• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.251-272
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• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.457-484
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• 2015

This study aims to investigate an approach to teach proportional reasoning in elementary mathematics class by analyzing the proportional strategies the students use to solve the proportional reasoning tasks and their percentages of correct answers. For this research 174 sixth graders are examined. The instrument test consists of various questions types in reference to the previous study; the proportional reasoning tasks are divided into algebraic-geometric, quantitative-qualitative and missing value-comparisons tasks. Comparing the percentages of correct answers according to the task types, the algebraic tasks are higher than the geometric tasks, quantitative tasks are higher than the qualitative tasks, and missing value tasks are higher than the comparisons tasks. As to the strategies that students employed, the percentage of using the informal strategy such as factor strategy and unit rate strategy is relatively higher than that of using the formal strategy, even after learning the cross product strategy. As an insightful approach for teaching proportional reasoning, based on the study results, it is suggested to teach the informal strategy explicitly instead of the informal strategy, reinforce the qualitative reasoning while combining the qualitative with the quantitative reasoning, and balance the various task types in the mathematics classroom.

• Proceedings of the Korean Nuclear Society Conference
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• 2001.05a
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• pp.218.2-218
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• 2001

• Journal of Environmental Impact Assessment
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• v.2 no.2
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• pp.85-93
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• 1993

Aims of the EXCEPT project and tasks and characteristics of the EXCEPT system are presented based on an analysis of urban planning EIAs. The methodology of evaluation in EIAs, which had to be developed in order to program the system, is based on a model of evaluation processes. Evaluation principles, evaluation rates, an environmental model and a model of the projects being planned are presented. The evaluation concern re-unifies the different components of evaluation again.

• MALSORI
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• no.44
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• pp.61-72
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• 2002

The purpose of this research is to investigate how Japanese speakers perceive and produce Lenis, Aspirated and Fortis consonants in Korean. Identification tasks and production tasks were performed. The error analysis of both task showed that the participants had a significant difficulty in discriminating between Lenis and Aspirated sounds. And it was observed that there was a positive correlation between identification scores and production scores.

• Proceedings of the IEEK Conference
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• 1999.11a
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• pp.585-588
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• 1999

This paper concentrates on an experimental results on visual only recognition tasks using an image transform approach and HMM based recognition system. There are two approaches for extracting features of lipreading, a lip contour based approach and an image transform based one. The latter obtains a compressed representation of the image pixel values that contain the speaker's mouth results in superior lipreading performance. In addition, PCA(Principal component analysis) is used for fast algorithm. Finally, HMM recognition tasks are compared with the another.

• 제어로봇시스템학회:학술대회논문집
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• 2001.10a
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• pp.59.5-59
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• 2001

Multi-agent robot system is the system which executes by cooperating with each robots and controlling several robots. Capability and function of each robot must be considered for cooperation behavior. Furthermore, it is necessary to analyze the given environment and to replace complex task with some simple tasks. Analysis of the given environment and role assignment for the given tasks are composed of discret event. In this paper, the hierarchical controller for multi-agent robot system using the petri-net state diagram is proposed. The proposed modeling method is implemented for soccer robot system. The effectiveness of proposed modeling method is shown through experiment.

• Proceedings of the ESK Conference
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• 1992.10a
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• pp.90-95
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• 1992

In this study, the application of fuzzy hierarchical analysis for modeling the inspection tasks with respect to the the improtances of the cognitive factors is considered and it's validity in cognitive researches is confirmed. The results of the relative importance of various cognitive factors can be served as a selection criteria for efficient inspection performance and the information of skilled learning for a inspection training program.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2001.01a
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• pp.249-255
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• 2001

Different kinds of information are used when solving tasks that arise in the life cycle of an applied knowledge based system (KBS). Many of these tasks are still under investigation. Their solving methods are often researched independently of each other due to complexity of the tasks. As a result, systems that realize these methods turn out to be incompatible and therefore could not be used together in the lifecycle of a KBS. The following problem arises here: how to support the full life cycle of a KBS. This paper introduces a class of computer knowledge banks that are intended to support the full life cycle of KBSs. Primary tasks that arise in the full life cycle of a KBS are analyzed. The architecture of a knowledge bank of the introduced class is presented, including an Information Content, a Shell of the Information Content and a Software Content. General requirements on these components are formulated on the basis of the analysis. These requirements depend on the current state of understanding in the life cycle of KBSs.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.522-531
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• 2007

A Science Camp Program was developed and applied as an intensified course for gifted students. The implications for the development and implementation of out-of-school science activities were also deduced through the analysis of the preliminary application results. The key point of the science camp program is to boost students' science inquiry skills through self-directed activities. Several positive effects in terms of interest and participation in the program were observed and some implications were derived as follows; (1) The program should provide the students with more opportunities for discussion and debate in group activities. (2) The tasks need be divided into two parts; basic tasks and optional tasks in order to ensure that the students engage in fewer tasks more intensively. (3) Each activity needs sufficient orientation taking consideration of the possibility that not all students may be ready for the inquiry. (4) The use of real examples of scientific research processes can help the students develop open inquiry skills and problem posing skills.