• School Mathematics
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• v.11 no.1
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• pp.55-70
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• 2009

The purpose of this study is to implement Lakatos method in the teaching and learning of geometry for middle school students. In his landmark book , Lakatos suggested the following instructional approach: an initial conjecture was produced, attempts were made to prove the conjecture, the proofs were repeatedly refuted by counterexamples, and finally more improved conjectures and refined proofs were suggested. In the study, students were selected from the high achieving students who participated in the special mathematics and science program offered by the city council of Seoul. The students were given a contradictory geometric proposition, and expected to find the cause of the fallacy. The students successfully identified the fallacy following the Lakatos method. In this process they also set up a primitive conjecture and this conjecture was justified by the proof and refutation method. Some implications were drawn from the result of the study.

• The Journal of the Acoustical Society of Korea
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• v.21 no.6
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• pp.585-591
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• 2002

While the multilayer perceptron(MLP) provides several advantages against the existing pattern recognition methods, it requires relatively long time in learning. This results in prolonging speaker enrollment time with a speaker verification system that uses the MLP as a classifier. This paper proposes a method that shortens the enrollment time through adopting the cohort speakers method used in the existing parametric systems and reducing the number of background speakers required to learn the MLP, and confirms the effect of the method by showing the result of an experiment that applies the method to a continuant and MLP-based speaker verification system.

• School Mathematics
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• v.14 no.4
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• pp.469-493
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• 2012

The purpose of this study is find the relation between students' concept and types of proof construction. For this, four undergraduate students majored in mathematics education were evaluated to examine how they understand mathematical concepts and apply their concepts to their proving. Investigating students' proof with their concepts would be important to find implications for how students have to understand formal concepts to success in proving. The participants' proof productions were classified into syntactic proof productions and semantic proof productions. By comparing syntactic provers and semantic provers, we could reveal that the approaches to find idea for proof were different for two groups. The syntactic provers utilized procedural knowledges which had been accumulated from their proving experiences. On the other hand, the semantic provers made use of their concept images to understand why the given statements were true and to get a key idea for proof during this process. The distinctions of approaches to proving between two groups were related to students' concepts. Both two types of provers had accurate formal concepts. But the syntactic provers also knew how they applied formal concepts in proving. On the other hand, the semantic provers had concept images which contained the details and meaning of formal concept well. So they were able to use their concept images to get an idea of proving and to express their idea in formal mathematical language. This study leads us to two suggestions for helping students prove. First, undergraduate students should develop their concept images which contain meanings and details of formal concepts in order to produce a meaningful proof. Second, formal concepts with procedural knowledge could be essential to develop informal reasoning into mathematical proof.

• School Mathematics
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• v.13 no.3
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• pp.501-524
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• 2011

The purpose of this study was to develop teaching-learning materials for informal activities geared toward teaching the nature and structure of proof, to make a case analysis of the application of the developed instructional materials to students in an elementary gifted class, to discuss the feasibility of proof education for gifted elementary students and to give some suggestions on that proof education. It's ultimately meant to help improve the proof abilities of elementary gifted students. After the characteristics of the eight selected gifted elementary students were analyzed, instructional materials of nine sessions were developed to let them learn about the nature and structure of proof by utilizing informal activities. And then they took a lesson two times by using the instructional materials, and how they responded to that education was checked. An analysis framework was produced to assess how they solved the given proof problems, and another analysis framework was made to evaluate their understanding of the structure and nature of proof. In order to see whether they showed any improvement in proof abilities, their proof abilities and proof attitude were tested after they took lessons. And then they were asked to write how they felt, and there appeared seven kinds of significant responses when their writings were analyzed. Their responses proved the possibility of proof education for gifted elementary students, and seven suggestions were given on that education.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.173-192
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• 2013

It may be replacement proofs with understanding and explaining geometrical properties that was a remarkable change in school geometry of 2009 revised national curriculum for mathematics. That comes from the difficulties which students have experienced in learning proofs. This study focuses on one of those difficulties which are caused by the forms of proofs: using letters for designating some sides or angles in writing proofs and understanding some long sentences of proofs. To overcome it, this study aims to investigate the applicability of Byrne's method which uses coloured diagrams instead of letters. For this purpose, the proofs of three geometrical properties were taught to middle school students by Byrne's visual method using the original source, dynamic representations, and the teacher's manual drawing, respectively. Consequently, the applicability of Byrne's method was discussed based on its strengths and its weaknesses by analysing the results of students' worksheets and interviews and their teacher's interview. This analysis shows that Byrne's method may be helpful for students' understanding of given geometrical proofs rather than writing proofs.

• Journal of Educational Research in Mathematics
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• v.21 no.4
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• pp.379-398
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• 2011

In learning environment at mathematics education, prove and refute are essential abilities to demonstrate whether and why a statement is true or false. Learning proofs and counter examples within the domain of limit of sequence is important because preservice teacher encounter limit of sequence in many mathematics courses. Recently, a number of studies have showed evidence that pre service and students have problem with mathematical proofs but many research studies have focused on abilities to produce proofs and counter examples in domain of limit of sequence. The aim of this study is to contribute to research on preservice teachers' productions of proofs and counter examples, as participants showed difficulty in writing these proposition. More importantly, the analysis provides insight and understanding into the design of curriculum and instruction that may improve preservice teachers' learning in mathematics courses.

• Journal of the Institute of Electronics Engineers of Korea SC
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• v.38 no.4
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• pp.11-19
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• 2001

In this paper, we study the convergence property of iterative learning control (ILC). First, we present a new method to prove the convergence of ILC using sup-norm. Then, we propose a new type of ILC algorithm adopting intervalized learning scheme and show that the monotone convergence of the output error can be obtained for a given time interval when the proposed ILC algorithm is applied to a class of linear dynamic systems. We also show that the divided time interval is affected from the learning gain and that convergence speed of the proposed learning scheme can be increased by choosing the appropriate learning gain. To show the effectiveness of the proposed algorithm, two numerical examples are given.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2003.10a
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• pp.1021-1026
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• 2003

While multilayer perceptrons (MLPs) have great possibility on the application to speaker verification, they suffer from inferior learning speed. To appeal to users, the speaker verification systems based on MLPs must achieve a reasonable enrolling speed and it is thoroughly dependent on the fast teaming of MLPs. To attain real-time enrollment on the systems, the previous two studies have been devoted to the problem and each satisfied the objective. In this paper, the two studies are combined and applied to the systems, on the assumption that each method operates on different optimization principle. By conducting experiments using an MLP-based speaker verification system to which the combination is applied on real speech database, the feasibility of the combination is verified from the results of the experiments.

• Journal of KIISE
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• v.44 no.4
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• pp.399-410
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• 2017

We present a system that automatically annotates unverified Web sentences with information from credible sources. The system turns to neural theorem proving for an annotating task for cancer related Wikipedia data (1,486 propositions) with Korean National Cancer Center data (19,304 propositions). By switching the recursive module in a neural theorem prover to a word embedding module, we overcome the fundamental problem of tremendous learning time. Within the identical environment, the original neural theorem prover was estimated to spend 233.9 days of learning time. In contrast, the revised neural theorem prover took only 102.1 minutes of learning time. We demonstrated that a neural theorem prover, which encodes a proposition in a tensor, includes a classic theorem prover for exact match and enables end-to-end differentiable logic for analogous words.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.373-389
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• 2006

The purpose of this study is to compare the way of proving using combinational proof with the way of proving presented in the existing math textbook in the proof of combinational equation and to classify the problem-solving into some categories using combinational proof in combinational equation. Corresponding with these, this study suggests the application of combinational equation using combinational proof and the fundamental material to develop material for advanced study.