• The Journal of Asian Finance, Economics and Business
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• v.10 no.2
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• pp.213-222
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• 2023

This paper mainly studies the relationship between financial development, inbound tourism development, and economic growth rate in Fujian Province, China. This study uses the data of real GDP, foreign exchange income from international tourism, and financial interrelations ratio from 1994 to 2019. In the analysis process, the Johansen cointegration test is first used to analyze whether the three have a long-term equilibrium relationship. Then the vector error correction model is established to test the restrictive relationship among the three. Next, the Granger causality test assesses whether the three have a causal relationship. Finally, the contribution rate of the three is analyzed by variance decomposition. The above methods show the following conclusions: first, the three have a long-term equilibrium relationship. Secondly, in the short term, local economic growth is constrained by inbound tourism and financial development. Thirdly, there is a causal relationship between economic growth and inbound tourism in Fujian, while there is a unidirectional causal relationship between financial development and economic growth, financial development, and inbound tourism. Fourthly, the contribution rate of inbound tourism to economic growth fluctuations in Fujian is higher than that of financial development.

• Annual Conference on Human and Language Technology
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• 2019.10a
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• pp.362-367
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• 2019

본 논문에서는 Self-Attention을 활용한 딥러닝 기반 문맥의존 철자오류 교정 모델을 제안한다. 문맥의존 철자오류 교정은 최근 철자오류 교정 분야에서 활발히 연구되고 있는 문제 중 하나이다. 기존에는 규칙 기반, 확률 기반, 임베딩을 활용한 철자오류 교정이 연구되었으나, 아직 양질의 교정을 수행해내기에는 많은 문제점이 있다. 따라서 본 논문에서는 기존 교정 모델들의 단점을 보완하기 위해 Self-Attention을 활용한 문맥의존 철자오류 교정 모델을 제안한다. 제안 모델은 Self-Attention을 활용하여 기존의 임베딩 정보에 문맥 의존적 정보가 반영된 더 나은 임베딩을 생성하는 역할을 한다. 전체 문장의 정보가 반영된 새로운 임베딩을 활용하여 동적으로 타겟 단어와의 관련 단어들을 찾아 문맥의존 철자 오류교정을 시행한다. 본 논문에서는 성능평가를 위해 세종 말뭉치를 평가 데이터로 이용하여 제안 모델을 실험하였고, 비정형화된 구어체(Kakao Talk) 말뭉치로도 평가 데이터를 구축해 실험한 결과 비교 모델보다 높은 정확율과 재현율의 성능향상을 보였다.

• Structural Engineering and Mechanics
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• v.88 no.4
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• pp.301-309
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• 2023

In this paper, a new modified conjugate gradient (MCG) method is presented which is based on a new gradient regularizer, and this method is used to identify the dynamic load on airfoil structure without and with considering random structure parameters. First of all, the newly proposed algorithm is proved to be efficient and convergent through the rigorous mathematics theory and the numerical results of determinate dynamic load identification. Secondly, using the perturbation method, we transform uncertain inverse problem about force reconstruction into determinate load identification problem. Lastly, the statistical characteristics of identified load are evaluated by statistical methods. Especially, this newly proposed approach has successfully solved determinate and uncertain inverse problems about dynamic load identification. Numerical simulations validate that the newly developed method in this paper is feasible and stable in solving load identification problems without and with considering random structure parameters. Additionally, it also shows that most of the observation error of the proposed algorithm in solving dynamic load identification of deterministic and random structure is respectively within 11.13%, 20%.

• Communications for Statistical Applications and Methods
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• v.31 no.4
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• pp.441-457
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• 2024

Semicontinuous data are characterized by a mixture of a point probability mass at zero and a continuous distribution of positive values. This type of data is often modeled using a two-part model where the first part models the probability of dichotomous outcomes -zero or positive- and the second part models the distribution of positive values. Despite the two-part model's popularity, variable selection in this model has not been fully addressed, especially, in high dimensional data. The objective of this study is to investigate variable selection and prediction performance of penalized regression methods in two-part models. The performance of the selected techniques in the two-part model is evaluated via simulation studies. Our findings show that LASSO and ENET tend to select more predictors in the model than SCAD and MCP. Consequently, MCP and SCAD outperform LASSO and ENET for β-specificity, and LASSO and ENET perform better than MCP and SCAD with respect to the mean squared error. We find similar results when applying the penalized regression methods to the prediction of crime incidents using community-based data.

• Journal of Educational Research in Mathematics
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• v.15 no.1
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• pp.75-105
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• 2005

This study explored a mathematical modeling flow and the effect of interactions among students and between a student and Excel on modeling in a small group modeling environment with Excel. This is a case study of three 8th graders' modeling activity using Excel during their extra lessons. The conclusions drawn from this study are as follows: First, small group modeling using Excel was formed by formulating 4∼10 modeling cycles in each task. Students mainly formed tables and graphs and refined and simplified these models. Second, students mainly formed tables, algebraic formulas and graphs and refined tables considering each variable in detail by obtaining new data with inserting rows. In tables, students mainly explored many expected cases by changing the values of the parameters. In Graphs, students mainly identified a solution or confirmed the solution founded in a table. Meanwhile, students sometimes constructed graphs without a purpose and explored the problem situations by graphs mainly as related with searching a solution, identifying solutions that are found in the tables. Thus, the teacher's intervention is needed to help students use diverse representations properly in problem situations and explore floatingly and interactively using multi-representations that are connected numerically, symbolically and graphically. Sometimes students also perform unnecessary activities in producing data by dragging, searching a solution by 'trial and error' and exploring 'what if' modeling. It is considered that these unnecessary activities were caused by over-reliance on the Excel environment. Thus, the teacher's intervention is needed to complement the Excel environment and the paper-and-pencil environment properly.

• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.221-249
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• 2006

The object of this study is to understand the characteristics of mathematical knowledge that elementary 5th graders have regarding the statistical variation concept and the changes after taking lessons. This study includes a pretest to examine the characteristics of mathematical knowledge that elementary 5th graders have regarding the statistical variation concept. And It was followed by a lesson on statistical variation concept to be able to correct error which was revealed by the inspection, and to improve good points. It turned out that after five lessons on the statistical variation concept, the insufficient aspects were properly improved, and as for the points they already understand, they came to understand better than before. They came to consider the statical variation concept instead of the frequency, preponderance, average, stable traits for the optimum value. Also, through the lesson on drawing tables and graphs, they came to better understand them, analyzing correctly the exercises in which tables and graphs were combined. When comparing data sets whose general distributions and extents were similar, students came up with the right answers in a stable way by considering averages combining statistical variation too. Since they tended to interpret a situation with their own subjective views adding conditions, teachers need to examine the proper situation and conditions prior to the lessons on the statistical variation concept.

• School Mathematics
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• v.9 no.1
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• pp.119-139
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• 2007

The purpose of this study is to analyze students' misconception in the teaming of the conic sections with the cognitive and pedagogical point of view. The conics sections is very important concept in the high school geometry. High school students approach the conic sections only with algebraic perspective or analytic geometry perspective. So they have various misconception in the conic sections. To achieve the purpose of this study, the research on the following questions is conducted: First, what types of misconceptions do the students have in the loaming of conic sections? Second, what types of errors appear in the problem-solving process related to the conic sections? With the preliminary research, the testing worksheet and the student interviews, the cause of error and the misconception of conic sections were analyzed: First, students lacked the experience in the constructing and manipulating of the conic sections. Second, students didn't link the process of constructing and the application of conic sections with the equation of tangent line of the conic sections. The conclusion of this study ls: First, students should have the experience to manipulate and construct the conic sections to understand mathematical formula instead of rote memorization. Second, as the process of mathematising about the conic sections, students should use the dynamic geometry and the process of constructing in learning conic sections. And the process of constructing should be linked with the equation of tangent line of the conic sections. Third, the mathematical misconception is not the conception to be corrected but the basic conception to be developed toward the precise one.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.193-213
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• 2016

This study has two goals. The First is to develop and apply a step-by-step program and the degree to which students' mathematical skills. The second is to analyze mathematical attitude change around the first grade students was done. The program for learning complement number is composed of series of 5 steps and 11 classes. Play for learning complement number, taking into account the difficulty of the learning steps 1-5 are organized. First step is composed of the classes which fragmented pieces of shapes to complete the entire geometry with fun activities for the entire part of the concept of learning and it maintenance concepts and can naturally learn by associating step. In second step, tools to take advantage of the real world and collecting the conservative concept. 3rd steps is to repair the mathematical concept of the parish in the learning stage of expansion. 4th step is halrigalri, number cards, making ten games etc. 5th step is to verify the concept of complement number and number operation ability. The concept of complement number through fun activities can improve students' mathematical skills, and mathematical attitude change. Early in the program, students use the finger to throw acid in the process. Simple addition and subtraction calculations may take a long time and error, but more and more we progress through the program using the fingers is eliminated and a more complex form calculations was not difficult to act out.

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.1-20
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• 2013

The aim of this study was to develop a gifted educational program in math-gifted class in elementary school using recently developed 4D-frame. This study identified how this program impacted on spatial sense and mathematical creativity for mathematically gifted students. The investigation attempted to contribute to the developments for the gifted educational program. To achieve the aim, the study analysed the 5 and 6th graders' figure learning contents from a revised version of the 2007 national curriculum. According to this analysis, twelve learning sections were developed on the basis of 4D-frame in the math-gifted educational program. The results of the study is as follows. First, a learning program using 4D-frame for spatial sense from mathematically gifted elementary school students was statistically significant. A sub-factor of spatial visualization called mental rotation and sub-factors of spatial orientations such as sense of distance and sense of spatial perception were statistically significant. Second, the learning program that uses 4D-frame for mathematical creativity was statistically significant. The sub-factors of mathematical creativity such as fluency, flexibility and originality were all statistically significant. Third, the manipulation properties of 4D-frame helped to understand the characteristics of various solid figures. Through the math discussions in the class, participants' error correction was promoted. The advantage of 4D-frame including easier manipulation helped participants' originality for their own sculpture. In summary, this found that the learning program using 4D-frame attributed to improve the spatial sense and mathematical creativity for mathematically gifted students in elementary school. These results indicated that the writers' learning program will help to develop the programs for the gifted education program in the future.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.181-197
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• 2023

The importance of reasoning processes based on fractional concepts and number senses, rather than a formalized procedural method using common denominators, has been noted in a number of studies in relation to compare the magnitudes of unlike fractions. In this study, a unlike fraction magnitudes comparison test was conducted on fourth-grade elementary school students who did not learn equivalent fractions and common denominators to analyze the reasoning perspectives of the correct and wrong answers for each of the eight problem types. As a result of the analysis, even students before learning equivalent fractions and reduction to common denominators were able to compare the unlike fractions through reasoning based on fractional sense. The perspective chosen by the most students for the comparison of the magnitudes of unlike fractions is the 'part-whole perspective', which shows that reasoning when comparing the magnitudes of fractions depends heavily on the concept of fractions itself. In addition, it was found that students who lack a conceptual understanding of fractions led to difficulties in having quantitative sense of fraction, making it difficult to compare and infer the magnitudes of unlike fractions. Based on the results of the study, some didactical implications were derived for reasoning guidance based on the concept of fractions and the sense of numbers without reduction to common denominators when comparing the magnitudes of unlike fraction.