• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.344-350
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• 2020

The purpose of this study was to investigate the cohesion-related text factors that affected the correct answer rate of the English reading section in the Korean CSAT. To this end, reading passages of the 2014-2018 CSAT and CSAT mock test were collected and analyzed in terms of cohesion. And then, correlation analysis was implemented between the results regarding cohesion and item difficulty. The conclusions were as follows. First, the correct answer rate tended to increase as the linguistic burden of learners was reduced, when specific arguments between sentences were repeated. Second, there was no statistically significant correlation between the 8 sub-area of latent semantic analysis and the correct answer rate. Finally, the pedagogical implications of this study and suggestions for further study were discussed.

• Education of Primary School Mathematics
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• v.15 no.3
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• pp.201-218
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• 2012

In this study, the following topics were investigated targeting elementary school students: Schema formed through precise notion of cognitive and the connection of the concepts when studying common divisor, common multiple, and the lowest common multiple, configuration ability and problem solving of the students when learning using a modified schema, how the schema of the student to advance to a higher level, and how the deformation of the schema is carried out student's configuration of concept and problem solving ability. As a result, it was found out that cognition about precise concept, schema and the modified schema are important factors when a primary concept was developed into a secondary concept, and play important roles when the connection and the formation of the modified schema created by cognition about the precise primary concept rather than by the formation of the secondary concept (formation of the secondary schema) created by the connection between the primary concept.

• The Mathematical Education
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• v.62 no.3
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• pp.435-455
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• 2023

This study primarily focused on the development of an Explainable Artificial Intelligence (XAI) model to discern and analyze papers with significant impact in the field of mathematics education. To achieve this, meta-information from 29 domestic and international mathematics education journals was utilized to construct a comprehensive academic research network in mathematics education. This academic network was built by integrating five sub-networks: 'paper and its citation network', 'paper and author network', 'paper and journal network', 'co-authorship network', and 'author and affiliation network'. The Random Forest machine learning model was employed to evaluate the impact of individual papers within the mathematics education research network. The SHAP, an XAI model, was used to analyze the reasons behind the AI's assessment of impactful papers. Key features identified for determining impactful papers in the field of mathematics education through the XAI included 'paper network PageRank', 'changes in citations per paper', 'total citations', 'changes in the author's h-index', and 'citations per paper of the journal'. It became evident that papers, authors, and journals play significant roles when evaluating individual papers. When analyzing and comparing domestic and international mathematics education research, variations in these discernment patterns were observed. Notably, the significance of 'co-authorship network PageRank' was emphasized in domestic mathematics education research. The XAI model proposed in this study serves as a tool for determining the impact of papers using AI, providing researchers with strategic direction when writing papers. For instance, expanding the paper network, presenting at academic conferences, and activating the author network through co-authorship were identified as major elements enhancing the impact of a paper. Based on these findings, researchers can have a clear understanding of how their work is perceived and evaluated in academia and identify the key factors influencing these evaluations. This study offers a novel approach to evaluating the impact of mathematics education papers using an explainable AI model, traditionally a process that consumed significant time and resources. This approach not only presents a new paradigm that can be applied to evaluations in various academic fields beyond mathematics education but also is expected to substantially enhance the efficiency and effectiveness of research activities.

• Journal of Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.1-20
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• 1999

What do our mathematics teachers now do in the classroom？ What does it actually mean to teach mathematics？ Every preparatory mathematics teacher is confronted with these questions since they have studied to become a teacher. Almost all in-service teachers are faced by of questions, too, as they evaluate their teaching in the light of that of their colleagues. In this sense, Jon L. Higgins has proposed mathematics teaching patterns of five categories, i. e., exploring, modeling, underlining, challenging, and practicing, for the sake of our all teachers. Next, J. P. Guilford has suggested three faces of intellect presented by a single solid model, which we call the 'structure of intellect' Each dimension represents one of the modes of variation of the factors. It is found that the various kinds of operations are in one of the dimensions, the various kinds of products are in another, and the various kinds of contents are in the other one. In order to provide a better basis for understanding this model and regarding it as a picture of human intellect, I've explored it systematically and shown some concrete examples for its tests. Each cell in the model stands for a certain kind of ability that can be described in terms of operation, content, and product, for each cell is at the intersection uniquely combined with kinds of ope- ration, content, and product. In conclusion, how could we use the teaching patterns of five categories, that is, exploring, modeling, underlining, challenging, and practicing, according to the given mathematics learning substances？ And also, how could children constitute the learning sub- stances well in their mind with a viewpoint of constructivism if teachers would connect the mathematics teaching patterns of five categories with any factors among the three faces of intellect？ I've made progress this study focusing on such problems.

• Journal of Korean Society of Transportation
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• v.24 no.7 s.93
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• pp.81-90
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• 2006

It is important to clarify the relationship between traffic accidents and various influencing factors in order to reduce the number of traffic accidents. This study developed a traffic accident frequency prediction model using by multi-linear regression and qualification theories which are commonly applied in the field of traffic safety to verify the influences of various factors into the traffic accident frequency The data were collected on the Korean National Highway 17 which shows the highest accident frequencies and fatality rates in Chonbuk province. In order to minimize the uncertainty of the data, the fuzzy theory and neural network theory were applied. The neural network theory can provide fair learning performance by modeling the human neural system mathematically. Tn conclusion, this study focused on the practicability of the fuzzy reasoning theory and the neural network theory for traffic safety analysis.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.17-43
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• 2014

On the subjects of elementary 3rd grade three child prodigies who had learned the four fundamental arithmetic operations and primary concepts of fraction, this study conducted a qualitative case research to examine how they composed schema of addition and multiplication of fractions and transformed schema through recognition of precise concepts and linking of concepts with addition and multiplication of fractions as the contents. That is to say, this study investigates what schema and transformed schema child prodigies form through composition of primary mathematic concepts to succeed in relational understanding of addition and multiplication of fractions, how they use their own formed schema and transformed schema for themselves to approach solutions to problems with addition and multiplication of fractions, and how the subjects' concept formation and schema in their problem solving competence proceed to carry out transformations. As a result, we can tell that precise recognition of primary concepts, schema, and transformed schema work as crucial factors when addition of fractions is associated with multiplication of fractions, and then that the schema and transformed schema that result from the connection among primary mathematic concepts and the precise recognition of the primary concepts play more important roles than any other factors in creative problem solving with respect to addition and multiplication of fractions.

• Proceedings of the Korean Society for the Gifted Conference
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• 1994.08a
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• pp.1.2-37
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• 1994

Currently Korea encourages gifted high schoolers and junior high schoolers to participate in international achievement contests such as International Olympiads. Participants for these contests are selected nationwide among gifted students in areas of mathematics, physics, chemistry, and others. They go through a series of screening tests and programs. One of the screening processes IS Korean Olympiad School, which provides study programs each summer for student-candidates prior to following year's International Olympiads. Approximately 40 students of high schools and junior high schools, in each subject of study, gather at Korean Olympiad Summer School, and they go through intensive study programs during a short period of time. Out of 40 candidates,' less than 10 students are finally selected to participate in International Olympiads. In this study, a psycho-educational program called "Situation Coping Training Program" was developed to enhance ahievement motivation for these student-candidates. This study was to see if this training program actually improved their cognitive, emotive motivation factors, and to see how this training program affected their achievement level. Training was administered for five days. This training program was found effective for participants to increase self-efficacy, internal locus of control, and anxiety copmg. These cognitive and emotive motivation factors, other than intelligence, were found to have positive relationship with achievement level, of which self-efficacy and attribution style of students were found as two best predictors of achievement. This training program was perceived as necessary. by participants, and helpful for recovering self-confidence and self-control as well as coping pressure. Suggestions were made that this kind of training program be administered as a regular curriculum in preparative study programs such as Korean Olympiads, since cognitive, emotive motivation factors are related with achievement, and furthermore, be utilized in all gifted education programs in Korea. in Korea.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.47-70
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• 2004

We analyzed the validity of Science Highschool's selection process for the students from Science Gifted Education Center in order to suggest the direction of improvement. First of all, we invested the students' achievement in Mathematics and Science. As a result, we found that the students are not so good at mathematics and science through the selection process for the students from Science Gifted Education Center. However the difference is not statistically meaningful. On the contrary, The achievement of the students from Science Gifted Education Center is above average who were selected through the other course, e. g. the students who acquired the recommendation of principal, winner of prize in Olympiad of Mathematics or Science. We didn't find any meaningful result in the investigation of Affective Domain in Science. And then we found that the students prefer the generous environment through the selection process for the students from Science Gifted Education Center. As a whole, the selection process for the students from Science Gifted Education Center was not so satisfying. It should be reformed; we should examine the students' portfolio on the activities in the Science Gifted Education Center, and the entrance examination should include both divergent and convergent problems to find out the students' creativity. And the 3 dimensional process is also essential through the multiple steps.

• The Journal of Bigdata
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• v.5 no.1
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• pp.11-27
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• 2020

In this paper, we developed a big data platform to store, process, and analyze effectively on such education longitudinal study data. And it was applied to the Seoul Education Longitudinal Study(SELS) to confirm its usefulness. The developed platform consists of data preprocessing unit and data analysis unit. The data preprocessing unit 1) masking, 2) converts each item into a factor 3) normalizes / creates dummy variables 4) data derivation, and 5) data warehousing. The data analysis unit consists of OLAP and data mining(DM). In the multidimensional analysis, OLAP is performed after selecting a measure and designing a schema. The DM process involves variable selection, research model selection, data modification, parameter tuning, model training, model evaluation, and interpretation of the results. The data warehouse created through the preprocessing process on this platform can be shared by various researchers, and the continuous accumulation of data sets makes further analysis easier for subsequent researchers. In addition, policy-makers can access the SELS data warehouse directly and analyze it online through multi-dimensional analysis, enabling scientific decision making. To prove the usefulness of the developed platform, SELS data was built on the platform and OLAP and DM were performed by selecting the mathematics academic achievement as a measure, and various factors affecting the measurements were analyzed using DM techniques. This enabled us to quickly and effectively derive implications for data-based education policies.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.123-136
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• 2024

This study examines the performance expectations (PEs) and clarification statements of each PE in the 2022 revised national science and mathematics education standards from a data visualization competency perspective. First, the authors intensively reviewed data visualization literature to define key competencies and developed a framework comprising four main categories: collection and pre-processing skills, technical skills, thinking skills, and interaction skills. Based on the framework, the authors extracted a total of 191 mathematics and 230 science PEs from the 2022 revised science and mathematics education standards (Ministry of Education Ordinance No. 2022-33, Volumes 8 and 9) as the main data set. The analysis process consisted of three steps: first, the authors organized the data (421 PEs) by the four categories of the framework and four grade levels (3-4th, 5-6th, 7-9th, and 10th grade); second, the numbers of PEs in each grade level were standardized by the accomplishing period (1-3 years) of each PE depending on the grade level; lastly, the data set was represented by heatmaps to visualize the relationship between the four categories of visualization competency and four grade levels, and the differences between the competency categories and grade levels were quantitatively analyzed using the Mann-Whitney U test and independent sample Kruskal-Wallis tests. The analysis results revealed that in mathematics, there was no significant difference between the number of PEs by grade. However, on average, the number of PEs categorized in 'thinking skills' was significantly lower than those in the technical skills (p = .002) and interaction skills categories (p = .001). In science, it was observed that as grade level increased, PEs also increased (pairwise comparison: Grades 5-6 vs. 7-9, p = .001; Grades 5-6 vs. Grade 10, p = .029; Grades 3-4 vs. 7-9, p = .022). Particularly, the frequency of PEs in 'thinking skills' was significantly lower than in the other skills (pairwise comparison: technical skills p = .024; collection and pre-processing skills p = .012; interaction skills p = .010). Based on the results, two implications for revising national science and mathematics standards and teacher education were suggested.