• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.389-406
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• 2013

The purpose of this study is to analyze eighth grade students' errors in the constructed-response items to improve teaching and learning of mathematics in schools. By analyzing 99 students' responses to nine constructed-response items, we found several types of students' errors in their responses to the assessment items involving with mathematical reasoning and representations, problems within realistic contexts, and mathematical connections. Not only a single error but also multiple errors (a combination of two or more types of errors) were discovered. In particular, high achieving students showed more simple errors than multiple errors while low achieving students had more multiple errors in various kinds.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.101-109
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• 2016

Designing algorithms is a very important learning process in computational thinking education because it requires learner's logical and procedural thinking. But the case studies that have topics of algorithms learning and students' types of errors in learning algorithms are not enough. So the purpose of this study is to analyze students' errors that discovered in the process of learning three control structures of programming using flowchart and provide types of errors in designing algorithms. Results about tests of three types of control structures in university student's algorithms learning class showed different cases of types of errors; types of sequential control error are not presented in the class, types of conditional control error are presented in the case of setting the conditions of nested conditional control, and types of iterative control are showed in the many cases of iterative conditions, statements of single and nested iterative control structure. The results of study will be a good case study about teaching designing algorithms of computational thinking education in elementary, secondary school and university.

• Proceedings of the Korean Society for Information Management Conference
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• 2012.08a
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• pp.129-132
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• 2012

이 연구의 목적은 SCI 논문들이 한국 의학 학술지 논문을 인용할 때, 잘못 표기한 학술지 명칭의 유형별 오류를 파악하는 것이다. Koreamed에 등재된 국내 의학 학술지 187종 중 SCI의 Cited Work List에 나타난 학술지명 표기가 13종이 넘는 학술지를 선택했고, 그 중 SCI에서 인용이 많이 된 학술지 7종의 2001-2011년을 대상으로 하였다. 총 463회의 학술지명 표기 오류가 있었는데, 8가지 유형별로 보면, 관사(the)오류 170회, 약어명 오류 104회, 학술지명 변경 오류 104회, 학술지명 부분누락 또는 삽입오류 43회, 스펠링 오류 27회, 전치사 오류 10회, 타 학술지명 기재 오류 3회, 대소문자 오류 2회로 나타났다.

• The KIPS Transactions:PartB
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• v.18B no.1
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• pp.45-50
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• 2011

Unknown morpheme errors in Korean morphological analysis are divided into two types: The one is the errors that a morphological analyzer entirely fails to return any morpheme sequences, and the other is the errors that a morphological analyzer returns incorrect combinations of known morphemes. Most previous unknown morpheme estimation techniques have been focused on only the former errors. This paper proposes a unknown morpheme estimation method which can handle both of the unknown morpheme errors. The proposed method detects Eojeols (Korean spacing units) that may include unknown morpheme errors using SVM (Support Vector Machine). Then, using CRFs (Conditional Random Fields), it segments morphemes from the detected Eojeols and annotates the segmented morphemes with new POS tags. In the experiments, the proposed method outperformed the conventional method based on the longest matching of functional words. Based on the experimental results, we knew that the second type errors should be dealt with in order to increase the performance of Korean morphological analysis.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.355-376
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• 2010

This research was about analyzing students' major error types in the field of elementary 1st grade mathematics numbers and operations, and formulating and applying effective teaching methods to find out their effects. Among the errors the students were making, it was found that in the field of numbers there was more than 50% chance of making calculation mistakes in 50 rounds of rational counting. Also, in the field of operations, it was discovered that most of students' mistakes had to do with subtraction. The results from the classification of the 4 types of error showed that most errors were made from having inaccurate concept of knowledge and definition. Thus, it can be concluded that when elementary 1st grade teachers teach students mathematics, it is most important that they put best effort into firmly establishing the students fundamental concept, definition, facts, and functions. For that matter, students were interviewed one by one, and by implementing learning method using some concrete materials as tools, students were able to fix their own errors. More importantly, students were able to gain interest and become more willing to participate by joining in this program, which led to more effective guidance.

• The Journal of the Korea Contents Association
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• v.14 no.8
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• pp.476-484
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• 2014

The purpose of this study was to investigate the characteristics of reading, writing fluency of the underachieving children and stuttering children and school-aged children and frequency of errors. The participants were 15 underachieving children and 15 stuttering children and 15 school-aged children without disabilities. All participants were required to conduct reading, writing, speaking tasks. First, work for the reading tasks were different among the underachieving children and stuttering children and school-aged children. Second, writing tasks were not different among the groups in the writing fluency, but it was lacking in accuracy, which is stuttering, speaking fluency as well as their language fluency is suggesting the need for diagnosis and intervention. Third, this type of errors of writing tasks is showed higher levels of ommission, substitution, grammatical errors in the underachieving children group. The therapy of reading of stuttering also consider a treatment program that can be configured in the combined writing tasks.

• Annual Conference on Human and Language Technology
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• 2014.10a
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• pp.18-23
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• 2014

한국어 맞춤법 검사기는 전자화된 한국어 텍스트에 나타난 오류어를 검색하여 이를 교정할 대치어를 제시하는 시스템이다. 이때 오류어의 유형은 크게 단순 철자오류와 문맥의존 철자오류로 구분할 수 있다. 이중 문맥의존 철자오류는 어절(word)단위로 봤을 때는 정확하지만, 문맥을 고려하였을 때 오류가 되는 유형으로 교정 난도가 매우 높다. 문맥의존 철자오류의 교정 방법은 크게 규칙을 이용한 방법과 통계 정보에 기반을 둔 방법으로 나뉜다. 이때 규칙을 이용한 방법은 그 특성상 정확도가 매우 높지만, 반대로 재현율이 매우 낮다. 본 논문에서는 본 연구진이 기존에 연구하였던 규칙을 일반화하는 방식에 추가로 조건부 확률을 이용한 통계 방식을 결합하여 정확도를 유지하면서 재현율을 향상시키는 방법을 제안한다.

• 재활복지
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• v.18 no.4
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• pp.295-314
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• 2014

The purpose of this study was to supply the baseline data for auditory rehabilitation in the field through error type and rate of the phoneme which the hearing impaired feel difficulty to discriminate. Thirty participants with sensorineural hearing loss heard KCPT lists through recorded voice by male and female to get the data about error type and KCPT score accordance with talker's gender. In the initial consonant test list, /ㄷ/, /ㅂ/, /ㅃ/, /ㅉ/, /ㅌ/ showed more than 30% error rate while /ㄱ/and /ㄷ/ showed in final consonant test list. The most common error type was the initial consonant substitution or the final consonant substitution for the initial or final consonant test lists. Talker's gender effect was not signigicant showing no statistical difference between the scores when compared results from male voice and female voice. It means that KCPT can be used regardless of talker's gender in clinics.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.168-178
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• 2009

In this study, we investigated the errors that students committed in the processes of constructing graphs on experimental results by the students' science achievement level. A test of constructing a graph about 'the relationship between the pressure and volume of a gas' was administered to 7th graders (N=145). Results revealed that most students committed errors in the processes of constructing the graph, showing 12 error types in the categories of 'Misinterpreting the variables', 'Mismarking the graphical elements', and 'Misusing the data'. The students in the lower achievement level had more errors than those in the higher achievement level in the two error types, that is 'representing the bar graph' and 'marking the scale in the presented data order', but the results were reversed in the three error types, that is 'marking the independent variable and dependent variable reversely', 'adding the data', and 'neglecting the data'. In the other error types, there were little differences in the frequencies of the errors by students' science achievement level.

• Journal of the Korea Society of Computer and Information
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• v.11 no.2 s.40
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• pp.319-327
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• 2006

Higher grade elementary school students who have superior cognitive abilities need education of basic principles of computer or programming rather than computer in education. In this study, all the errors occurring while elementary school students wrote and executed programs were collected. in the method of predicting and dealing with possible-to-occur problems on programming education of the higher grades (4th, 5th and 6th grades) during their optional special activities or during talent aptitude activities after school, classified by type and analyzed. If the errors analyzed are put to practical use, optimal programming curriculums could be written and such curriculums could be a great contribution to induction of learning effect and interest on teaching learning. It was found by analyzing the errors collected for this study that the most of elementary school students during programming felt difficulties in simple errors by poor use of software and in simple coding by poor use of reserved words in English. In the next, students occurred errors by difficulties in understanding grammar. It was exposed that these error types were the opposite phenomena to those analyzed by commercial software developing companies, however, it is predicted that if teaching learning is setting improved, the same phenomena could be found desirably.