• Journal of the Korean Statistical Society
• /
• v.31 no.3
• /
• pp.379-389
• /
• 2002

For two normal distribution with unknown means and unknown variances, a sequential procedure for estimating the difference of two normal means which satisfies both the coverage probability condition and the $\beta$-protection is proposed under some smoothness of variable imprecision function, and the asymptotic normality of the proposed stopping time after some centering and scaling is given.

• Korean Journal of Child Studies
• /
• v.27 no.5
• /
• pp.49-65
• /
• 2006

This attitudes scale for prediction of mathematics achievement by elementary school students was developed from 50 initial items from the literature rated for content validity by 30 experts. The ratings rendered 31 revised items used for exploratory factor analysis and reliability tests. The 31 items were administered to 183 elementary students in 4th, 5th, and 6th grades, yielding 4 factors : enjoyment, confidence, value, and motivation with high inter-items consistency. To confirm appropriateness of the constructed model and to test its predictability in mathematics achievements, confirmative factor analysis and discriminant analysis were performed on 693 cases. Results showed that the attitude scale model of 4 factors can be recommended for use in the measurement of elementary school students' attitudes toward mathematics.

• Journal of the Korean School Mathematics Society
• /
• v.7 no.1
• /
• pp.121-138
• /
• 2004

For the efficient application of curriculum discretion activity, I developed the program, 'Let's go together', so that curriculum discretion activity can be applied in the classroom. The program consists of several experiences, which are <Man to man paired study>, <the learning materials for Mathematics in our lives>, <the cooperative study in the class> and <the variety experiences about Mathematics>. This study shows the following results: First, T-test about the students' learning attitude and interest in Mathematics, there was dramatic change in students' desire, interest and attitude for mathematics learning. Second, as the role of Baewomi & Dowomi in 'Man to man paired study', Baewomi & Dowomi provided students with confidence of mathematics learning. We were able to ensure this fact from students' essay after the class. Third, teachers found that the number of students who had positive attitude with Self-directed study increased. And students tried to solve mathematical problems by themselves and the time using self-directed learning experience was also increased. This study suggests that there needs more development for learning materials for mathematics in our lives.

• School Mathematics
• /
• v.13 no.4
• /
• pp.697-716
• /
• 2011

It is known that Korean students performs very well in mathematics but show poor attitude toward mathematics. However, attitude itself is an important goal of education and it also promotes students learning. Therefore, it is important and urgent for us to find a way to improve students' attitude toward mathematics. In this article, we tried to examine characteristics of Korean students' attitude toward mathematics and identify student and school level factors affecting it. For this purpose, we analysed National Assessment of Educational Achievement (NAEA) data in 2007 when NAEA was conducted especially focused on mathematics. Main findings of this research are as follows. First, we found that attitude toward mathematics got lower as students advanced to higher grades. And among 3 sub-domains of attitude toward mathematics, interest and self-confidence were lower than perception of value of mathematics. Secondly, attitude toward mathematics was mainly affected by student background variables such as gender, achievement, participation in private tutoring, father's education level. And while school factors contributed relatively little to students' attitude toward mathematics, teacher's perception on value of school education was positively related with students' attitude in high schools and emphasis on assessment was negatively related with students' attitude in elementary schools.

• Journal of the Korean Statistical Society
• /
• v.19 no.2
• /
• pp.113-121
• /
• 1990

Let ${X_n : n=1,2,\cdots}$ be iid random variables with distribution $P_{\theta}, \theta \in H$ where $H$ is some abstract parameter space. We consider a sequential confidence interval I for the mean $\mu = \mu(\theta)$ of $P_{\theta}$ satisfying $P_{\theta}(\mu \in I) \geq 1-\alpha$ and $P_{\theta}(\mu-\delta(\mu) \in I) \leq \beta$ for all $\theta \in H$ for any given an imprecision real valued function $\delta(\mu) > 0$ and error probabilities $0 < \alpha, \beta < 1$. A one-sided sequential confidence interval is constructed under some restriction of the family {P_{\theta} : \theta \in H}$ and the imprecision function $\delta$. This is extended to the two-sided cases.

• School Mathematics
• /
• v.13 no.3
• /
• pp.385-404
• /
• 2011

Currently, reflective teaching has been actively studied in terms of teachers' professional development relating to classroom instruction. The present study looked at, using the method of a case study, the differences between a novice and an experienced elementary school mathematics teachers' beliefs demonstrated during their reflective teaching. The findings of the study show that at the intial stage of reflective teaching, the novice teacher identified few errors during class and was not enthusiastic about applying the results of her reflective teaching due to lack of confidence. By contrast, the experienced teacher identified more errors during class than the novice teacher and had fewer reflections due to a sense of confidence. As the teachers' engagement in reflective teaching increased with time, they both felt the need for advice from experts on mathematics teaching and directed their attention to interactions with their students away from teacher-centered instruction. Further, the novice teacher engaged in more teacher-student interactions than the experienced teacher, and the experienced teacher increased the frequency of teaching reflection. Based on the findings, the article suggests a number of implications for the cooperative reflective teaching between novice and experienced teachers and the improvement of classroom instruction.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.10 no.4
• /
• pp.1824-1845
• /
• 2016

The GMM is a conventional approach which has been recently applied in many face recognition studies. However, the question about how to deal with illumination changes while ensuring high performance is still a challenge, especially with real-world databases. In this paper, we propose a Visual Observation Confidence (VOC) measure for robust face recognition for illumination changes. Our VOC value is a combined confidence value of three measurements: Flatness Measure (FM), Centrality Measure (CM), and Illumination Normality Measure (IM). While FM measures the discrimination ability of one face, IM represents the degree of illumination impact on that face. In addition, we introduce CM as a centrality measure to help FM to reduce some of the errors from unnecessary areas such as the hair, neck or background. The VOC then accompanies the feature vectors in the EM process to estimate the optimal models by modified-GMM training. In the experiments, we introduce a real-world database, called KoFace, besides applying some public databases such as the Yale and the ORL database. The KoFace database is composed of 106 face subjects under diverse illumination effects including shadows and highlights. The results show that our proposed approach gives a higher Face Recognition Rate (FRR) than the GMM baseline for indoor and outdoor datasets in the real-world KoFace database (94% and 85%, respectively) and in ORL, Yale databases (97% and 100% respectively).

• Journal of Gifted/Talented Education
• /
• v.7 no.1
• /
• pp.31-50
• /
• 1997

'I'his study investigated students' attitude toward mathematics. and how behavior/cognitive training affects level of math anxietv and level of math achievement. Subjects were all the freshmen attending Taejon Science High School, and they were given Mathematics Attitudes Scale and Attributional Style Questionnaire prior to and post training sessions. Twenty out of 84 freshmen voluntarily participated in nine sessions of training program. Participants were asked to do self-evaluation. Math achievement was measured prior to and post training. and was compared between two groups. Training program utilized behavior/cognitive approach. such as understanding one's feeling through muscle relaxation, breathing and meditation; modifying negative attributional style; imitating effective cognitive strategies for math problem solving, and so on. 'I'he result shows that students' math confidence in general was relatively low out of expectation, a nd they perceived teachers not supporting their math abilities :IS much as expected. On the other hand, students in general had strong math achievelment needs, and considered math utility very high. Sex difference was seen in the attitude toward female math abilities, to result that female students had more positive perception than male students. Female students of 'I'aejon Science High School seem free from conventional idea about female abilities including theirs. Participants' ~attitude change was compared with non-participants. and participants showed statistically significant change in their math confidence, and also in their math achievement. Participants had much higher math confidence and ~achievement than non-participants. And, they showed increased level of perceiving teachers' expectation. more realistic in needs, and more involvement in math. Math achievement was found positively related to math confidence, and participants' math achievement change was explained by their belief in math utility. Not only training program effect hut also participants' voluntary involvement and teacher\ulcorner' support of the program and participation seem to increase their math achievement. Based upon the result of study it was suggested that behavior-/cognitive training program be provided along with academic curricula for gifted students of Korea to help their emotional and psychological development enhance the efficacy of their cognitive learning.

• Journal of Korean Elementary Science Education
• /
• v.34 no.4
• /
• pp.372-381
• /
• 2015

Mathematics and science are very closely related. Among the science areas, physic is strongly linked with mathematics. As the related mathematics skills were alloted later than the science contents in the national curriculum, students often suffer from science classes. Accordingly, an opinion have been claimed to teach the related mathematics skills prior to the science classes. However, it would be hard to arrange all science and mathematics contents in order. Instead of that, in this research, we taught students mathematics contents that are crucial for learning speed through science classes. We called that teaching strategy an integrated science and mathematics class. Then, we examined students' achievement in science as well as skills of mathematics to know the effectiveness of the strategy. We found that the average mathematics score of the whole class went up meaningfully. We also found that their science achievement was above than basic level. Moreover, the homeroom teacher of the students observed 3 aspects which showed the students were better than previous students. Finally, we divided the students into 4 groups by their science and mathematics achievement score and interviewed each group. As a result, we knew that interesting and confidence in science and mathematics quite exerted influence on their achievement.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.4
• /
• pp.663-686
• /
• 2017

The purpose of this study was to identify the effects of convergent approach of mathematics education on students' problem-solving ability and self-efficacy by designing and applying mathematics curriculum based on STEAM. The results are as follows. First, the test results between the two groups did not show any statistically significant difference in terms of problem solving ability, but the experimental group showed a higher average score than the comparative group. Compared with the standard deviation of the experimental group, It can be seen that the level of difference between students is great. This suggests that STEAM-based mathematics lessons have a positive effect on the problem solving ability of low-level students. Second, the results of the self-efficacy t-test of STEAM-based mathematics class showed statistically significant results at a 5% significance level. In the sub-domain, the preference for the difficulty of the mathematics task, except math self-confidence and the math self-regulation efficacy, were statistically significant at a 5% significance level. This study shows that STEAM-based mathematics classes have a positive effect on the students' positive aspects. Through the STEAM program, students learn that mathematics is connected with other fields, and it provides an opportunity to explore on their own, and they more became interested, motivated, and achievement. Also, through the results of the STEAM-based mathematics class, it can be seen that the expressive power and self-confidence are increased by using the non-formal representation outside of the existing formal representation center. The result of this study can be summarized as follows: A STEAM-based mathematics class has a positive effect on problem solving ability and self-efficacy. Therefore, it is interpreted that the application of the STEAM program focusing on mathematics accounts for education effectives.