• The Transactions of the Korea Information Processing Society
• /
• v.6 no.2
• /
• pp.357-366
• /
• 1999

Inheritance reasoning has been widely used in the area of common sense reasoning in artificial intelligence. Although many inheritance reasoners have been proposed in artificial intelligence literature, most previous reasoning systems are lack of clear semantics, thus sometimes provide anomalous conclusions. In this paper, we describe a set-oriented inheritance reasoner and propose a method of resolving conflicts with clear semantics of defeasible rules. The semantics of default rule is provided by statistical analysis of $\chi$ method, and likelihood of rule is computed based on the evidence in the past. Two basic rules, specificity and generality, are defined to resolve conflicts effectively in the process of reasoning. We show that the mutual tradeoff between specificity and generality 추 prevent many anomalous results from occurring in traditional inheritance reasoners. An algorithm is provided. and some typical examples are given to show how the specificity/generality rules resolve conflicts effectively in inheritance reasoning.

• Proceedings of the Korean Statistical Society Conference
• /
• 2004.11a
• /
• pp.65-66
• /
• 2004

The aim of this article is to illustrate what soft computing is and how important it is.

• Journal of Educational Research in Mathematics
• /
• v.25 no.3
• /
• pp.323-345
• /
• 2015

This study examined the types of abduction appeared in the exploration activities of 'law of large numbers' in order to figure out relation between statistical reasoning and abduction. When the classroom discourse of students was analyzed by Peirce's abduction, Eco's abduction type and Toulmin's argument pattern, students used overcoded abduction the most in the discourse of abduction. However, there composed a low percent of undercoded abduction leading to various thinking, and creative abduction used to make new principles or theories. By the CAS calculators used in the process of reasoning, students were provided with empirical context to understand the concept of abstract probability, through which they actively participated in the argumentation centered on the reasoning. As a result, it was found that not only to understand the abduction, but to build statistical context with tools in the learning of statistical reasoning is important.

• School Mathematics
• /
• v.17 no.3
• /
• pp.423-446
• /
• 2015

This study aims to look into the characteristics of argumentation in the task context of 'Monty Hall problem' at a high school probability class. As a result of an analysis of classroom discourses on the argumentation between teachers and second-year students in one upper level class in high school using Toulmin's argument pattern, it was found that it would be important to create a task context and a safe classroom culture in which the students could ask questions and refute them in order to make it an argument-centered discourse community. In addition, through the argumentation of solving complex problems together, the students could be further engaged in the class, and the actual empirical context enriched the understanding of concepts. However, reasoning in argumentation was mostly not a statistical one, but a mathematical one centered around probability problem-solving. Through these results of the study, it was noted that the teachers should help the students actively participate in argumentation through the task context and question, and an understanding of a statistical reasoning of interpreting the context would be necessary in order to induce their thinking and reasoning about probability and statistics.

• Education of Primary School Mathematics
• /
• v.22 no.3
• /
• pp.149-166
• /
• 2019

The purpose of this study is to analyze the statistical literacy in elementary school students when they beginning inference. Picto-graphs provide statistical information and often data-related arguments they certainly qualify as objects for interpretation, for critical evaluation, and for discussion or communication of the conclusions presented. For research, the inference from pictograph task was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. Evaluating student's statistical literacy is meaningful in that it can check their current level. To know the student's current level can help them achieve a higher level of performance. The outcomes of this research indicate that pictograph can provide a basis for rich tasks displaying not only student's counting skills but also their appreciation of variation and uncertainty in prediction. Raising statistical thinking by students is an important goal in statistical education, and the experience of informal statistical reasoning can help with formal statistical reasoning that will be learned later. Therefore, the task about the inference from a pictograph, discussions on statistical learning of elementary school children are expected to present meaningful implications for statistical education.

• The Korean Journal of Financial Studies
• /
• v.3 no.2
• /
• pp.267-279
• /
• 1996

The prediction of future demand is a vital task in managing business operations. To this end, traditional approaches often focused on statistical techniques such as exponential smoothing and moving average. The need for better accuracy has led to nonlinear techniques such as neural networks and case based reasoning. In addition, experimental design techniques such as orthogonal arrays may be used to assist in the formulation of an effective methodology. This paper investigates a multistrategy approach involving neural nets, case based reasoning, and orthogonal arrays. Neural nets and case based reasoning are employed both separately and in combination, while orthoarrays are used to determine the best architecture for each approach. The comparative evaluation is performed in the context of an application relating to the prediction of Treasury notes.

• The Mathematical Education
• /
• v.63 no.3
• /
• pp.505-526
• /
• 2024

The goal of this study was to derive implications for the design of teacher training programs related to boxplots by examining the statistical reasoning patterns of mathematics teachers in group comparison tasks using boxplots. For this purpose, 48 secondary mathematics teachers who participated in a teacher statistics camp at a local office of education were selected as participants. Four sessions of teacher training were then conducted, including basic statistical concepts related to boxplots and group comparison activities using them. Afterwards, surveys with group comparison questions using boxplots and online interviews were conducted. The collected data were analyzed with a focus on the research questions. As a result, most participants relied on summary and spread elements to reason when comparing two groups using boxplots. On the other hand, participants paid little attention to shift and signal elements, and no responses using sampling elements were identified. Additionally, the overall comparative reasoning level of the participants was primarily at level 1 with the highest frequency (44%), and no responses reached level 3. Based on these research results, this paper derives implications for the design of teacher training programs related to boxplots and provides suggestions for follow-up research.

• Korean Journal of Adult Nursing
• /
• v.23 no.1
• /
• pp.1-9
• /
• 2011

Purpose: To evaluate undergraduate nursing students' ability in clinical competence, critical thinking, and problem solving following enrollment in a clinical reasoning course. Methods: A clinical reasoning course utilizing a human patient simulator and scenarios was offered to 22 senior students at a College of Nursing in Seoul. Students' clinical competence was measured with a checklist of 15 items by analyzing students' performance recorded on video tapes for eight scenarios. Critical thinking disposition and problem solving were measured by a self-administered questionnaire before and after the course. Data were analyzed using descriptive statistics and Wilcoxon signed-rank test. Results: The high scored items of clinical competence were: 'obtain relevant subjective/objective data', 'interpret vital signs', 'communicate with healthcare providers', and 'utilize standard precautions including handwashing.' Students' critical thinking and problem solving scores following the course were increased with statistical significance. Conclusion: A clinical reasoning course utilizing a human patient simulator creates a realistic clinical environment for nursing students and provides the opportunity to obtain clinical competence, critical thinking, and problem solving skills.

• Journal for History of Mathematics
• /
• v.25 no.4
• /
• pp.121-137
• /
• 2012

Recently Statistical literacy, reasoning, and thinking become a educational issue. Especially the important of Statistical literacy in purpose of statistics education has be discussed and come to the fore. So we research about Statistical literacy mainly with advanced researches. We consider about the definition and components of Statistical literacy which is discussed in the meantime. And we look into the purpose of statistics education in the school mathematics curriculum and discuss about the implications for the statistics education from the Statistical literacy.

• Journal of Industrial Convergence
• /
• v.22 no.9
• /
• pp.113-120
• /
• 2024

This study examined the relationship between the clinical reasoning compentency and problem solving ability of Nursing College Student in Graduation Year. The study data collection were selected from September 11 to December 1, 2023, for 123 Nursing College Student in Graduation Year and t-test, ANOVA, and correlation analysis were performed using the SPSS 23.0 version for statistical analysis. The mean score of the clinical reasoning compentency was 3.65±0.59 and the problem solving ability was 3.80±0.44. there was a positive correlation between all variables in the clinical reasoning competency and problem-solving ability subdomains(r=.687, p<.01). The results of this study can be used as basic data for developing curriculum and educational methods that improve the clinical reasoning compentency and problem-solving ability of graduates.