• The Journal of Bigdata
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• v.5 no.2
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• pp.97-110
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• 2020

The global pandemics occurred in 2020 had a great economic impact on the world, and the impact was especially greater on self-employed people who were heavily affected by the floating population and tourism industry. To solve this problem, each country implemented emergency disaster support policies, and it was difficult to select the criteria and scope. The following research carried out two results. First, after analyzing the impact of global pandemics on the local economy, an economical index was defined that could explain the impact intuitively. Second, we propose linear programming methods to provide optimal budget policy using defined indicators, which present economic shock indicators and optimal years that can be considered quickly and easily by the government. Finally, the limitations and implications of the proposed study model are introduced.

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.105-122
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.423-438
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.793-811
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• 2009

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• School Mathematics
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• v.5 no.4
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• pp.421-440
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• 2003

It is difficult for the learner to understand completely the ratio concept which forms a basis of proportional reasoning. And proportional reasoning is, on the one hand, the capstone of children's elementary school arithmetic and, the other hand, it is the cornerstone of all that is to follow. But school mathematics has centered on the teachings of algorithm without dealing with its essence and meaning. The purpose of this study is to analyze the essence of ratio concept from multidimensional viewpoint. In addition, this study will show the direction for improvement of ratio concept. For this purpose, I tried to analyze the historical development of ratio concept. Most mathematicians today consider ratio as fraction and, in effect, identify ratios with what mathematicians called the denominations of ratios. But Euclid did not. In line with Euclid's theory, ratio should not have been represented in the same way as fraction, and proportion should not have been represented as equation, but in line with the other's theory they might be. The two theories of ratios were running alongside each other, but the differences between them were not always clearly stated. Ratio can be interpreted as a function of an ordered pair of numbers or magnitude values. A ratio is a numerical expression of how much there is of one quantity in relation to another quantity. So ratio can be interpreted as a binary vector which differentiates between the absolute aspect of a vector -its size- and the comparative aspect-its slope. Analysis on ratio concept shows that its basic structure implies 'proportionality' and it is formalized through transmission from the understanding of the invariance of internal ratio to the understanding of constancy of external ratio. In the study, a fittingness(or comparison) and a covariation were examined as the intuitive origins of proportion and proportional reasoning. These form the basis of the protoquantitative knowledge. The development of sequences of proportional reasoning was examined. The first attempts at quantifying the relationships are usually additive reasoning. Additive reasoning appears as a precursor to proportional reasoning. Preproportions are followed by logical proportions which refer to the understanding of the logical relationships between the four terms of a proportion. Even though developmental psychologists often speak of proportional reasoning as though it were a global ability, other psychologists insist that the evolution of proportional reasoning is characterized by a gradual increase in local competence.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.481-494
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• 2018

This study investigated elementary students' understanding of Earth revolution and its accompanied apparent motion of constellation in terms of spatial reasoning. We designed a set of multi-tiered constructed response items in which students described their own idea about the reason of consecutive movement of constellations for three months and drew a diagram about relative locations of the Sun, the Earth, and the constellations. Sixty-five sixth grade students from four elementary schools participated in the tests both before and after science classes on the relative movement of Earth and Moon. Their answers to the items were categorized inductively in terms of transforming frames of reference which are observed on the Earth and designed from the Space-based perspective. We analyzed those categories by the levels of spatial reasoning and depicted the change of students' levels between pre/post-tests so that we could get an idea on the preliminary developmental pathway of students' understanding of this topic. The lower anchor description was that constellations move around the Earth with geocentric perspective. Intermediate level descriptions were planar understanding of Earth movement, intuitive idea on constellation movement along with the Earth. Students with intermediate levels did not reach understanding of the apparent motion of constellations. As the upper anchor description students understood the apparent motion of constellations according to the Earth revolution and could transform their frames of reference between Earth-based view and Space-based view. The features as the case of evolutionary learning progressions and critical points of students' development for this topic were discussed.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.371-376
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• 2019

Creative thinking appears even before it is expressed in language, and its existence is revealed through emotion, intuition, image and body feeling before logic or linguistics rules work. In this study, Lego is intended to present experimental child interactive content that is applied with a computer vision based on image processing techniques. In the case of infants, the main purpose of this content is the development of hand muscles and the ability to implement imagination. The purpose of the analysis algorithm of the OpenCV library and the image processing using the 'VVVV' that is implemented as a 'Node' in the midst of perceptual changes in image processing technology that are representative of object recognition, and the objective is to use a webcam to film, recognize, derive results that match the analysis and produce interactive content that is completed by the user participating. Research shows what Lego children have made, and children can create things themselves and develop creativity. Furthermore, we expect to be able to infer a diverse and individualistic person's thinking based on more data.

• Korean Journal of Cognitive Science
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• v.24 no.3
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• pp.271-300
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• 2013

Human and animals are born with an intuitive ability to determine approximate numerosity. This ability is termed approximate number sense (hereafter, number sense). Evolutionarily, number sense is thought to be an essential ability for hunting, gathering and survival. According to previous research, children with mathematical learning disability have impaired number sense. On the other hand, individuals with more accurate number sense have higher mathematical achievement. These results support the hypothesis that number sense provides a basis for the development of mathematical cognition. Recently, researchers have been examining whether number sense training can lead to enhancement in mathematical achievement and changes in brain activity in relation to mathematical problem solving. Numerosity which basically represents discontinuous quantity is expected to be closely related to continuous quantity such as representations of space and time. A theory of magnitude (ATOM) states that processing of number, space and time is based on a common magnitude system in the posterior parietal cortex, especially the intraparietal sulcus. The present paper introduces current literature and future directions for the study of the common magnitude system.

• Spatial Information Research
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• v.22 no.5
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• pp.43-52
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• 2014

Recently, Big Data is a buzzword in the creative economy generation. The organizations related to spatial information society focus on building the spatial big data systems. As spatial big data is a combination of spatial information and big data, the data visualization is essential in order to utilize them efficiently. One of the great methodologies for data visualization is infographics. Nationally, Chousn.com initiated the infographics news in 2010. Korean Administration Branches also recognized the importance of infographic and they adopted infographics for their briefings from 2013. Internationally, Visual.ly is leading company in the infographics market and they produced noticeable interactive infographics for Egypt Parliamentary Elections results. In the defense part, Guardian's datajournalism of Afghanistan war log was a good example of utilizing infographics. Throughout the research, five requirements are extracted. First source data should have precision and accuracy in terms of time and space manner. Second, infographics images have a compressibility. Third, the infographics is properly processed for military commanders. Fourth, sharing, openness and communication are essential for high quality infographic. Lastly, infographics should be an analytic tool for predicting future event based on the past data. Infographics is not a direct representation of data but an analytic tool for helping user's choice and decision in critical moments.

• School Mathematics
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• v.9 no.2
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• pp.197-222
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• 2007

The study aims to reflect the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands in the light of the results from recent researches in geometry education and the direction of geometry standards for school mathematics of the National Council of Teachers of Mathematics in order to induce implications for improving korean geometry curriculum and textbook series. In order to attain these purposes, the present paper reflects the history of elementary school geometry education in the Netherlands, sketches the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands by reflecting general goals of the mathematics education, the core goals for geometry strand of the Netherlands, and geometry and spatial orientation strand of Dutch Pluspunt textbook series for the elementary school more concretely. Under these reflections on the documents, it is analyzed what is the characteristics of geometry strand in the Netherlands as follows: emphasis on realistic spatial phenomenon, intuitive and informal approach, progressive approach from intuitive activity to spatial reasoning, intertwinement of mathematics strands and other disciplines, emphasis on interaction of the students, cyclical repetition of experiencing phase, explaining phases, and connecting phase. Finally, discussing points for improving our elementary school geometry curriculum and textbook series development are described as follows: introducing spatial orientation and emphasizing spatial visualization and spatial reasoning with respect to the instruction contents, considering balancing between approach stressing on grasping space and approach stressing on logical structure of geometry, intuitive approach, and integrating mathematics strands and other disciplines with respect to the instruction method.