• The Mathematical Education
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• v.62 no.1
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• pp.95-115
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• 2023

Even the teachers who agree with the necessity of effective mathematical discussions find it difficult to orchestrate such discussions in the actual lessons. This study focused on analyzing the difficulties 15 elementary school teachers faced in applying "the five practices for orchestrating productive mathematics discussions" to their lessons. Specifically, this study analyzed the process of planning, implementing, and reflecting on the lessons to which three or four teachers as a teacher community applied the five practices. The results of this study showed that the teachers experienced difficulties in selecting and presenting tasks tailored to the student levels and class environment, monitoring all students' solutions, and identifying the core mathematical ideas in student solutions. In addition, this study revealed practical and specific difficulties that had not been described in the previous studies, such as writing a lesson plan for effective use, simultaneously performing multiple teacher roles, and visually sharing student presentations. This study is expected to provide practical tips for elementary school teachers who are eager to promote effective mathematical discussions and to provoke professional discourse for teacher educators through specific examples.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.433-457
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• 2022

An effective teacher community helps the participating teachers improve their instructional quality. This study reports a teacher community consisting of 15 elementary school teachers and one teacher educator. This paper analyzed 15 mathematics lessons in which the teachers implemented the five practices for orchestrating productive mathematics discussions by Smith and Stein (2018) based on the grade-specific discussions as well as the whole community's discussions. The results of this study showed that the overall levels of each practice either increased gradually or maintained at the highest Level 4, as mathematics lessons had been implemented. Specifically, the following practices were quite successful: setting goals for a lesson, selecting an appropriate task, anticipating student responses, and selecting student solutions. However, both sequencing and connecting student solutions were implemented at various levels. Monitoring student work tended to remain at Level 2 which included incorrect implementation of the practice. This paper closes with implications related to the skillful implementation of the five practices through a teacher community.

• 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.

• Asia pacific journal of information systems
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• v.2 no.1
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• pp.17-33
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• 1992

This paper provides a framework for evaluating business information systems. The framework identifies three evaluation domains: IS business value, IS expenses, and IS functionality. Discussions of each category encompass what to be measured, how to measure, and how to judge the measured value. Then, the framework classifies three categories of individual information systems based on IS life cycle: industry-common, industry-similar, and firm-specific. This categorization is used to match the role of an individual system with the focus of evaluation efforts. The framework can contribute to the systematic design of evaluation programs for business information systems.

• 제어로봇시스템학회:학술대회논문집
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• 1999.10a
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• pp.222-225
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• 1999

We discuss the symmetry for computer-generated figures based on complex dynamics. The figures have not continuous lines, and they axe plotted on a specific region in the complex plane. They have different properties from classical figures. But we believe that they are variety of figures. The symmetric discussions are necessary because of their properties.

• Journal of the Korean Statistical Society
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• v.33 no.3
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• pp.283-298
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• 2004

We present a trial solution approach to GI/M/l queues with generalized vacations. Specific types of generalized vacations we consider are N -policy and a combination of N-policy and exponential multiple vacations. Discussions about how to find trial solutions are given.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.181-205
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• 2019

This study analyzed how university students' motivations for learning mathematics and emotions for learning mathematics occur and how they relate to each other by introducing the factor called needs in the particular context of mathematics learning, mathematics class centered on peer discussions. We conceptualized the key concepts of the study, motivation for learning mathematics and emotion for learning mathematics. Based on them, we drew specific ways to observe motivation and emotion for learning mathematics and conduct the research. As a result, motivations for learning mathematics occurred to satisfy some needs. Also, positive emotions for learning mathematics occurred when some needs were satisfied, whereas negative emotion for learning mathematics occurred when some needs were not satisfied. Furthermore, when the needs leading to motivations for leaning mathematics were satisfied, positive emotions for learning mathematics occurred. The unfulfilled needs leading to negative emotions for learning mathematics make motivations for learning mathematics occur to satisfy those needs.

• Herbal Formula Science
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• v.21 no.1
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• pp.16-35
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• 2013

Objectives : Proposed a formula analysis standard about the individual formula which is to be put in the specific discussions in order to increase the effect of formula education at the college of Korean medicine. Methods : Examined the ingredient combination analysis written in Agastache Powder to Rectify the Ki which was put in the 27kinds of formula science book published in both Korea and China. Results : Must analyze the formula according to the existing formula. The combination of the ingredients should be analyzed into herb pairs such as seven different combinations. The effect and disease for which medicine is efficacious, should be analyzed and tabulated by Agastache Powder to Rectify the Ki. The formula should be anlayzed and schematized by the sytem of Chief, Deputy, Assistant and Envoy. The basic formula should be analyzed and schematized by the combination of formula, adding and removing the ingredients. Analyzing Agastache Powder to Rectify the Ki into the system of Chief, Deputy, Assistant and Envoy shows the following: chief herb is Agastaches Herba; deputy herb is Perillae Folium and Angelicae dahuricae Radix; assistant herb is Pinelliae Rhizoma preparatum, Magnoliae officinalis Cortex, Citri reticulatae Pericarpium, Arecae Pericarpium, Platycodi Radix, Atractylodis macrocephalae Rhizoma, Poria, and envoy herb is Glycyrrhizae Radix preparata, Zingiberis Rhizoma recens, Jujubae Fructus. Conclusions : In conclusion, it is believed that the formula education at colleges of Korean medicine would be effectively achieved if it is processed according to the standardized formula analysis and its rule about individual formula that is to be decided.

• Journal of the Korean Geographical Society
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• v.46 no.4
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• pp.442-464
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• 2011

This study aims to provide research fields and topics to complement, extend and develop the geographical toponymy in Korea, largely based on a summary of topics discussed in the United Nations Group of Experts on Geographical Names (UNGEGN). The Korean toponymic research has generally focused on revealing human, social and physical characteristics of the region by investigating the creation and change of the geographical names, with the perspective of creator and owner of the toponyms. Toponymic researches in the UNGEGN, in comparison, have put forward with the mission of standardization of geographical names and with specific emphasis on the users of toponyms. The topics include diverse forms of toponyms by user groups, roles of language groups, preservation of toponyms with specific value, etc. As research directions for an establishment of extended geographical toponymy accommodating discussions in the UNGEGN, further research topics are suggested; use of exonyms and endonyms in the Korean language, the nature of geographical feature and perception over it, writing systems for inter-language communication, and geographical names as intagible cultural heritage.

• Journal of Digital Convergence
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• v.20 no.3
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• pp.221-229
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• 2022

With the recent full-fledged MyData service, interest in the use of personal data is increasing. However, studies on MyData are still in the early stages, focusing on legal and institutional discussions, and studies from a comprehensive perspective are insufficient. Therefore, this study aimed at finding the potential topics formed by social discussions by analyzing news data from 2018 to the present. News data analysis using LDA topic modeling were conducted and 6 potential topics including digital transformation in finance, scope of Mydata business license, amendments and data-related laws, safe use of big data, data economy promotion policy and strategy of the financial industry were derived. This study has significance in that it comprehensively viewed the issues that emerged with the MyData and deriving gaps in previous discussion. Future research is expected to identify changes after the launch of MyData service and provide specific implications through research by specific industries.