• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.243-262
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• 2017

This study has its purpose on improving mathematic education by analyzing the effects of the teaching and learning process which adopted 'FOCUS Problem Solving Steps' on student's mathematical problem solving ability and their mathematical attitude. The result is as follows. First, activities through FOCUS Problem Solving Steps showed positive effect on students' problem solving ability. Second, among mathematical attitudes, mathematical curiosity, reflection and value are proved to have statistically meaningful effect and from the result that analyzed changes of subject students, we could suppose that all 6 elements of mathematical attitude had positive effect. Third, by solving questions through FOCUS steps, students felt satisfaction when they success by themselves. If projects which adopted FOCUS Problem Solving Steps take effect continuously by happiness from the process of reviewing and reflecting their own fallacy and solving that, we might expect meaningful effect on students' problem solving ability. Through this study, FOCUS Problem Solving Steps had positive effect not only on students' mathematical problem solving ability but also on formation of mathematical attitude. As a result, it implies that FOCUS Problem Solving Steps need to be applied to other grades and fields and then studied more.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.117-145
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• 2006

Mathematically gifted children have creative curiosity about novel tasks deriving from their natural mathematical talents, aptitudes, intellectual abilities and creativities. More effect in nurturing the creative thinking found in brilliant children, letting them approach problem solving in various ways and make strategic attempts is needed. Given this perspective, it is desirable to select open-ended and atypical problems as a task for educational program for gifted children. In this paper, various types of open-ended problems were framed and based on these, teaming activities were adapted into gifted children's class. Then in the problem solving process, the characteristic of bright children's mathematical thinking ability and examples of problem solving strategies were analyzed so that suggestions about classes for bright children utilizing open-ended tasks at elementary schools could be achieved. For this, an open-ended task made of 24 inquiries was structured, the teaching procedure was made of three steps properly transforming Renzulli's Enrichment Triad Model, and 24 periods of classes were progressed according to the teaching plan. One period of class for each subcategories of mathematical thinking ability; ability of intuitional insight, systematizing information, space formation/visualization, mathematical abstraction, mathematical reasoning, and reflective thinking were chosen and analyzed regarding teaching, teaming process and products. Problem solving examples that could be anticipated through teaching and teaming process and products analysis, and creative problem solving examples were suggested, and suggestions about teaching bright children using open-ended tasks were deduced based on the analysis of the characteristic of tasks, role of the teacher, impartiality and probability of approaching through reflecting the classes. Through the case study of a mathematics class for bright children making use of open-ended tasks proved to satisfy the curiosity of the students, and was proved to be effective for providing and forming a habit of various mathematical thinking experiences by establishing atypical mathematical problem solving strategies. This study is meaningful in that it provided mathematically gifted children's problem solving procedures about open-ended problems and it made an attempt at concrete and practical case study about classes fur gifted children while most of studies on education for gifted children in this country focus on the studies on basic theories or quantitative studies.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.19-38
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• 2000

This study is about open and secondary level Home Economics Education which is applicable to field and which includes the characteristics, purpose and problems of each open education, secondary education and home economics education. Based on the ideology of open education this study will identify the meaning of openness in terms of Home Economics Education reconstructing meaning purpose, characteristics, curriculum paradigm and curriculum. The instructional model and module which use web, will be presented as the results o the reconstruction works. The open instructional module in Home Economics Education which will be operated on the web is consisted of 1) setting the orientation of curriculum development 2) instructional model development 3) rebuilding the Home Economics Education curriculum 4)development of instructional modules and web-based materials and 5)construction of the web-site. Six instructional module begin with critical/emancipatory curriculum paradigm in open Home Economics Education use module as a unit of class management instead of 1 class, facilitates nest-type integration which is applied from open education keeping the nature of Home Economics Education and focus on practical problem and problem solving through reconceptualization with dialectical perspective on individual, family and society. The practical problem solving model has four steps: Identifying practical problems. Understanding the contexts of problem, Searching for solutions and examining its consequences, Action and evaluation. The web-site has to be developed based on the six instructional module includes those issues : self-identification for reinforcing autonomy and self-esteem, living with family living with friends, autonomous living healthy living and understanding sexuality.

• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.171-183
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• 1998

The purpose of this study were to see the concept of creativity for the application to the home economics subject and to analyze the home economics textbooks required by the 6th curriculum in a viewpoint of the development of creativity. To achieve these purposes, the learning unit of making necessaries of 8 different home economics textbooks for middle school were compared in the point of titles of learning unit, learning objectives, contents of learning unit, study problems, and exercises. The results of this study were as follows : 1) For the learning objectives, most of home economics textbooks were focused on the basic knowledge and basic skills education rather than the creative thinking and creative problem solving. 2) For the contents of the textbooks, all of home economics textbooks were fixed by the materials and making steps for education of basic skills. So, it was found that the creativity of students could not developed. 3) For the study problems, most of home economics textbooks had some posibility of developing the creativity of students, relatively. 4) For the exercises, most of home economics textbooks had limited posibility of developing the creativity of students.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.65-84
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• 2005

The purpose of this study was to analyze the contents and designs of the developed 22 teaching and programs for the gifted students in elementary mathematics. The focus of the analysis were the participants and the characteristics of the contents, and were to reflect them on the areas of the 7th elementary mathematics curriculum and Renzulli's Enrichment Triad Model. The results of the study as follows: First, the programs for the low grade gifted students are very few compared to those of the high grade students. For earlier development of the young gifted students, we need to develop more programs for the young gifted students. Second, there are many programs in the area of geometry, whereas few programs are developed in the area of measurement. We need to develop programs in the various areas such as measurement, probability and statistics, and patterns and representations. Third, most programs do not follow the steps of the Renzulli's Enrichment Triad Model, and the frequency of appearance of the steps are the 1st, 2nd, and 3rd enrichments, sequentially. We need to develop hierarchical programs in which the sequency and relations are well orchestrated. Fourth, the frequency of appearance is as follows as sequentially: types of exploration of topics, creative problem solving, using materials, project types, and types of games and puzzles. In the development of structure of the program, the following factors should be considered: name of the chapter, overview of the chapter, objectives, contents by steps, evaluation, reading materials, and extra materials.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.493-509
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• 2010

Researchers have suggested that educators have to focus their attention on variability and reasoning about variation as means of developing students' statistical thinking in school mathematics. This paper investigated knowledge for the teaching of variability and reasoning about variation; what are sources of variability, how to cope with variability, what are types of variability, how to recognize variability, and the relationship between statistical problem solving and variability. The results involve: discussion on the sources of variability and how to cope with variability promotes students' awareness of different types of variability and students' motivation in the following steps in the statistical activity; emphasis on reasoning about variation in teaching representation of data accords with objectives of statistics education; reexamination of curriculum for statistics education is needed, which has a content-oriented arrangement.

• Journal of KIISE:Information Networking
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• v.37 no.5
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• pp.317-326
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• 2010

Nowadays, transmission bandwidth for network traffic is increasing and the type is varied such as peer-to-peer (PZP), real-time video, and so on, because distributed computing environment is spread and various network-based applications are developed. However, as PZP traffic occupies much volume among Internet backbone traffics, transmission bandwidth and quality of service(QoS) of other network applications such as web, ftp, and real-time video cannot be guaranteed. In previous research, the port-based technique which checks well-known port number and the Deep Packet Inspection(DPI) technique which checks the payload of packets were suggested for solving the problem of the P2P traffics, however there were difficulties to apply those methods to detection of P2P traffics because P2P applications are not used well-known port number and payload of packets may be encrypted. A proposed algorithm for identifying P2P heavy traffics based on flow transport parameters and behavioral characteristics can solve the problem of the port-based technique and the DPI technique. The focus of this paper is to identify P2P heavy traffic flows rather than all P2P traffics. P2P traffics are consist of two steps i)searching the opposite peer which have some contents ii) downloading the contents from one or more peers. We define P2P flow patterns on these P2P applications' features and then implement the system to classify P2P heavy traffics.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.1
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• pp.55-69
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• 2021

For the national economic development, the participation of women in the social and economic activities is crucial. The popularization of start-ups, digital transformation, and WEconomy trends have lowered the barriers to opportunities for women to start a business and provide an environment in which women can grow faster. This paper examines the significance and process of success of women entrepreneurs and the characteristics of innovation strategies and achievements by linking the recently changing business environment of a company, factors influencing the success of women entrepreneurship, and innovation activities. To this end, four companies' cases were analyzed in the fields of distribution/service and consumer products/services, which are areas of large investment among female startups. The result shows that women entrepreneurs recognize the meaning of success as creating and continuing to create a 'corporate value through establishing a trust relationship with customers' within the 'balance between personal life and work.' In terms of the business ecosystem, women entrepreneurs strive for 'business activities based on the win-win growth of consumers, producers and sellers' for success, and rather 'focus on the process with a problem-solving approach' rather than achieving performance-oriented goals. Also through excellent power of observation, flexibility, and execution power, women entrepreneurs conduct business by adapting to changing trends. In terms of innovation activities, the innovation strategy of women-led companies puts priority on 'creating the value customers want' and focuses on innovation in the 'customer-centric business model' rather than technological innovation. As such, women-led companies show several differentiated characteristics, which enable them to create corporate value and achieve sustainable growth. The barriers to challenges and opportunities for women to start a business have been lowered, and an ecosystem has been created for female startups to grow. But why are there still so few women entrepreneurs, and the answer to where we need to close these gaps is ultimately a close analysis and investigation of the field. We must present milestones for growth steps through the accumulation of case studies of women startups that have exited. In addition, women can stand as economic agents only when the policy targets are subdivided and specific approaches to child-rearing and childcare for women entrepreneurs must be taken. This paper expects to serve as basic data for follow-up studies and become the basis of research for women entrepreneurs to grow as economic agents.