responses that interpreted the equal sign as 'answer'. Based on these results, we discussed the implications for instruction that emphasizes relational understanding in equal sign introduction lessons.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.287-307
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• 2003

This study analyzed the concept of equal symbol(=) that is the most symbol used in learning of mathematics and investigated students' understanding of that. The equal symbol is endowed with the 'same', 'equal', and 'equivalent' meaning, represented by =, but students interpret the meaning of equal symbol according to the mathematical con text. Thus, we analyzed the equal symbol on the basis of the theory of conceptual fields. In the theory of conceptual fields, concept is a three-tuple of three sets of situation, operational invariants and symbolic representations, and the operational invariants are the concept-in-action and the theorems- in-action. With the analysis contents, we investigated how students read = by korean, what equals in the expression containing = or by what meaning students used =, and which they could correct the error for =. This study imply that we should consider the symbol notation agreed by mathematical society, the meaning, and the situational context that it used, when we teach the mathematics symbols.

• Korean Journal of Culture and Social Issue
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• v.8 no.1
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• pp.165-187
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• 2002

This study examines Korean representation of the biotechnology and psychological factors which can influence lay people's perception and attitude about biotechnology. Korean college students(N=433) and lay adults(N=90) whom had college education participated in the study. Participants of the study 1 were asked to list words which comes to mind when associate with the biotechnology in broad sense, and several specific applications in health, medicines, agriculture and research. Participants of the study 2 were asked to list possible benefits and costs of biotechnology and their specific applications. In study 3, Participants responded the questionnaires about perceptions and attitudes of biotechnology. Korean people associated the biotechnology with its costs or risks and benefits. Korean college students mainly got the informations of the biotechnology from TV, newspapers, or internet. They trusted the scientist group and NGO group on their judgements about the assessment of risk and benefit of the biotechnology. College students showed the positive attitude with the applications in medicines and negative attitude with the applications in agriculture and public using of individual's genetic information. The radicalism, sensitivity in behavioral activation system, and trust/cynicism were to be found as a significant influencing factor for interest/knowledge and behavioral intention in related with biotechnology. Finally, more extensive knowledge of biotechnology did not lead to greater acceptance of it.

• Korean Business Review
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• v.15
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• pp.153-179
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• 2002

The purpose of this study is to explore the context dependencies of perceived product typicality and favorableness led by typicality. Major findings and their marketing implications are as follow. First of all, while the typicality effect were evident in simle choice sets which consist of typical product and atypical one, entrance of extreme atypical product eroded the favorableness toward typical product. This implies that competitive advantage of pioneering typical brand can not be sustained when choice set is enlarged with entrance of distinctive atypical brands. Secondly, adding attractive and unattractive common attributes to all the products in choice set reduced the difference among perceived typicality of alternative brands. But added attractive common feature was analyzed to enhance favorableness of both typical brand and extreme atypical product. This finding implies that brands should have distinctive identity to be benefited from competitive adding features among brands with the evolution of market. Finally, when consumers expect to provide the explanation and justification for their evaluations and choices to others, they are shown to prefer and choose typical product which is effective to explain their reasons and to persuade others for their choice. This can be interpreted as consumers favor and choose conventional typical alternatives when they should justify their decision to others as with symbolic and expressive products and public and organizational buying.

• Korean Journal of Heritage: History & Science
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• v.53 no.3
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• pp.164-183
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• 2020

In the textile culture of the Joseon Dynasty, the historic record of Banpo is fragmentary and contains many missing details. The main reason is a lack of associated literature, and it is also significant that the actual substance used is not clear at present. Banpo is a kind of cotton, but this has not been confirmed in the traditional textiles that are currently handed down. The word Ban [斑] in Banpo means "stain", and the letter Po [布] means "fabric". At the border of white discourse, Banpo did not receive attention as a research topic. This study is an attempt to restore some of the textile culture of the Joseon Dynasty through Banpo. Banpo is not just limited to the Joseon Dynasty; it is an important material for examining the development of textile culture and exchange in East Asia. This study was broadly divided into three parts. First, the record and meaning of Banpo during the Joseon Dynasty were examined. Records of Banpo can be seen from the early Joseon period during King Sejo and Seongjong, and the production and actual use of Banpo have been confirmed. Banpo was maintained until the beginning of the 20^th century, but is no longer observed. Banpo is a woven fabric made of cotton yarn dyed in many colors and has appeared in Southeast Asia since ancient times. In East Asia, there are other fabrics similar to Banpo, such as Ho [縞], Sum [纖], and Chim [綅]. In particular, the correlation between Banpo and Ho is an important link in understanding Banpo in the Joseon Dynasty. Second, the meaning of Banpo was examined from various angles through comprehensive analysis of Chinese and Japanese literature records and cases. The appearance and development of Banpo moved in sync with the period when cotton was introduced into East Asia. In East Asia, cotton was introduced and produced in earnest from the end of the Song Dynasty to the beginning of the Yuan Dynasty, and the meaning of Banpo was diversified. In China, the name of Banpo was changed to Hwapo [花布], Gizapo [碁子布], Gizahwapo [棋子花布], etc. Japan was late to introduce cotton and developed it in acceptance of the changed meaning. In Japan, use of the name Banpo is not on record, but a Ryujo [柳條] fabric of the same type as banpo has been identified. This Ryujo is the same concept as Ho and Hwapo, and later merged into Ho. Names such as Ho, Hwapo, Banpo, etc. were used differently in each country, but the form was shared across East Asia. Third, based on the meaning of Banpo shared in East Asia, the format of Banpo in the Joseon Dynasty was classified. The format of Banpo in the Joseon Dynasty can be divided into grid and striped versions. The name Banpo disappeared over time, but the form remained and was passed down until recently. I hope that this study will help restore Banpo in the future.

• Proceedings of the Optical Society of Korea Conference
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• 2000.02a
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• pp.288-289
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• 2000

SBN, BSKNN KNSBN 등의 tungsten-bronze 계열에 속하는 광굴절 결정은 짧은 파장에서 좋은 감광도와 빠른 응답시간을 갖는다. 이중에서도 KNSBN 결정은 큰 크기의 결정 성장 및 도핑이 용이하고 광굴절 결정에서 중요한 특성 중 하나인 열 안정성(thermal stability)이 좋기 때문에 빠른 응답특성이 요구되는 응용분야에서 촉망받는 매질이다. 본 논문에서는 광정보저장, 광정보처리, 광컴퓨터, 광통신과 같은 다양한 분야에서 응용가능성을 가지는 Cu가 0.04wt.%도핑된 5mm$\times$5mm$\times$5mm 크기의 KNSBN 결정을 이용한 광신호의 증폭기술에 대하여 연구하였다. 먼저 Cu-KNSNB 결정의 2광파 결합 특성을 분석하기 위하여, 기록 파장에 따른 지수이득계수의 외부입사각의존성, 최대 지수이득계수를 나타내는 외부입사각에서 입사빔의 세기비에 따른 2광파 결합 이득을 측정하였다. 또한, 632.8nm파장 영역에서 기록 및 삭제시간 상수, 회절 효율의 입사빔 세기비 의존성을 측정하였다. 그리고, 음향-광학 변조기(AOM: acousto-optic modulator)에 의해 진폭 변조된 신호빔을 이용하여 광신호 증폭특성을 분석하고 그 결과를 제시하였다. 이때 두 빔의 입사각은 최대 지수이득계수를 나타내는 입사반각 12$^{\circ}$로 고정하고, 감쇄기를 이용하여 신호빔의 세기를 조절하면서 신호빔의 차동이득을 측정하였다. 투과된 신호빔은 같은 주파수에서 차동 이득(diffrerential gain)을 보였으며, 이는 moving grating과 시간-변조된 신호빔(또는 펌프빔)사이의 새로운 상호작용은 광굴절 결정의 시간 적분 특성에 의한 것이다. (중략) 경우는 상온에서 펌프 펄스의 유지시간이 0.5% 인 경우 레이저가 동작하는 것을 보여주었다. 이는 구조내에서 열전도가 문제가 된다는 것을 의미하는데 위아래가 공기로 둘러 싸여 있어 발생한 열이 가는 유전체 네트웍을 통해서만 전달 될 수 있기 때문이다. (중략)$^4$A$_2$에 의한 nophonon line R$_1$, R$_2$(680.4, 678.5 nm) 및 $^2$T$_1$$\longrightarrow$$^4$A$_2$(655.7, 649.3, 645.2 nm)의 형광방출 스펙트럼을 얻었으며, 형광수명은 0.264 ms로 조사되었다. 제조된 레이저 발진봉은 직경 6.3 m, 길이 45 nm이었다.\pm$0.06kHz Ge $F_4$; -1.84$\pm$0.04kHz$0.04kHz/TEX>0.04kHz 모국어 및 관련 외국어의 음운규칙만 알면 어느 학습대상 외국어에라도 적용할 수 있는 보편성을 지니는 것으로 사료된다.없다. 그렇다면 겹의문사를 [-wh]의리를 지 닌 의문사의 병렬로 분석할 수 없다. 예를 들어 누구누구를 [주구-이-ν가] [누구누구-이- ν가]로부터 생성되었다고 볼 수 없다. 그러므로 [-wh] 겹의문사는 복수 의미를 지닐 수 없 다. 그러면 단수 의미는 어떻게 생성되는가\ulcorner 본 논문에서는 표면적 형태에도 불구하고 [-wh]의미의 겹의문사는 병렬적 관계의 합성어가 아니라 내부구조를 지니지 않은 단순한 단어(minimal $X^{0}$ elements)로 가정한다.