• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• School Mathematics
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• v.18 no.2
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• pp.277-300
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• 2016

In school mathematics, the definition and concept of a differentiation has been dealt with as a formula. Because of this reason, the learners' fundamental knowledge of the concept is insufficient, and furthermore the learners are familiar with solving routine, typical problems than doing non-routine, unfamiliar problems. Preceding studies have been more focused on dealing with the issues of learner's fallacy, textbook construction, teaching methodology rather than conducting the more concrete and efficient research through experiment-based lessons. Considering that most studies have been conducted in such a way so far, this study was to create a lesson plan including teaching resources to guide the understanding of differential coefficients and derivatives. Particularly, on the basis of the theory of Historical Genetic Process Principle, this study was to accomplish the its goal while utilizing a technological device such as GeoGebra. The experiment-based lessons were done and analyzed with 68 first graders in S high school located in G city, using Posttest Only Control Group Design. The methods of the examination consisted of 'learning comprehension' and 'learning satisfaction' using 'SPSS 21.0 Ver' to analyze students' post examination. Ultimately, this study was to suggest teaching methods to increase the understanding of the definition of differentials.

• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.169-178
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• 2022

The purpose of this study was to examine the level of awareness of the importance of work ability and their final school contribution and the difference between them among health care workers', and to explore the direction of the health care training curriculum by analyzing using IPA. As for the analysis data, the response data of a total of 465 health care workers among the original data of the 14th (2020) Youth Panel Survey were used. As a result of the analyzing using IPA, concentrate here area was none, and the keep up the good work area was specialized knowledge, practical knowledge in the field of expertise, communication, ability to cooperate with others, customer response capability, ability to learn for oneself, deliberate lifestyle, ability to adapt to change, good job perspective and business manners, understanding documents. Low priority area was computer literacy, ability to creative problem solving, reading and writing in a foreign language, solving math problems, foreign language conversation, and the possible overkill area was creating a document. Based on the these results, implications for effective curriculum development to cultivate health care workers were suggested.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.483-512
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• 2008

The gift program developed at KEDI is based on Enrichment Triad Model. The output of the students who completed Enrichment Triad Model has to be new and useful in creative knowledge. However, most of the students' output has been the summaries of what is learned that they were not creatively developed as experts' would be. Thus, this study follows the KEDI's guideline for developing gift program so that it could give suggestion on how to develop students' research skills when developing and applying gift program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.7-12
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• 2018

In the society where the paradigm of knowledge is rapidly changing and developing, convergence emphasizing the connection between knowledge and technology in various fields is significant. In order to cultivate these creative-convergent talents, STEAM(Science, Technology, Engineering, Arts, and Mathematics) is being considered important to make them equipped with creative thinking ability and core competence required in the future society and help them devise new ideas escaping from the branches of study. This study is about convergence instructional design of computer with marketing subject, which aims to foster talent. The results of this study are as follows. First, the structured process of convergence lessons. Second, the convergence lesson was based on a cyclic process with steps : selection of the subject concerned, selection of a topic, designing the lesson, mapping out the lesson plan and developing problems, having a final discussion on the whole lesson, performing the lesson and evaluating the lesson. Third, the development of the problems about the introduction of computer engineering and Internet marketing subject for convergence lessons. To make an effect of this model, studies applying this instructional design to many lectures should be implemented.

• Journal of KIISE:Software and Applications
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• v.33 no.2
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• pp.252-266
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• 2006

Many problems in computer vision are mainly based on mathematical models. Their optimal solutions can be found by estimating the parameters of each model. However, provided an input data set is involved outliers which are relative]V larger than normal noises, they lead to incorrect results. RANSAC is a representative robust algorithm which is used to resolve the problem. One major problem with RANSAC is that it needs priori knowledge(i.e. a percentage of outliers) of the distribution of data. To solve this problem, we propose a FRANSAC algorithm which improves the rejection rate of outliers and the accuracy of solutions. This is peformed by categorizing all data into good sample set, bad sample set and vague sample set using a fuzzy classification at each iteration and sampling in only good sample set. In the experimental results, we show that the performance of the proposed algorithm when it is applied to the linear regression and the calculation of a homography.

• Journal of Korea Game Society
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• v.7 no.2
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• pp.53-60
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• 2007

This paper proposes the knowledge structure of an extended script for advertisement style game embodiment. This approach is able to allow for developing game and advertisement module. Research to reconsider contradictory awareness about existent game have been evolving from game education system, advertisement style game and simulation game for training and so on. In this paper, a situation hierarchy structure which allows the designer for simulating high-level specifications of game structure. And we describes with mathematical structure for proposed situation structure. Game unfolding utilizes with causality. Game reflects situation of a spatiotemporal real world. For this goal, we applied extended script to game world. Advertisement style module progresses by method to provide company's advertisement to user while game is gone. The advantage of proposed method are able to allows for novice to effectively insert banner image, video and so on into advertisement module. The proposed method was implemented in the "Shooting BaDuk" among games.

• 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.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• Annual Conference of KIPS
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• 2001.10a
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• pp.367-370
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• 2001

최근 다양한 어플리케이션과 전용 임베디드 시스템의 개발 필요성이 증가하고 있으며 이는 Smart Community를 추구하는 디지털 지식사회의 중요한 이슈가 되고 있다. 현재 상용화되고 있는 대부분의 실시간 임베디드 시스템들을 다양한 측면에서 자사의 제품 기준에 따르는 기술적 특징과 성능 지표를 제공하고 있으며 이를 통한 성능 품질 등의 판단 근거로 제시되고 있다. 그러나 각 자료들이 공인 기관에서 제공되지 않아 자료의 신뢰도가 낮으며 따라서 성능측정 및 품질척도로 비교하는데는 어려움이 있다 따라서 본 연구는 이러한 문제점을 착안하여 자바 카드 API의 품질 평가를 위해서 사전에 테스트를 거쳐 좀더 신뢰성과 안전성이 높은 자바 카드 애플릿을 개발하고자 한다. 이에 가장 중요한 부분 중에 하나인 에러체크를 통해 임의적으로 에러 처리 시나리오를 작성해서 그 시나리오를 거친 테스트 데이터를 생성한 후, 그 데이터를 가지고 API의 풀질 평가를 하고자 하는데 목적이 있다. 이에 본 논문에서는 테스트 데이터 생성 시나리오를 제안하였다. 단지 제안만 해 놓았기 때문에 향후 이 시나리오를 거친 테스트 데이터 생성을 연구하고자 한다. 또한, Verification을 위해 수학에 기초를 둔 정형 기법(Formal Method)을 이용하여 좀더 깊이 있고, 정확한 검증을 수행 하고자 한다.