• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.457-477
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• 2016

The purpose of this study is to analyze and diagnose the type of errors indicated by the students in the process of calculation of the fractional multiplication and division, and to propose teaching methods, to effectively correct errors. The results obtained through this study are as follows. First, based on the results of the preliminary examination, 6 types of errors of the fractional multiplication and division has been organized. In particular, the most frequent types of errors are algorithm errors. Therefore, a teacher should explain the meaning and concept of fractional multiplication and division. Second, 4 prescription methods are proposed for understanding fractional multiplication and division. Third, according to the results of this study, it was effective to diagnose underachievers' error types and give corrective lesson according to the cause of the error types. Throughout the study, it's concluded that it is necessary to analyze and diagnose the error types of fractional multiplication and division, and then a teacher can correct error types by 4 proposed prescription methods. Also, 5 students showed interest while learning, and participated actively.

• Annual Conference on Human and Language Technology
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• 2004.10d
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• pp.259-263
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• 2004

본 연구는 머리어-후행언어(head-final language)로 분류되는 한국어의 통사 및 의미 처리 과정의 언어간(cross linguistic) 일반성과 언어내(intra-language) 특이성을 ERP(event- related potentials) 실험결과를 통해 알아보고자 하였다. 한국어 문장처리 과정에서의 통사 및 의미 처리특성은, 우선 이들을 지표하는 각각의 오류문을 통해 P600과 N400 이라는 언어일반의 처리과정을 보이면서도 각 성분의 영역분포는 오류가 출현된 위치에 따라 분기하고 있음을 관찰할 수 있었다. 곧, 문미위치의 술어오류에서 중심-두정 부위의 활성화 우세로 각 오류간 영역분화를 보이는 패턴을 새롭게 확인하였다. 이로써 오류의 유형별 재분류과정으로 드러난 오류출현 위치가 오류의 유형 내에 영향을 끼치는 한 변수가 될 수 있으며. 이는 이들 보어 및 술어를 구성하는 고유의 범주 특성으로 해석할 수 있는 근거가 될 수 있음도 아울러 확인하였다.

• Annual Conference on Human and Language Technology
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• 2009.10a
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• pp.31-34
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• 2009

본 연구의 목표는 비교 문장들을 일곱 가지 유형으로 자동 분류하는 것으로서, 비교 문장 추출, 비교 문장 유형 분류, 유형별 비교 관계 분석으로 이어지는 비교마이닝 세 단계 중 두 번째 과제이다. 본 연구에서는 변환 기반 학습(Transformation-based Learning) 기법을 이용한다. 자연어 처리 분야 여러 부문에서 사용되고 있는 변환 기반 학습은 오류를 감소시키는 최적의 규칙을 자동으로 생성하여 정답을 찾는 규칙 기반 학습 방법이다. 웹상의 다양한 도메인에서 추출한 비교 문장들을 대상으로 실험한 결과, 일곱 가지 비교 문장 유형을 분류하는데 있어서 정확도 80.01%의 우수한 성능을 산출하였다.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.461-488
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• 2005

This article presents new perspectives for classification of students' mathematical errors on the basis of experiential structuralism. Experiential structuralism's mechanism gives us new insights on mathematical errors. The hard core of mechanism is consist of 6 autonomous capacity spheres that are responsible for the representation and processing of different reality domains. There are specific forces that are responsible for this organization of mind. There are expressed in terms of a set of five organizational principles. Classification of mathematical errors is ascribed by the theory to the interaction between the 6 autonomous capacity spheres. Different types of classification require different autonomous capacity spheres. We can classify mathematical errors in the domain of linear function problem solving comparing cognitive psychological mechanism of experiential structuralism.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.699-718
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• 2012

The purpose of mathematics eduction is to develop the ability of thinking mathematically. It informs method to solve problem through mathematical thinking that teach mathematical ability. Errors in the problem solving can be thought as those in the mathematical thinking. Therefore analysis and classification of mathematics errors is important to teach mathematics. This study researches the preceding studies on mathematics errors and presents the characteristic of them with analyzed models. The results achieved by analysis of the process of problem solving are as follows : ▸ Students feel much harder to solve words problems rather than multiple-choice problems. ▸ The length of sentence make some differences of understanding of the words problems. Students easy to understand short sentence problems than long sentence problems. ▸ If students feel difficulties on the pre-learned mathematical content, they feel the same difficulties on the words problems based on the pre-learned mathematics content.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.145-165
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• 2024

The purpose of this study is to analyze the types of errors made by Korean language learners in the use of dual numerals and provides basic data for developing an effective teaching numeration using dual numerals. To this end, a case study was conducted to analyze the types of errors that appear in numeration using dual numerals targeting Korean language learners with diverse linguistic and cultural backgrounds and different academic achievements in Korean and mathematics. Error types that categorized errors made by Korean language learners were used as an analysis framework. The conclusions obtained from the research results are as follows. First, it is necessary to provide students with opportunities to use them frequently so that they can become familiar with the use of native language numerals, which often causes errors. Second, when teaching Korean language learners with low-level Korean language academic achievement how to use Chinese numerals, it is necessary to pay attention to the multiplicative numeral system of Chinese numerals. Third, it is necessary to teach children to accurately read foreign word classifiers used with Chinese numerals accurately in Korean and distinguish between the classifiers 'o'clock' and 'hours'. There is a need to provide guidance so that native language/Chinese numerals can be used appropriately in succession along with Chinese classifiers. The results of this study may contribute to the development of an effective teaching numeration using dual numerals for Korean language learners with diverse linguistic and cultural backgrounds.

• 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.

• 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.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.223-237
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• 2004

본 연구는 중학교 1학년을 대상으로 일차방정식의 풀이 과정에서 나타나는 오류를 분석하고 그래핑 계산기를 활용하여 오류의 교정 과정을 제시하였다. 오류의 유형을 개념적 이해 미흡 오류, 등식의 성질에 대한 오류, 이항에 대한 오류, 계산 착오로 인한 오류, 기호화에 의한 오류로 분류하였으며, 이 중에서 등식의 성질에 대한 오류와 개념적 이해 미흡으로 인한 오류를 많이 범하고 있었다. 학생들이 TI-92를 활용하여 일차방정식의 해를 구할 때, Home Mode에서 Solve 기능을 이용하여 단순히 결과만을 보는 것 보다 Symbolic Math Guide를 이용하여 풀이 과정을 선택하여 대수적 알고리즘을 형성하면서 해를 구하는 것을 선호하였다. 그리고 학생들의 정의적 및 기능적 측면을 고려해야 할 필요성을 느끼게 되었다.

• Proceedings of the Korean Nuclear Society Conference
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• 2001.05a
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• pp.218.2-218
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• 2001