• Journal of the Korean Institute of Telematics and Electronics B
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• v.32B no.1
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• pp.180-188
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• 1995

A modified Kohonen's self-organizing feature map (SOFM) algorithm which has binary reinforcement function and a constant learning rate is proposed. In contrast to the time-varing adaptaion gain of the original Kohonen's SOFM algorithm, the proposed algorithm uses a constant adaptation gain, and adds a binary reinforcement function in order to compensate for the lowered learning ability of SOFM due to the constant learning rate. Since the proposed algorithm does not have the complicated multiplication, it's digital hardware implementation is much easier than that of the original SOFM.

• Proceedings of the Korean Information Science Society Conference
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• 2004.10a
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• pp.46-48
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• 2004

Distributed Hash Table(DHT)를 기반으로 하는 structured P2P에서 복잡 질의를 통친 원하는 자료를 찾는 것은 쉽지 않다. 이와 같은 것들 중 하나가 범위 값을 이용하여 원하는 값을 찾는 range query이다. 본 논문에서는 full binary tree의 특징을 이용하여 structured P2P에서 range query를 수행할 수 있는 mapping 함수와, load balance를 지원하기 위한 방법을 제안한다 또한 실험을 통해서 이 방법들이 어느 정도의 성능을 보여주는 지도 살펴본다.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.187-206
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• 2007

The purpose of this study is to know what is the difficulties that mathematics underachievers are suffering from the area of mathematical function and how to overcome this difficulties. For this study, we have selected two mathematics underachievers and carried out the inspection. The mathematics underachievers have undergone the difficulties of understanding mathematical problems, the difficulties from the deficit of prerequisite and basic learning, the difficulties of finding the answer typically and the difficulties of classifying an algebraic symbol, the difficulties of calculating the gradient of the straight line passing through two points.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.21-37
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• 2003

In this paper, we improved, compared and analyzed the articulation of school mathematics. We also tried to form the theoretical basis of school mathematics by classifying and considering the articulation into vertical articulation and horizontal articulation depending on the meaning, and give an actual help. The articulation of school mathematics until now has been focused on a study of vertical articulation according to the macroscopic characteristic of mathematics, but now a study of the horizontal articulation as well as the vertical articulation should be done in consideration of the micro characteristics of mathematics and various realities of life by modifying a syllabus of the function unit and by using internet homepage. Thus, we structurally divided the articulation into vertical articulation and horizontal articulation, analyzed mathematical activities and presented actual models of each representative learning activity for smooth teaching in schools through the function unit.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2009.11a
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• pp.269-272
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• 2009

본 논문에서는 변이지도의 정확도 향상을 위하여, 비용 함수를 이용한 교차 일치성 검사 기법을 제안하고, 다양한 조건의 실험을 통하여 제안한 알고리듬이 효율적임을 보였다. 좌우 변이정보를 이용하는 교차 일치성 검사로 오정합을 검출하는 방법을 시도해왔다. 하지만 이러한 방법은 물체의 경계에서 발생하는 오정합을 찾기가 어렵다. 본 논문에서는 최종 변이의 신뢰도 향상을 위해 교차 일치성 검사의 정확도를 높이는 방법을 제안하였다. 일반적으로 영역 기반 스테레오정합 방법은 물체의 경계에서 정확도 높지 못하다. 이러한 문제점을 해결하기 위해 정합창의 크기를 늘리거나 특징 점을 이용한 적응적 가변 정합창을 적용하는 방법을 시도하였다. 하지만, 여전히 기존 교차 일치성 검사를 통한 오정합 검출은 부정확하다. 이러한 영역의 비용 함수 값들을 비교한 결과 첫 번째와 두 번째 값의 차이가 적거나 크게 나타난다. 제안한 방법은 기존 방법에 비해 오정합 검출 능력을 향상 시킨다. 제안한 방법의 결과를 확인하기 위해 스테레오 비전에서 많이 사용되는 영상을 적용하고 분석하였다. 또한, 기존 교차 일치성 검사 방법과 제안한 방법의 객관적으로 비교하기 위해 전체 영역에 대한 오차율 (error ratio)과 교차 일치성 검사로 유효하다고 판단된 변이 값 중 실제 변이 값과 일치하지 않은 변이값의 오차율을 비교하였다. 실험 결과 기존 방법에 비해 제안한 방법이 1~5%정도 낮은 오차율을 보였다

• Journal of the Korean Institute of Telematics and Electronics B
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• v.33B no.1
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• pp.187-194
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• 1996

In this paper, we propose regression neural networks based on regression trees. We map regression trees into three layered feedforward networks. We put multi feature split functions in the first layer so that the networks have a better chance to get optimal partitions of input space. We suggest two supervised learning algorithms for the network training and test both in single feature split and multifeature split functions. In experiments, the proposed regression neural networks is proved to have the better learning performance than those of the single feature split regression trees and the single feature split regression networks. Furthermore, we shows that the proposed learning schemes have an effect to prune an over-grown tree without degrading the learning performance.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.435-457
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• 2013

The purpose of this paper is to discover effective teaching and learning methods for improving low level mathematic matriculants', who passed the early decision program, problem solving abilities by analyzing their error patterns in the special lecture for basic mathematics in P University. In this paper, we examine the matriculants' understanding and errors on the fundamental concepts of function, and continuity and differentiability of function based on the pre-examination. We also measure the their academic achievement in the special lecture for basic mathematics, and analyze the differences of error patterns between pre-test and post-test result on the concepts of continuity and differentiability of function.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.599-614
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• 2017

The purpose of this study is to compare and analyze middle school students' understanding of constant rate of change, in terms of observing, representing and interpreting dynamic functions in various ways using the SimCalc MathWorlds. For this purpose, parts of a class conducted for six students in the first grade of middle school were analyzed. The results suggested two implications for a class that used this program (SimCalc MathWorlds): First, we confirmed that the relationships between the two quantities that students notice in the same situation can be different. Second, the program helped students to develop a more comprehensive understanding of the meaning of the constant rate of change. The study also revealed the need to use technology in teaching and learning about functions, particularly to represent and interpret a given situation that involves the constant rate of change in various ways. Further, the results can contribute to developing contents and methods to teach functions using technology in consideration of students' different levels of understanding.

• School Mathematics
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• v.11 no.1
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• pp.111-129
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• 2009

This paper is about didactical transposition, which is to transpose academic knowledge into practical knowledge intended to teach. The research questions are addressed as follows. 1. Are the 13 mathematics textbooks of the 10-Na level indisputable regarding with the didactical transposition, in terms that the order of arrangement and the way of explaining the knowledge of trigonometric functions being analyzed and that its logical construction and students' understandings are considered? 2. Can some transpositions for easier use of didactical manipulative, for more practical and for more principle based be proposed? To answer these questions, this research examined previous studies of mathematics education, specifically the organization of the textbook and the trigonometric functions, and also compared orders of arranging and ways of explaining trigonometric functions from the perspective of didactical transposition of 13 versions of the 10-Na level reorganized under the 7th curriculum. The paper investigated what lacks in the present textbook and sought a teaching guideline of trigonometric functions(especially about sector and graph, period, characters of trigonometric function, and sine rule).

• School Mathematics
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• v.19 no.1
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• pp.117-135
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• 2017

Even though patterns and correspondence serve a fundamental basis of function for elementary students, there has been lack of research in this field. This study explored prior studies to extract the key instructional elements on how to teach patterns and correspondence. This study then analyzed the unit of 'patterns and correspondence' in the mathematics textbooks in terms of four key instructional elements (i.e., relation to real-life contexts, diversity of pattern tasks, exploration for a correspondence relationship, and teaching variables). The results of this study showed that topics dealing with patterns and correspondence were represented with relation to real-life contexts but diversity of pattern tasks and exploration for a correspondence relationship were needed to be further considered in the textbooks. Another noticeable result was that teaching variables was not explicitly addressed in the textbooks. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with patterns and correspondence.