• Communications of Mathematical Education
• /
• v.37 no.4
• /
• pp.653-674
• /
• 2023

The development of mathematical problem solving ability and the making(transforming) mathematical problems are consistently emphasized in the mathematics curriculum. However, research on the problem making methods or the analysis of the characteristics of problem making methods itself is not yet active in mathematics education in Korea. In this study, we concretize the method of deductive problem making(DPM) in a different direction from the what-if-not method proposed by Brown & Walter, and present the characteristics and phases of this method. Since in DPM the components of the problem solving process of the initial problem are changed and problems are made by going backwards from the phases of problem solving procedure, so the problem solving process precedes the formulating problem. The DPM is related to the verifying and expanding the results of problem solving in the reflection phase of problem solving. And when a teacher wants to transform or expand an initial problem for practice problems or tests, etc., DPM can be used.

• Korean Journal of Construction Engineering and Management
• /
• v.5 no.6 s.22
• /
• pp.129-137
• /
• 2004

When we consider the present state of construction delay claim analysis, the delay analysis methods generally used from the abroad construction industries are not applied to our industry. By reviewing the existing methods of delay analysis, this study investigated the important concepts and characteristics of the delay analysis methods. Selection of the delay analysis methods could be decided among 1)As-planned versus as-built comparison method,2)What-if method,3)But-for method.4)CPA method, and 5)DAMUDS method. In order to make clear the characteristics and mechanisms of the analysis methods, this study performed a case study.

• Journal of Korean Philosophical Society
• /
• v.117
• /
• pp.57-84
• /
• 2011

As for the methodology of physical science, on the one side, Ludwig Boltzmann was declined to Scientific Realist and at the same time Epistemological Idealist. But on the other. He was neither fully nor consistently either one of them, because of rejecting the causal realism of the former and the belief in absolute certainty of the latter. Is there nevertheless any evidence that he had a coherent world view of his own? Yes. In short, he seems to identify his own position with what is called a mind-matter identity theory. In 1897, he supported that psychological processes are identical with certain processes in the brain(realism). And in 1903, he said : "Physics is not separated from psychology. They are only different sides." But Boltzmann did not explain concretely the possibility of this identity. So I tried to construct one theory of identity which is suitable for understanding problems n the physical world, though whether it would work for a full-scale world view which includes both physical and mental phenomena remains problematic. If light phenomena, for example, tend to be measured in terms of some contexts as if light were a wave and in others as if light were a particle, then one may be able to reasonably suppose that light has whatever characteristics in itself which it must have in order to seem like a wave under some conditions of measurement and like a particle in others. If this theory is provisionally to mental phenomena as well, it would mean that reality has those characteristics in itself which it must have to appear as it does to the various faculties of the mind and as it is measured in different physical situations. This is probably not what Boltzmann meant by his theory of identity, since it is very ontological and metaphysical. But in my opinion it is by far the most reasonable identity theory.

• Journal of the Daesoon Academy of Sciences
• /
• v.49
• /
• pp.265-294
• /
• 2024

This study begins with a question about research methods in humanities. It is grounded in the humanities, focusing on the changes that have brought light and darkness to the humanities, and focusing on discourse regarding research methods that explore those changes. If the role of the humanities is to prevent the proverbial "gray rhino," unlike the sciences, and if the humanities have a role to play in moderating the uncontrollable development of the sciences, what kind of research methods should humanities pursue. Furthermore, what kind of research methods should be pursued in the humanities, in line with the development of the sciences and the changing environment? This study discusses research methods in the humanities as follows: first, in Section 2, I advocate for the collaboration between humanities and scientific methods, utilizing accumulated assets produced by humanities and continuously introducing scientific methods. Prediction of change is highly precise and far-reaching in engineering and the natural sciences. However, it is difficult to approach change in these fields in a macro or integrated manner. Because they are not precise, they are not welcome in disciplines that deal with the real world. This is primarily the responsibility of humanities. Where science focuses on precision, humanities focuses on questions of essence. This is because while the ends of change have varied throughout history, the nature of change has not varied that much. Section 3 then discusses the changing environment, proposals for changes to humanistic research methods, reviews and proposals inductive change research methods, and makes some suggestions for humanistic change research. The data produced by the field of humanities accumulated by humankind in the past is abundant and has a wide range of applications. In the future, we should not only actively accept the results of scientific advances but also actively seek systematic humanistic approaches and utilize them across disciplinary boundaries to find solutions at the intersection of scientific methods and humanistic assets.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.2
• /
• pp.383-407
• /
• 2013

As an alternative of making students active and independent under the passive learning conditions in school math classes, many researchers have paid much attention to problem posing and done a lot of research on it. Above all, Brown and Walter proposed What I f Not strategy as a means of problem posing. In this strategy, during the process of posing problems, the transformation of their attributes is inevitably made, and so after problem posing, the process is finished by explaining the problem. But only the simple transformation of attributes could pose wrong problems. It suggests that it is very important to recognize the relationship which leads to organic connection between attributes in order to pose the right problem. However, many other studies of problem posing haven't focused on this fact. Thus, this study tried to design a model of problem posing to help recognize inherent knowledge in the problem and then pose the right problem by adding an activity of meaning analysis. We concretely showed a model of problem posing emphasizing the analysis of meaning by means of an example, thereby examining the meaning of the model. This study expects students to have the chance to understand the true meaning of problem posing and to be active learners after all.

• Journal of KIISE:Software and Applications
• /
• v.32 no.4
• /
• pp.290-299
• /
• 2005

Stealing the source code of a program is a serious problem not only in a moral sense but also in a legal sense. However, it is not clear whether the code of a program is copied from another or not. There was a program similarity checker detecting code-copy by comparing the syntax trees of programs. However this method has a limitation that it cannot detect the code-copy attacks when the attacker modifies the syntax of the program on purpose. We propose a program similarity check by program control graph, which reveals not only syntax information but also control dependancy. Our method can detect the code-copy attacks that do not change control dependancy Moreover, we define what code-copy means and establish the connection between code-copy and similarity of program control graph: we prove that two programs are related by copy congruence if and only if the program control graphs of these programs are equivalent. We implemented our method on a functional programming language, nML. The experimental results show us that the suggested method can detect code similarity that is not detected by the existing method.

• Proceedings of the Korea Concrete Institute Conference
• /
• 2001.11a
• /
• pp.803-808
• /
• 2001

Mathematical basis of interpretation of data from nondestructive evaluation (NDE) methods in bridge inspection is presented. In bridge inspection with NDE methods, NDE data are not assessments. NDE data must be interpreted as condition of element. Interpretation is then assessment. Correct assessments of conditions of bridge elements depend on the accuracy and variability in test data as well as on the uncertainty of correlations between attributes (what is measured) and conditions (what is sought in the inspection). Inaccuracy and variability in test data defines the qualify or NDE test. The qualify or test itself is important, but in view of condition assessment, the significance of uncertainty in correlations of attributes and conditions must be combined. NDE methods that are accurate in their measurements may still be found to be poor methods if attributes are uncertain indicators of condition of bridge elements. This paper reports mathematical presentation of inaccuracy and variability in test data and of uncertainty in correlation of attributes to element conditions with three examples of NDE methods.

• KIPS Transactions on Software and Data Engineering
• /
• v.1 no.1
• /
• pp.55-68
• /
• 2012

In this paper, we propose a novel method to solve the problem of excessive segmentation out of the method of segmenting regions from an image using Homogeneity Threshold($H_T$). The algorithm of the previous image segmentation based on $H_T$ was carried out region growth by using only the center pixel of selected window. Therefore it was caused resulting in excessive segmented regions. However, before carrying region growth, the proposed method first of all finds out whether the selected window is homogeneity or not. Subsequently, if the selected window is homogeneity it carries out region growth using the total pixels of selected window. But if the selected window is not homogeneity, it carries out region growth using only the center pixel of selected window. So, the method can reduce remarkably the number of excessive segmented regions of image segmentation based on $H_T$. In order to show the validity of the proposed method, we carried out multiple experiments to compare the proposed method with previous method in same environment and conditions. As the results, the proposed method can reduce the number of segmented regions above 40% and doesn't make any difference in the quality of visual image when we compare with previous method. Especially, when we compare the image united with regions of descending order by size of segmented regions in experimentation with the previous method, even though the united image has regions more than 1,000, we can't recognize what the image means. However, in the proposed method, even though image is united by segmented regions less than 10, we can recognize what the image is. For these reason, we expect that the proposed method will be utilized in various fields, such as the extraction of objects, the retrieval of informations from the image, research for anatomy, biology, image visualization, and animation and so on.

• Communications of Mathematical Education
• /
• v.13 no.2
• /
• pp.729-750
• /
• 2002

고대 이후로 수학은 끊임없이 발전되어 왔고, 지금도 발전 지향적인 변화가 이루어지고 있다. 수학을 발전적 관점에서 보는 것은 기존의 수학적 지식을 답습하여 그 기능을 익히는 것보다는 수학을 끊임없이 창조, 발전시키는 대상으로 생각하는 것이다. 수학에서 발전적 학습은 대상을 고정된 것으로 보지 않고, 하나의 결과가 얻어졌더라도 보다 더 나은 방법을 알아본다거나 또는 이를 바탕으로 보다 일반적인, 보다 새로운 것을 발견하려는 것이다. 이러한 발전적 수학학습은 증명과 반박의 과정, What if not, 관점의 변경, 부정에 의한 방법 등을 통해서 이루어 질 수 있다. 본 연구에서는 발전적인 수학학습에 대한 다양한 이론을 고찰하고 특히, 부정을 통한 발전적 학습 전개의 방법 및 과정에 대하여 분석함으로써 발전적 수학학습에 대한 방향을 탐색해 보고자 한다.

• Journal of Educational Research in Mathematics
• /
• v.17 no.1
• /
• pp.51-66
• /
• 2007

The purpose of this study is to analyse the cases of the posed problems while the mathematically gifted students are playing the NIM game. The findings of a qualitative case study have led to the conclusions as follows. Most of all mathematically gifted students in the elementary school are not intend to suggest the solutions of the posed problem unless the teacher or the 'problem is requested. But a higher level of promising children were changing each data components of a problem in a consistent way and restructuring the problems while controlling their cognitive process. This is compared to that a relatively lower level of promising children tends to modify one or two data components instantly without trying to look at the whole structure. And we gave 2 suggestions to teach the mathematically gifted students in the problem posing.