• Education of Primary School Mathematics
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• v.16 no.3
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• pp.267-283
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• 2013

Mathematical justification is the process through which one's claim is validated to be true based on proper and trustworthy data. But it serves as a catalyst to facilitate mathematical discussions and communicative interactions among students in mathematics classrooms. This study is designed to investigate the effects of mathematical justification on students' problem-solving and communicative processes occurred in a mathematics classroom. In order to fulfill the purpose of this study, mathematical problem-solving classes were conducted. Mathematical justification processes and communicative interactions recorded in problem understanding activity, individual student inquiry, small and whole group discussions are analyzed. Based on the analysis outcomes, the students who participated in mathematical justification activities are more likely to find out various problem-solving strategies, to develop efficient communicative skills, and to use effective representations. In addition, mathematical justification can be used as an evaluation method to test a student's mathematical understanding as well as a teaching method to help develop constructive social interactions and positive classroom atmosphere among students. The results of this study would contribute to strengthening a body of research studying the importance of teaching students mathematical justification in mathematics classrooms.

• Journal of KIISE:Software and Applications
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• v.31 no.11
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• pp.1560-1567
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• 2004

In temporal logic model checking, the number of states is exponentially increased by the size of a model. This is called the state explosion problem. Abstraction, partial order, symmetric, etc. are widely used to avoid the problem. They reduce a number of states by exploiting structural information in a model. Instead, this paper proposes the relay model checking that decomposes a temporal formula to be verified into several sub-formulas and then model checking them one by one. As a result, we solve complex games that can't handle with previous techniques.

• The Korean Journal of Financial Management
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• v.16 no.2
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• pp.71-89
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• 1999

본 논문은 대리이론에서 대리계약기간이 시간적 차원에서 대리비용을 통제할 수 있는 중요한 요인이라는 점에 착안하여 연구를 수행한 것이다. 구체적으로는 우리나라에서의 대리계약기간을 조사하고 실증적인 방법으로 대리계약기간을 결정하는 요인을 찾아보았다. 그 결과 우리나라에서 대리계약기간을 결정하는 요인은 성과적 변수보다 대리적 변수가 훨씬 높은 통계적 유의성을 갖는 것으로 나타났다. 이러한 결과를 통해서 우리나라 기업들의 대리문제 해결양태를 정리할 수 없었는데 주로 내부승진 경영자, 친인척 경영자, 동일지역출신 경영자 등 인적요인을 통해서 대리문제를 해결하려는 것으로 파악되었다. 대리문제해결을 위한 이러한 방법들의 유효성을 보기 위해서 다음 단계 우리나라 기업에서 대리비용의 존재여부를 실증적으로 확인하였다. 대리비용으로 과소투자의 가능성에 대해서 분석한 결과는 우리나라에서 대리계약기간의 장단에 따른 대리비용은 존재하지 않는 것으로 나타나서 우리나라 기업들이 사용하고 있는 대리문제의 통제방법은 유효하다고 추정할 수 있었다.

• Proceedings of the Korean Information Science Society Conference
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• 2007.06c
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• pp.385-388
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• 2007

지식베이스 시스템의 중요한 구성 요소로는 유용한 지식베이스의 어떤 조합이 주어진 과업을 위해서 선택된 문제 해결자의 요구사항을 만족시키는지를 고찰하는 지식베이스 집합과 문제 해결자들의 집합을 들 수 있다. 가능한 조합을 인식하는 것은 일련의 제약만족문제를 실험하는 것과 해결될 수 없는 것을 제거하는 것을 필요로 하는데, 제약만족 문제의 모순성 발견을 신속히 하기 위해 본 연구에서는 제약을 제거함에 의해서 제약만족문제를 완화시키는 방법을 사용하였다. 완화 접근법을 시험하기 위해서, 기존의 급성복통과 관련된 지능형 질환 진단 시스템(A-IDS-DAAP)과 제약을 제거함에 의해서 제약만족문제를 완화시키는 방법을 적용한 급성복통과 관련된 지능형 질환 진단 시스템(CR-IDS-DAAP)을 가지고 실험을 하여 평균 수행시간을 감소시켜 시스템의 성능을 향상시키게 되었다.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.11a
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• pp.1677-1680
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• 2012

최근 대학가의 과제물 복제는 사회적인 이슈가 되고 있다. 그 중 프로그래밍 과제에 대한 복제는 디지털 복제물의 특성상 빈번히 발생하며 그만큼 많이 연구되고 있는 분야이다. 이 논문은 기존의 프로그램 복제 검출 기법이 해결하지 못하는 프로그램 부분 복제 문제를 해결하는 방법을 제시한다. 프로그램 부분 복제 문제란 여러 원본 프로그램으로부터 프로그램을 복제하는 문제를 의미한다. 이 논문에서는 실제 프로그램을 통해 부분 복제 문제를 보인다. 그리고 이 문제를 해결하는 방법으로 프로그램간의 유사한 구간 정보를 이용하는 것을 제시하고 간단한 프로그램을 대상으로 제안 기법을 적용해 프로그램 부분 복제 문제를 검출하는 결과를 보인다.

• Korean Journal of Cognitive Science
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• v.14 no.2
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• pp.15-25
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• 2003

The Monkey and Banana Problem is an example commonly used for illustrating simple problem solving. It can be solved by conventional approaches, but this requires a procedural aspect when inferences are processed, and this fact works as a limitation condition in solving complex problems. However, if we use DNA computing methods which are naturally able to realize massive parallel processing. the Monkey and Banana Problem can be solved effectively without weakening the fundamental aims above. In this paper, we design a method of representing the problem using DNA molecules, and show that various solutions are generated through computer-simulations based on the design. The simulation results are obviously interesting in that these are contrary to the fact that the Prolog program for the Monkey and Banana Problem, which was implemented from the conventional point of view, gives us only one optimal solution. That is, DNA computing overcomes the limitations of conventional approaches.

• Journal of KIISE:Software and Applications
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• v.32 no.4
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• pp.268-276
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• 2005

This paper deals with optimum communication spanning tree(OCST) problem. Generally, OCST problem is known as NP-hard problem and recently, it is reveled as MAX SNP hard by Papadimitriou and Yannakakis. Nevertheless, many researchers have used polynomial approximation algorithm for solving this problem. This paper uses evolutionary algorithm. Especially, when an evolutionary algorithm is applied to tree network problem such as the OCST problem, representation and genetic operator should be considered simultaneously because they affect greatly the performance of algorithm. So, we introduce a new representation method to improve the weakness of previous representation which is proposed for solving the degree constrained minimum spanning tree problem. And we also propose a new decoding method to generate a reliable tree using the proposed representation. And then, for finding a suitable genetic operator which works well on the proposed representation, we tested three kinds of genetic operators using the information of network or the genetic information of parents. Consequently, we could confirm that the proposed method gives better results than the previous methods.

• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.109-119
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• 2006

Algorithm is a fundamental concept for all related research areas in computer science. Though many researches have paid attention to computer algorithm in solving applied problems, few researches have been conducted on how to effectively instruct the computer algorithm concept. This paper proposed the instructional method for the computer algorithm concept by using mathematics problems of the fourth grade, elementary school. We have applied our the instructional methodology to classroom, and empirically tested the effectiveness of our methodology. The results show that the effectiveness of instructional method, compared to the traditional instructional methodology.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.85-110
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• 2005

The purpose of this study is to examine the characteristics of visual representation used in problem solving process and examine the representation types the students used to successfully solve the problem and focus on systematizing the visual representation method using the condition students suggest in the problems. To achieve the goal of this study, following questions have been raised. (1) what characteristic does the representation the elementary school students used in the process of solving a math problem possess? (2) what types of representation did students use in order to successfully solve elementary math problem? 240 4th graders attending J Elementary School located in Seoul participated in this study. Qualitative methodology was used for data analysis, and the analysis suggested representation method the students use in problem solving process and then suggested the representation that can successfully solve five different problems. The results of the study as follow. First, the students are not familiar with representing with various methods in the problem solving process. Students tend to solve the problem using equations rather than drawing a diagram when they can not find a word that gives a hint to draw a diagram. The method students used to restate the problem was mostly rewriting the problem, and they could not utilize a table that is essential in solving the problem. Thus, various errors were found. Students did not simplify the complicated problem to find the pattern to solve the problem. Second, the image and strategy created as the problem was read and the affected greatly in solving the problem. The first image created as the problem was read made students to draw different diagram and make them choose different strategies. The study showed the importance of first image by most of the students who do not pass the trial and error step and use the strategy they chose first. Third, the students who successfully solved the problems do not solely depend on the equation but put them in the form which information are decoded. They do not write difficult equation that they can not solve, but put them into a simplified equation that know to solve the problem. On fraction problems, they draw a diagram to solve the problem without calculation, Fourth, the students who. successfully solved the problem drew clear diagram that can be understood with intuition. By representing visually, unnecessary information were omitted and used simple image were drawn using symbol or lines, and to clarify the relationship between the information, numeric explanation was added. In addition, they restricted use of complicated motion line and dividing line, proper noun in the word problems were not changed into abbreviation or symbols to clearly restate the problem. Adding additional information was useful source in solving the problem.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.211-226
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• 2006

이 연구는 수학 창의적 문제해결력을 바탕으로 수학 영재를 판별하기 위해서 수학 창의적 문제해결력 검사를 개발하고, 유창성만으로 수학 창의성을 평가한 이 검사 방법의 신뢰도와 타당도를 검증하는데 있다. 10개의 개방적인 수학 문제를 개발한 바, 수학적으로는 직관적 통찰력, 정보 조직력, 추론능력, 일반화 및 적용력, 반성적 사고력을 요구하는 문제들이다. 이 10문항을 영재교육기관에 입학하고자 지원한 초등학교 5학년 2,2029명에게 실시했다. 교사들은 각 문제에 대해 타당한 답을 제시한 빈도로 유창성을 측정했다. 학생들의 반응은 Rasch의 1모수 문항반응모형을 기반으로 한 BIGSTEPTS 로 분석했다. 문항반응 분석결과, 이 검사는 창의성을 유창성만으로 측정할 때도 영재판별 검사로서 신뢰도, 타당도, 난이도, 변별도가 모두 양호한 것으로 나타났다. 덜 정의되고, 덜 구조화되고, 신선한 문제가 영재교육 프로그램에 지원한 학생들의 수학 창의성을 측정하는데 좋은 문제임을 확인할 수 있었다. 또한 이 검사는 남학생이 여학생보다 수학 창의적 문제해결력이 우수하며, 영재교육원에 지원한 학생들이 수학영재학급에 지원한 학생들보다 더 우수함을 확인해 주었다.