• Journal of the Korean Statistical Society
• /
• v.31 no.4
• /
• pp.415-431
• /
• 2002

A unified framework for statistical inference for the mean of the normal distribution to derive point estimates, confidence intervals and statistical tests is proposed. This optimal design is justified after investigating the basic information and requirements that are possible and impossible to control when specifying practical and statistical requirements. Point estimation is only credible when viewed in the larger context of interval estimation, since the information required for optimal point estimation is unspecifiable. Triple sampling is proposed and justified as a reasonable sampling vehicle to achieve the specifiable requirements within the unified framework.

• The Mathematical Education
• /
• v.50 no.3
• /
• pp.263-284
• /
• 2011

We took note of the fact that there were not many studies on improvement of mathematics learning in the field of statistics for the minority students from the families who belonged to the Low-SES. This study was to help them understand the concepts and principles of mathematics, motivate them for mathematics learning, and have them feel familiar with it. The subjects were 12 students from the low-SES families among the sophomores of 00 High School in Gyeonggi-do. Although it could not be achieved effectively in the short-term of learning for the slow learners, their understanding of basic concepts and confidence, interests and concerns in statistical learning were remarkably changed, compared to their work in the beginning period. Our discourse classes using various topics and examples were well perceived by the students whose performance was improved up to the 3rd thinking level of Mooney's framework. Also, a meaningful instructional model for slow learners(IMSL) was found through the discourse.

• Journal of the Korean School Mathematics Society
• /
• v.24 no.4
• /
• pp.407-428
• /
• 2021

This study compares and analyzes the mathematics assessment items of the middle school's national-level academic achievement tests in Korea and Japan, recently revised as a competency-focused curriculum. By comparing and analyzing the assessment items in each country, the analytic framework is integrated into content areas, contexts, and competencies. The characteristics of each country's assessment items developed for each content area were analyzed using the framework. We suggested some implications on developing and improving national-level academic assessment items.

• Communications for Statistical Applications and Methods
• /
• v.20 no.4
• /
• pp.247-257
• /
• 2013

A variety of practical problems can be addressed in the framework of rotation (successive) sampling. The present work presents a sample rotation pattern where sampling units are drawn on two successive occasions. The problem of estimation of population variance on current (second) occasion in two - occasion successive (rotation) sampling has been considered. A class of estimators has been proposed for population variance that includes many estimators as a particular case. Asymptotic properties of the proposed class of estimators are discussed. The proposed class of estimators is compared with the sample variance estimator when there is no matching from the previous occasion. Optimum replacement policy is discussed. Results are supported with the empirical means of comparison.

• Journal of Educational Research in Mathematics
• /
• v.14 no.4
• /
• pp.421-434
• /
• 2004

Cognitively Guided Instruction (CGI) is one of the most successful professional development programs for elementary mathematics teachers in US. This article introduces its theoretical background, research-based framework of addition and subtraction work, and how the program has been disseminated. Carpenter and Fennema started CGI aiming to develop a professional development program that focused on research knowledge of children"s thinking. Their goal was. to bring a significant change in teaching by helping teachers understand how children think mathematically. This 3-year NSF funded project grew to be 11-year long, and a number of publications have reported consistent successful learning and teaching by CGI students and teachers compared to counterparts throughout US. CGI′s success by focusing on improving teachers′ knowledge of children′s thinking offers possible opportunities for teacher educators to re-conceptualize teacher education in Korea.

• Nonlinear Functional Analysis and Applications
• /
• v.28 no.1
• /
• pp.205-235
• /
• 2023

In this paper, we introduce and study an iterative technique for solving quasimonotone split variational inequality problems and fixed point problem in the framework of real Hilbert spaces. Our proposed iterative technique is self adaptive, and easy to implement. We establish that the proposed iterative technique converges strongly to a minimum-norm solution of the problem and give some numerical illustrations in comparison with other methods in the literature to support our strong convergence result.

• Kyungpook Mathematical Journal
• /
• v.63 no.4
• /
• pp.623-638
• /
• 2023

In this article we study a 𝛿-Ricci-Yamabe almost soliton within the framework of paracontact metric manifolds. In particular we study 𝛿-Ricci-Yamabe almost soliton and gradient 𝛿-Ricci-Yamabe almost soliton on K-paracontact and para-Sasakian manifolds. We prove that if a K-paracontact metric g represents a 𝛿-Ricci-Yamabe almost soliton with the non-zero potential vector field V parallel to 𝜉, then g is Einstein with Einstein constant -2n. We also show that there are no para-Sasakian manifolds that admit a gradient 𝛿-Ricci-Yamabe almost soliton. We demonstrate a 𝛿-Ricci-Yamabe almost soliton on a (𝜅, 𝜇)-paracontact manifold.

• Communications of the Korean Mathematical Society
• /
• v.26 no.4
• /
• pp.685-693
• /
• 2011

General framework for proximal point algorithms based on the notion of (A, ${\eta}$)-maximal monotonicity (also referred to as (A, ${\eta}$)-monotonicity in literature) is developed. Linear convergence analysis for this class of algorithms to the context of solving a general class of nonlinear variational inclusion problems is successfully achieved along with some results on the generalized resolvent corresponding to (A, ${\eta}$)-monotonicity. The obtained results generalize and unify a wide range of investigations readily available in literature.

• Journal of Educational Research in Mathematics
• /
• v.10 no.2
• /
• pp.161-182
• /
• 2000

This study is to develop assessment framework, test items and questionnaire for the National Assessment of Educational Achievement(NAEA), which administered in the elementary and secondary schools across the country in this year(2000). According to the first year study result of the NAEA, the test was administered in two core subjects, Mathematics and Social Studies. In this study, test items and sets of questionnaire and administered pretest were developed in the last year. In this year, the NAEA was administered with the adjusted test items and questionnaires and the results was analyzed and would be reported to the public. NAEA was developed on the basis of national curriculum, especially of the nature and objectives of subject curriculum in Mathematics (and also Social Studies). In the framework of assessment, we set up four differentiated levels of student achievement: 'under basic', 'basic', 'intermediary', and 'advanced'. Here 'the intermediary level' means the level of educational achievement in which students can understand average content of subject curriculum. 'Advanced level' indicates the level of educational achievement in which students master all the content of subject curriculum and apply basic concepts and principles to a variety of situations. 'The basic level' means the level of educational achievement in which students do not achieve the intermediary level. Students who do not understand average content of subject curriculum are classified as belonging to the basic level. Finally, this study would explain how to administer and analyze the test in the future. The test result was analyzed to report students' educational achievement according to regions, content areas, behavioral characteristics, and etc. This study would show how to report test result\ulcorner and how to set up students' academic achievement.

• The Mathematical Education
• /
• v.59 no.2
• /
• pp.167-183
• /
• 2020

This study is an analysis study on the number and operation area of middle school mathematics curriculum. This study is a literature analysis study that analyzes the historical transition process of number and operation area, and suggests the restructuring direction of mathematics learning contents for numbers and operation areas based on the results. In order to achieve this research purpose, the contents of the number and operation areas suggested from the 1st middle school mathematics curriculum to the 2015 revised middle school mathematics curriculum were considered. In addition, in this study, analysis of the mathematical learning contents of number and operation area was conducted. The details of the study are as follows. First, it was decided as a tertiary mathematics curriculum as a criterion for analysis. Second, a basic analysis framework was developed by subdividing the content of mathematics learning into content elements and terminology elements. Third, on the basis of the developed analysis framework, mathematics learning contents that are the core issues of number and operation area were extracted. Fourth, the extracted mathematics learning contents were compared with foreign curriculum. Finally, based on the analysis results, the direction of restructuring for the number and operation area of middle school was suggested. The results of this study are expected to be the basis for the development of a new curriculum.