• The KIPS Transactions:PartB
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• v.11B no.2
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• pp.233-240
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• 2004

This paper presents a method to implicitly resolve ambiguities using dynamic incremental clustering in Korean-to-English and Japanese-to-English cross-language information retrieval (CLIR). The main objective of this paper shows that document clusters can effectively resolve the ambiguities tremendously increased in translated queries as well as take into account the context of all the terms in a document. In the framework we propose, a query in Korean/Japanese is first translated into English by looking up bilingual dictionaries, then documents are retrieved for the translated query terms based on the vector space retrieval model or the probabilistic retrieval model. For the top-ranked retrieved documents, query-oriented document clusters are incrementally created and the weight of each retrieved document is re-calculated by using the clusters. In the experiment based on TREC test collection, our method achieved 39.41% and 36.79% improvement for translated queries without ambiguity resolution in Korean-to-English CLIR, and 17.89% and 30.46% improvements in Japanese-to-English CLIR, on the vector space retrieval and on the probabilistic retrieval, respectively. Our method achieved 12.30% improvements for all translation queries, compared with blind feedback in Korean-to-English CLIR. These results indicate that cluster analysis help to resolve ambiguity.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.353-374
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• 2016

Communication is one of 6 core competencies suggested newly in mathematics curriculum revised in 2015 in Korea. Also, it's importance has been emphasized through NCTM and CCSSI. By the subject of Mathematics in Context(MiC) textbook, this study planned to explore the communication elements according to the types of communication such as discourse, representation, operation. Namely, this study dealt with 316 questions in a total of 34 tasks relevant to function content in the MiC textbook, and this study explored the communication elements on the questions of each task. To accomplish this, this study first of all was to reconstruct and establish an analytic framework, on the basis of 'D.R.O.C type' of communication developed by Kim & Pang in 2010. In addition, based on the achievement standards of function domain in mathematics curriculum revised in 2015 in Korea, this study basically compared with the function content included in MiC textbook and Korean mathematics curriculum document. Also, it tried to explore the distribution of communication elements according to the types of communication.