• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.733-767
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• 2005

During the past decades, there has been a fundamental change in the objectives and nature of mathematics education, as well as a shift in research paradigms. The changes in mathematics education emphasize learning mathematics from realistic situations, students' invention or construction solution procedures, and interaction with other students of the teacher. This shifted perspective has many similarities with the theoretical . perspective of Realistic Mathematics Education (RME) developed by Freudental. The RME theory focused the guide reinvention through mathematizing and takes into account students' informal solution strategies and interpretation through experientially real context problems. The heart of this reinvention process involves mathematizing activities in problem situations that are experientially real to students. It is important to note that reinvention in a collective, as well as individual activity, in which whole-class discussions centering on conjecture, explanation, and justification play a crucial role. The overall purpose of this study is to examine the developmental research efforts to adpat the instructional design perspective of RME to the teaching and learning of differential equation is collegiate mathematics education. Informed by the instructional design theory of RME and capitalizes on the potential technology to incorporate qualitative and numerical approaches, this study offers as approach for conceptualizing the learning and teaching of differential equation that is different from the traditional approach. Data were collected through participatory observation in a differential equations course at a university through a fall semester in 2003. All class sessions were video recorded and transcribed for later detailed analysis. Interviews were conducted systematically to probe the students' conceptual understanding and problem solving of differential equations. All the interviews were video recorded. In addition, students' works such as exams, journals and worksheets were collected for supplement the analysis of data from class observation and interview. Informed by the instructional design theory of RME, theoretical perspectives on emerging analyses of student thinking, this paper outlines an approach for conceptualizing inquiry-oriented differential equations that is different from traditional approaches and current reform efforts. One way of the wars in which thus approach complements current reform-oriented approaches 10 differential equations centers on a particular principled approach to mathematization. The findings of this research will provide insights into the role of the mathematics teacher, instructional materials, and technology, which will provide mathematics educators and instructional designers with new ways of thinking about their educational practice and new ways to foster students' mathematical justifications and ultimately improvement of educational practice in mathematics classes.

• Journal of Broadcast Engineering
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• v.26 no.5
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• pp.599-607
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• 2021

Inactive region means a region filled with invalid pixel values to represent a specific image. Generally, inactive regions are occurred when the non-rectangular formatted images are converted to the rectangular shaped image, especially when 3D images are represented in 2D format. Because these inactive regions highly degrade the compression efficiency, filtering approaches are often applied to the boundaries between active and inactive regions. However, the image characteristics are not carefully considered during filtering. In the proposed method, inactive regions are padded through reinforcement learning that can consider the compression process and the image characteristics. Experimental results show that the proposed method performs an average of 3.4% better than the conventional padding method.

• Nuclear Engineering and Technology
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• v.53 no.12
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• pp.3944-3951
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• 2021

Several reasons such as no free lunch theorem indicate that there is not a universal Feature selection (FS) technique that outperforms other ones. Moreover, some approaches such as using synthetic dataset, in presence of large number of FS techniques, are very tedious and time consuming task. In this study to tackle the issue of dependency of estimation accuracy on the selected FS technique, a methodology based on the heterogeneous ensemble is proposed. The performance of the major learning algorithms of neural network (i.e. the FFNN-BR, the FFNN-LM) in combination with the diverse FS techniques (i.e. the NCA, the F-test, the Kendall's tau, the Pearson, the Spearman, and the Relief) and different combination techniques of the heterogeneous ensemble (i.e. the Min, the Median, the Arithmetic mean, and the Geometric mean) are considered. The target parameters/transients of Bushehr nuclear power plant (BNPP) are examined as the case study. The results show that the Min combination technique gives the more accurate estimation. Therefore, if the number of FS techniques is m and the number of learning algorithms is n, by the heterogeneous ensemble, the search space for acceptable estimation of the target parameters may be reduced from n × m to n × 1. The proposed methodology gives a simple and practical approach for more reliable and more accurate estimation of the target parameters compared to the methods such as the use of synthetic dataset or trial and error methods.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.24 no.1
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• pp.175-180
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• 2024

This paper investigates the effect of a deep learning-based system on data labeling task productivity by individuals with developmental disabilities. It was found that interventions, particularly those using AI, significantly improved productivity compared to self-serving task. AI interventions were notably more effective than job coach-led approaches. This research underscores the positive role of AI in enhancing task efficiency for those with developmental disabilities. This study is the first to apply AI technology to the data labeling tasks of individuals with developmental disabilities and highlighting deep learning's potential in vocational training and productivity enhancement for this group.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.21 no.8
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• pp.2119-2132
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• 1996

This paper proposes four approaches for approximately realizing nonlinear mappling of interval vectors by neural networks. In the proposed approaches, training data for the learning of neural networks are the paris of interval input vectors and interval target output vectors. The first approach is a direct application of the standard BP (Back-Propagation) algorithm with a pre-processed training data. The second approach is an application of the two BP algorithms. The third approach is an extension of the BP algorithm to the case of interval input-output data. The last approach is an extension of the third approach to neural network with interval weights and interval biases. These approaches are compared with one another by computer simulations.

• School Mathematics
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• v.4 no.1
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• pp.49-62
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• 2002

developed by solving practical problems and gradually formalized and abstracted. But school mathematics seemed to stress the formalized and abstracted mathematics. The same is the case with calculus. In particular, it appeared extremely in teaching of calculus. It caused hindrance of learning and indeed, many students had difficulties in teaming of calculus. Therefore this study investigates the various approaches of calculus teaching and the history of calculus which include approaches by Archimedes, Galileo, Newton, Leibniz and Weierstrass etc. This may offer the implication for calculus teaching and we can find the alternative on the method of calculus teaching in historico-genetic principle. Finally we suggest the direction of calculus teaching from this perspective in tile concrete.

• Research in Mathematical Education
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• v.13 no.3
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• pp.197-216
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• 2009

The purpose of this study was to investigate middle and high school mathematics teachers' levels and multiple approaches in United States practicing their abstraction levels and, different strategies and method of solutions towards given number theory problems. The mathematics teachers taking part in this study are consisted of 25 members of online graduate and undergraduate course (MAE 5641 and MAE 4813) delivered through Online Learning System called as the Blackboard (http://www.blackboard.com). Data collection methods include journal entries, written solutions to problems, the teachers' reflections on said problems, and post interviews. Data analysis was done based on [Hazzan, O. & Zazkis, R. (2005). Reducing abstraction: The case of school mathematics. Educ. Stud. Math. 58(1), 101-119]. Analysis of students' written solutions revealed that transitions among the solution methods have major effect on abstraction levels. Elevation and reducing abstraction is a dynamic process.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.237-244
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• 2021

Clustering is a most powerful un-supervised machine learning techniques for division of instances into homogenous group, which is called cluster. This Clustering is mainly used for generating a good quality of cluster through which we can discover hidden patterns and knowledge from the large datasets. It has huge application in different field like in medicine field, healthcare, gene-expression, image processing, agriculture, fraud detection, profitability analysis etc. The goal of this paper is to explore both hierarchical as well as partitioning clustering and understanding their problem with various approaches for their solution. Among different clustering K-means is better than other clustering due to its linear time complexity. Further this paper also focused on data mining that dealing with high-dimensional datasets with their problems and their existing approaches for their relevancy

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.749-758
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• 2008

Even though the importance of the nature of science (NOS) and scientific inquiry in science learning have been emphasized by many science educators and science curriculums, the link between the NOS and scientific inquiry has not been discussed sufficiently. In this article, I discussed that various aspects of NOS are already embedded in defining and characterizing the authentic scientific inquiry and that we need to have special concern about how the NOS should be treated and interpreted when introducing it into scientific inquiry. And I summarized two approaches to teach the NOS and scientific inquiry; teaching the NOS through scientific inquiry and teaching scientific inquiry through the NOS. Finally, some next studies based on this article are introduced.

• Journal of the Korea Institute of Building Construction
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• v.17 no.1
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• pp.101-109
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• 2017

This study aims to quantitatively analyze impacts of the team-based learning (TBL) method on learning of architectural engineering students. A TBL-based education program, consisted of preparation, readiness assurance, and application phases, was proposed by considering characteristics of architectural engineering education in South Korea and was applied in building construction classes. In order to measure learning effects and satisfaction levels of the proposed TBL-based education program, a set of questionnaires was conducted with students who took the building construction classes. As the results, learning effects and satisfaction levels of the TBL-based approach were higher than those of traditional approaches. Individual and team readiness assurance tests in the readiness assurance phase were the most effective and satisfactory items, while assessment in the application phase was the least effective and satisfactory item.