• Education of Primary School Mathematics
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• v.2 no.2
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• pp.75-83
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• 1998

The present study investigated why students do not like math using deep-level interview method. The reasons of why students dislike math were classified into three： socio-cultural, and individual factors, and math itself. Socio-cultural factors include the environments where students are reared, family, and school culture. Individual factors mean competitive disposition, preconception of math, active disposition, and conflicts with friends or teachers. Finally, students seem to dislike math because math itself is a difficult subject. In addition, textbook and instruction are also difficult, or they are lack of fundamental math knowledge. There may be other reasons of why students do not like math subject. In spite of those reasons, there should be some efforts to analyze why students dislike math and to help the students have interests in math.

• Communications of Mathematical Education
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• v.26 no.2
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• pp.155-176
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• 2012

In this paper, we present a practical and essential method of using team projects for calculus. We, specifically, take into account the team project that calculate the volume of lung represented on CT scan images. We have demonstrated that the process of analyzing the images in a team project encourage studying numerical methods of integration for calculus. Also, we have used various technological programs(MATLAB, MATHEMATICA, MS Excel) to solve the team project.

• Journal of Institute of Control, Robotics and Systems
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• v.20 no.1
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• pp.37-41
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• 2014

FFT (Fast Fourier Transform) has been widely used in various fields such as image processing, voice processing, physics, astronomy, applied mathematics and so forth. Much research has been conducted due to the importance of the FFT and recently new FFT algorithms using a GPU (Graphics Processing Unit) have been developed for the purpose of much faster processing. In this paper, the new optimal FFT algorithm using the Pease FFT algorithm has been proposed reflecting the hardware configuration of a GPGPU (General Purpose computing of GPU). According to the experiments, the proposed algorithm outperformed by between 3% to 43% compared to the CUFFT algorithm.

• The Mathematical Education
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• v.47 no.3
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• pp.311-335
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• 2008

This study aims to find out the teacher's role in each procedure necessary for math gifted students' independent study so as to help them grow to become more creative experts. The case study targeted 14 gifted students. The result shows that the necessary steps for math gifted students' independent study are as fellowing; introducing the independent study, selecting a topic, asking a question, literature review, choosing a study method, gathering information, analysing information, developing a product, sharing information, evaluating the study, Teachers should teach students necessary skills with plans and take the roles of advisors and facilitators. Especially, for effective independent study, this should be planned and done in a regular program for gifted students; teachers' and parents' interest and encouragement facilitate the students' study process.

• Communications of Mathematical Education
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• v.22 no.4
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• pp.445-457
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• 2008

Although both theory and experiment are very important parts in sciences, especially in mathematics, theory only seems to be very important. But the subject of numerical analysis needs both theory and practice in computer. In this paper, I provide some Matlab program codes and matrices which are used in good understanding OR methods in class.

• Research in Mathematical Education
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• v.23 no.2
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• pp.63-92
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• 2020

Student engagement in high-level, cognitively demanding instruction is pivotal for student learning. However, many teachers are unable to maintain such instruction, especially in instances of non-responsive students. This case study of three middle school teachers explores prompts that aim to move classroom discussions past student silence. Prompt sequences were categorized into Progressing, Focusing, and Redirecting Actions, and then analyzed for maintenance of high levels of cognitive demand. Results indicate that specific prompt types are prone to either raise or diminish the cognitive demand of a discussion. While Focusing Actions afforded students opportunities to process information on a more meaningful level, Progressing Actions typically lowered cognitive demand in an effort to get through mathematics content or a specific method or procedure. Prompts that raise cognitive demand typically start out as procedural or concrete and progress to include students' thoughts or ideas about mathematical concepts. This study aims to discuss five specific implications on how teachers can use prompting techniques to effectively maintain cognitively challenging discourse through moments of student silence.

• Journal of Engineering Education Research
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• v.24 no.4
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• pp.41-51
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• 2021

This paper is to study whether cooperative learning applying group games becomes a teaching method that can increase interest and participation in class in calculus and the effect of the number of students. To increase interest and participation in class, the researcher conducted cooperative learning by applying smartphones and various game tools to group games. The consequences of the study confirmed that students' interest and participation in the class increased regardless of their mathematics basics. Therefore, it is expected that the calculus which is difficult for students to understand will be more easily approached by cooperative learning applying group games in the future.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.231-241
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• 2014

This study is subject to compare the STEAM and the STEM education of Korea, the U.K., and the U.S. to find their differences and similarities, as well as the implications in implementing the STEAM education in Korea. In order to accomplish this, the educational objectives, contents and topics, teaching and learning methods, subjects and timing for education, and convergence curriculum were compared; also, after choosing the representative program of each country, a cross-comparative analysis was done for the teaching and learning method distribution ratio, content element distribution ratio, program distribution ratio, STEAM domain ratio, curriculum structure and domain ratio, frequency of inquiry process, basic inquiry, integrated inquiry frequency, hourly basic inquiry, and integrated inquiry process. As a result, it was possible to obtain 77 programs, a total of 656 class hours of Korea, 65 programs and 846 class hours of the U.S., and 75 programs and 774 class hours of the U.K. The results are as follows: Korea's STEAM and the U.K. and the U.S.' STEM all include science, technology, engineering, arts, and mathematics, but in terms of frequency, Korea's STEAM has higher figure in arts. However, the U.K. and the U.S. have higher frequency of debate and discussion, and there were many cases of a student, after receiving feedback from other students, modifying the work.

• Communications for Statistical Applications and Methods
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• v.20 no.3
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• pp.217-223
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• 2013

Two influence diagnostic methods for the common mean model are proposed. First, an investigation of the influence of observations according to minor perturbations of the common mean model is made by adapting the local influence method which is based on the likelihood displacement. It is well known that the maximum likelihood estimates are in general sensitive to influential observations. Case-deletions can be a candidate for detecting influential observations. However, the maximum likelihood estimators are iteratively computed and therefore case-deletions involve an enormous amount of computations. An approximation by Newton's method to the maximum likelihood estimator obtained after a single observation was deleted can reduce much of computational burden, which will be treated in this work. A numerical example is given for illustration and it shows that the proposed diagnostic methods can be useful tools.

• International Journal of Reliability and Applications
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• v.18 no.2
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• pp.83-98
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• 2017

Stress-strength reliability problems arise frequently in applied statistics and related fields. In the context of reliability, the stress-strength model describes the life of a component, which has a random strength X and is subjected to random stress Y. The component fails at the instant that the stress applied to it exceeds the strength and the component will function satisfactorily whenever X > Y. The problem of estimation the reliability parameter in a stress-strength model R = P[Y < X], when X and Y are two independent two-parameter Lindley random variables is considered in this paper. The maximum likelihood estimator (MLE) and Bayes estimator of R are obtained. Also, different confidence intervals of R are obtained. Simulation study is performed to compare the different proposed estimation methods. Example in real data is used as practical application of the proposed procedure.