• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.169-192
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• 2019

This study investigates how well grade 4, 5, and 6 students understand graphs before formal education is done on graphs. For this, we analyzed students' understanding of graphs by classifying them into 'reading data', 'finding relationships between data', 'interpreting data', and 'understanding situations' based on previous studies. The results show that the students have good understanding of graphs that did not have formal education. This suggests that it is necessary to consider the timing of the introduction of the graph. In addition, when we look at the percentage of correctness of each graph, it is found that the understanding of the line graph is weaker than the other graphs. The common error in most graphs was that students relied on their own subjective thoughts and experiences rather than based on the data presented.

• School Mathematics
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• v.18 no.3
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• pp.457-478
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• 2016

The purpose of this study is to investigate middle school students' understanding and development of function graphs. We collected the data from the teaching experiment with two middle school students who had not yet received instruction on linear function in school. The students participated in a 15-day teaching experiment(Steffe, & Thompson, 2000). Each teaching episode lasted one or two hours. The students initially focused on numerical values rather than the overall relationship between the variables in functional situations. This study described meaning, role of and students' responses for the given tasks, which revealed the students' understanding and development of function graphs. Especially we analyzed students' responses based on their methods to solve the tasks, reasoning that derived from those methods, and their solutions. The results indicate that their continuous reasoning played a significant role in their understanding of function graphs.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.203-221
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• 2017

The purpose of this study is to suggest didactical principles for using mathematical teaching aids and to applicate didactical principles in a relation with curriculum. First, we meta-analyzed related literature to suggest didactical principles for using mathematical teaching aids. And we suggested didactical principles as follows: principle of activities, principle of instruments, principle of learning. Using mathematical teaching aids with didactical principles in mind would help avoiding situations in which mathematical teaching aids are only used as interesting tools. Second, we concretized the meaning to applicate didactical principles and use mathematical teaching aids in a relation with curriculum. We considered domain, key concept, function, achievement standard, which were presented in the curriculum of mathematics, and suggested concrete activities. Third, we produced two designs for lessons on incenter and circumcenter of triangle and linear function's graph using mathematical teaching aids.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.369-384
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• 2018

Multiplication is able to be described by using repeated addition, a Cartesian product, a scalar operation, rectangular array and area in many various context. Multiplication in various problem situations is learned by various of the teaching method and the order of teaching more than any other mathematical concepts and operations in elementary school. Nevertheless, the context of multiplication leaves further room for improvement. The purpose of this study is to examine the similarities and differences between the conceptual aspects of multiplication through the literature and to analyze the appropriateness of the teaching method and the order of teaching through textbook analysis. As a result of the study, it was found that multiplication of a scalar operation was introduced too early and did not properly reflect of meaning of multiplication as a scalar operation. There is also a need to use the concept of the rectangular array or area as a meaning of multiplication two quantities.

• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.

• Journal of the Korea Fashion and Costume Design Association
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• v.18 no.2
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• pp.145-159
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• 2016

This study developed the learning criteria for Science, Technology, Engineering, Arts & Mathematics to establish the theoretical background of the education pursued by STEAM. The learning criteria was developed on a basis of 6 kinds of Technology Home Economics textbooks by 2009 Amended Curriculum, and the factors of STEAM were extracted according to related contents. From the results of this study, the unit 'Dress and Self-expression' assimilated T.E.A.M with learning related to clothing psychology, consumer behavior, fashion design, and Korean fashion. The unit 'eco-friendly clothing and fixing clothes' was found to assimilate S.T.E.A.M. with learning related to clothes science and dress structure. Accordingly we can understand this unit also consists of the S. T. E. A. M assimilation such as clothes science, fashion marketing, dress structure, dress aesthetics, design and so on. Both units 'dress and self-expression' and 'eco-friendly clothing and fixing clothes' were found to consist of suggesting situations, creative planning and emotional experience following the learning criteria of STEAM. Therefore, these units will be the basic material for developing STEAM programs centering upon 'Home Economics' among the curriculum.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.16 no.4
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• pp.225-237
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• 2016

In conventional transportation problem (TP), all the parameters are always certain. But, many of the real life situations in industry or organization, the parameters (supply, demand and cost) of the TP are not precise which are imprecise in nature in different factors like the market condition, variations in rates of diesel, traffic jams, weather in hilly areas, capacity of men and machine, long power cut, labourer's over time work, unexpected failures in machine, seasonal changes and many more. To counter these problems, depending on the nature of the parameters, the TP is classified into two categories namely type-2 and type-4 fuzzy transportation problems (FTPs) under uncertain environment and formulates the problem and utilizes the trapezoidal fuzzy number (TrFN) to solve the TP. The existing ranking procedure of Liou and Wang (1992) is used to transform the type-2 and type-4 FTPs into a crisp one so that the conventional method may be applied to solve the TP. Moreover, the solution procedure differs from TP to type-2 and type-4 FTPs in allocation step only. Therefore a simple and efficient method denoted by PSK (P. Senthil Kumar) method is proposed to obtain an optimal solution in terms of TrFNs. From this fuzzy solution, the decision maker (DM) can decide the level of acceptance for the transportation cost or profit. Thus, the major applications of fuzzy set theory are widely used in areas such as inventory control, communication network, aggregate planning, employment scheduling, and personnel assignment and so on.

• The Korean Journal of Applied Statistics
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• v.15 no.2
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• pp.223-232
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• 2002

The present paper develops a test of the multivariate normality based on nonlinear transformations and the likelihood function. For checking the normality, we test the shape parameter which indexes the family of transformations. A score test and a parametric bootstrap test are used to evaluate the discrepancy between the data and a multivariate normal distribution. In order to compare the performance of our test with the existing tests, a simulation study was carried out for several situations where nuisance parameters have to be estimated. The results showed that the proposed method is superior to the existing methods.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.31 no.8
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• pp.817-825
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• 2007

During thirty years, deterministic chaos has moved center stage in many areas of applied mathematics. One important stimulus for this, particularly in the early 1970s, was work on nonlinear aspects of the dynamics of plant and animal populations. There are many situations, at least to a crude first approximation, by a simple first-order difference equation. Past studies have shown that such equations, even though simple and deterministic, can exhibit a surprising array of dynamical behavior, from stable points, to a bifurcating hierarchy of stable cycles, to apparently random fluctuations. But higher-order spectral analyses of such behavior are usually not considered. Higher-order spectra of a signal contain important information that is not present in its power spectrum. So, if we find the spectral pattern and get information from it, it will be able to be used effectively in so many fields. Hence, this paper uses auto bicoherence and bicoherence residue which are sort of bispectrum. Applying these to behavior of logistic difference equation, which is typical chaotic signal, the phenomenon of phase coupling and the appearance of frequency band can be analyzed. Such information means that bispectral analysis is useful to detect nonlinearity of signal.

• Communications for Statistical Applications and Methods
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• v.15 no.4
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• pp.497-507
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• 2008

Confounding techniques have to be used repeatedly in the situations where it is necessary to perform only 2 runs under homogeneous conditions in $2^m$ factorial and fractional factorial experiment. Combinations of confounded $2^m$ factorial and fractional factorial designs enable the estimation of all main effects and all of or a part of 2 factor interaction effects. Defining contrast are used for our designs and treatment combinations of designs to be run are presented.