• Journal of Educational Research in Mathematics
• /
• v.25 no.4
• /
• pp.599-615
• /
• 2015

Teachers' philosophies have not been emphasized enough in the current teacher education curriculum even though teacher's philosophy palys a critical role in schools and classrooms. The examination on pre-service teachers' teaching philosophies is necessary to improve teacher education curriculum so that teaching philosophies are often discussed in the courses of 'pedagogical content knowledge' as well as 'general education.' Therefore, the current study investigated 44 pre-service teachers' teaching philosophies, their sub domains, and relationships among the sub domains. The previous studies regarding mathematics teacher's teaching philosophy were more about 'teacher's belief' and employed deductive inference approach using surveys or questionnaires. These studies commonly pointed out that there were three major domains of 'belief on mathematics itself,' 'belief on teaching mathematics,' and 'belief on learning mathematics.' As these three domains of teacher's philosophy has been strengthened, there were very few studies examining the other potential domains of teacher's teaching philosophy. According to the findings of the present study, which employed inductive inference approach and pre-service teachers' free essay writing assignment, 'belief on teacher's role in mathematics classroom,' 'belief on the purpose of mathematics education,' and 'motivation to be a mathematics teacher' were additionally illuminated as sub domains of teacher's teaching philosophy. Moreover, the interrelationship among the sub-areas of teacher's teaching philosophy was disclosed. Specifically, 'belief on the purpose of mathematics education' and 'motivation to be a mathematics teacher' influenced the other sub domains. This implies that the relationships among the sub domains of teacher's teaching philosophy were more likely to be causal and vertical relationships rather than independent and parallel relationships. Finally, the findings from the current study provide implications indicating how pre-service teachers' teaching philosophies might be established in mathematics education courses for future research and education.

• Journal of The Korean Association For Science Education
• /
• v.28 no.6
• /
• pp.685-695
• /
• 2008

An analysis on the Inquiry unit of Science 10 textbooks was conducted in terms of nature of science (NOS). The subject of the analysis was instructional objectives, activities and sentences in the unit of ten Science 10 textbooks. Contents of the instructional objectives could be grouped into nature of science, nature of scientists, scientific methods, and Science-Technology-Society. The concrete nature of scientific knowledge (SK) and constructing scientific theory or model, however, were not found in the objectives. The total number of activities in the Inquiry unit was 38. Seventeen out of them were presented without any supplemental or introductory materials, and 21 activities were provided with information followed by questions, discussions or investigations. For the most activities, any clear statements about NOS elements and desired/informed views of NOS were not made. The sentences of the Inquiry units were mixed up with constructivist and inductive views on NOS. The definition of science tended to be described based on the inductive view. And the generation of SK tended to be described as discovering regularities in natural phenomena rather than constructing theories. For science teachers who want to teach NOS effectively, stating clear learning objectives and elements of NOS and presenting reading materials with relevant views on nature of science were necessary.

• Journal of Intelligence and Information Systems
• /
• v.28 no.3
• /
• pp.119-137
• /
• 2022

Recent recommendation system studies apply various deep learning models to represent user and item interactions better. One of the noteworthy studies is ONCF(Outer product-based Neural Collaborative Filtering) which builds a two-dimensional interaction map via outer product and employs CNN (Convolutional Neural Networks) to learn high-order correlations from the map. However, ONCF has limitations in recommendation performance due to the problems with CNN and the absence of side information. ONCF using CNN has an inductive bias problem that causes poor performances for data with a distribution that does not appear in the training data. This paper proposes to employ a Vision Transformer (ViT) instead of the vanilla CNN used in ONCF. The reason is that ViT showed better results than state-of-the-art CNN in many image classification cases. In addition, we propose a new architecture to reflect side information that ONCF did not consider. Unlike previous studies that reflect side information in a neural network using simple input combination methods, this study uses an independent auxiliary classifier to reflect side information more effectively in the recommender system. ONCF used a single latent vector for user and item, but in this study, a channel is constructed using multiple vectors to enable the model to learn more diverse expressions and to obtain an ensemble effect. The experiments showed our deep learning model improved performance in recommendation compared to ONCF.

• Journal of Educational Research in Mathematics
• /
• v.8 no.1
• /
• pp.59-71
• /
• 1998

Recently, most classrooms in Korea are fully equipped with multimedia environments such as a powerful pentium pc, a 43″large sized TV, and so on through the third renovation of classroom environments. However, there is not much software teachers can use directly in their teaching. Even with existing software such as GSP, and Mathematica, it turns out that it doesn####t fit well in a large number of students in classrooms and with all written in English. The study is to analyze the characteristics of problem-solving process and to develop a computer program which integrates the instruction of problem solving into a regular math program in areas of quadratic functions and ellipses. Problem Solving in this study included two sessions: 1) Learning of basic facts, concepts, and principles; 2) problem solving with problem contexts. In the former, the program was constructed based on the definitions of concepts so that students can explore, conjecture, and discover such mathematical ideas as basic facts, concepts, and principles. In the latter, the Polya#s 4 phases of problem-solving process contributed to designing of the program. In understanding of a problem, the program enhanced students#### understanding with multiple, dynamic representations of the problem using visualization. The strategies used in making a plan were collecting data, using pictures, inductive, and deductive reasoning, and creative reasoning to develop abstract thinking. In carrying out the plan, students can solve the problem according to their strategies they planned in the previous phase. In looking back, the program is very useful to provide students an opportunity to reflect problem-solving process, generalize their solution and create a new in-depth problem. This program was well matched with the dynamic and oscillation Polya#s problem-solving process. Moreover, students can facilitate their motivation to solve a problem with dynamic, multiple representations of the problem and become a powerful problem solve with confidence within an interactive computer environment. As a follow-up study, it is recommended to research the effect of the program in classrooms.

• School Mathematics
• /
• v.10 no.1
• /
• pp.1-22
• /
• 2008

The purpose of this study is to search the effective teaching-learning program by considering how affect on formation of linear function using Excel. This study was based on qualitative case study. The teaching experiment using Excel executed with five 8th graders' students for second research content. Teaching experiment was performed for two classes. Collecting the data was conducted via observations and interviews with students. The data include audio and video recording of the students' work, students' worksheets and detailed field notes. The conclusions drawn from teaching experiment are as follows: First, when students explored relevancy content of function in Excel environment, formation of concept of function was facilitated by experiencing operation of algebraic formulas, tables and graphs. We could infer that formation of concept was effected by conjecture activity and iterative process of feedback through Excel environment. Second, the students explored the changes very interestingly making algebraic formulas and presenting tables and graphs. The students were familiarized with observation on algebraic formulas, graphs and tables concurrently. Also, they tried to look for general rules through inductive observation. According to this study, we noticed that exploration teaming environment using Excel could supplement paper-and-pencil environment.

• The KIPS Transactions:PartD
• /
• v.11D no.5
• /
• pp.1205-1212
• /
• 2004

As electronic commerce systems have been widely used, the necessity of adaptive e-commerce agent systems has been increased. These kinds of adaptive e-commerce agents can monitor customer's behaviors and cluster thou in similar categories, and include user's preference from each category. In order to implement our adaptive e-commerce agent system, in this paper, we propose an adaptive e-commerce agent systems consider customer's information of interest and goodwill ratio about preference goods. Proposed system build user's profile more accurately to get adaptability for user's behavior of buying and provide useful product information without inefficient searching based on such user's profile. The proposed system composed with three parts , Monitor Agent which grasps user's intension using monitoring, similarity reference Agent which refers to similar group of behavior pattern after teamed behavior pattern of user, Interest Analyzing Agent which personalized behavior DB as a change of user's behavior.

• Information Systems Review
• /
• v.9 no.1
• /
• pp.67-84
• /
• 2007

In diffusing an information systems(IS), the provider of the IS can be more effective if they can identify user groups who can adopt the system early. By focusing on the user groups, system providers can encourage them to adopt the IS. After the early adopters adopt an IS, the diffusion of the system to other groups can be easier by early adopters' voluntary advertisement and help in adopting the IS. Instead of discrete choice methods which are usually used for this purpose, we suggest a decision tree method. Compared to discrete choice methods, this method is more accurate for prediction and can easily identify non-linear segments of groups. By testing the data of adopters of an IS in agricultural business, we show the excellence of this method in identifying target groups to focus on. This method would help system providers to diffuse their systems by starting from early adopters.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2008.10a
• /
• pp.406-409
• /
• 2008

We consider the problem of exploiting a taxonomy of propositionalized attributes in order to learn compact and robust classifiers. We introduce Propositionalized Attribute Taxonomy guided Naive Bayes Learner (PAT-NBL), an inductive learning algorithm that exploits a taxonomy of propositionalized attributes as prior knowledge to generate compact and accurate classifiers. PAT-NBL uses top-down and bottom-up search to find a locally optimal cut that corresponds to the instance space from propositionalized attribute taxonomy and data. Our experimental results on University of California-Irvine (UCI) repository data sets show that the proposed algorithm can generate a classifier that is sometimes comparably compact and accurate to those produced by standard Naive Bayes learners.

• Molecules and Cells
• /
• v.37 no.1
• /
• pp.24-30
• /
• 2014

Inductive expression of early growth response 1 (Egr-1) in neurons is associated with many forms of neuronal activity. However, only a few Egr-1 target genes are known in the brain. The results of this study demonstrate that Egr-1 knockout (KO) mice display impaired contextual extinction learning and normal fear acquisition relative to wild-type (WT) control animals. Genome-wide microarray experiments revealed 368 differentially expressed genes in the hippocampus of Egr-1 WT exposed to different phases of a fear conditioning paradigm compared to gene expression profiles in the hippocampus of KO mice. Some of genes, such as serotonin receptor 2C (Htr2c), neuropeptide B (Npb), neuronal PAS domain protein 4 (Npas4), NPY receptor Y1 (Npy1r), fatty acid binding protein 7 (Fabp7), and neuropeptide Y (Npy) are known to regulate processing of fearful memories, and promoter analyses demonstrated that several of these genes contained Egr-1 binding sites. This study provides a useful list of potential Egr-1 target genes which may be regulated during fear memory processing.

• Journal of Gifted/Talented Education
• /
• v.20 no.3
• /
• pp.681-701
• /
• 2010

This study examined the perception of gifted teachers toward 'conception of creativity personality education,' 'methodology of creativity personality education,' and 'support of creativity personality education' in the future gifted education. As a result, gifted teachers conceptualized creativity personality education as education to foster creative social capitals(social + moral leaders), which showed movement from gifted education focused on cognitive development into future-developmental orientation. Gifted teachers mentioned education to foster social sensitivity, creativity, and leadership as methodology of creativity personality education. More specifically, they recommended inductive curriculum in learning and teaching in order to encourage domain-specific giftedness. As pointing not to separate creativity personality education for gifted from a formal education but to deploy with conjunction with it, gifted teachers mentioned the social recognition for creativity personality education and the development of teacher's professionalism and educational programs.