• Communications for Statistical Applications and Methods
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• v.27 no.3
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• pp.285-299
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• 2020

In many cases, we are interested in identifying independence between variables. For continuous random variables, correlation coefficients are often used to describe the relationship between variables; however, correlation does not imply independence. For finite discrete random variables, we can use the Pearson chi-square test to find independency. For the mixed type of continuous and discrete random variables, we do not have a general type of independent test. In this study, we develop a independence test of a continuous random variable and a discrete random variable without assuming a specific distribution using kernel density estimation. We provide some statistical criteria to test independence under some special settings and apply the proposed independence test to Pima Indian diabetes data. Through simulations, we calculate false positive rates and true positive rates to compare the proposed test and Kolmogorov-Smirnov test.

• Journal for History of Mathematics
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• v.32 no.3
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• pp.135-155
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• 2019

One of the reasons students have difficulty in studying probability is that they do not understand the meaning of mathematical terms precisely. One such term is a continuous random variable. Students tend not to think of the accurate definition of continuous random variables but to understand the definition of continuity of functions and the meaning of continuity in probability as equal. In this study, we try to explore the degree of pre-service teachers' understanding on the concept of continuation of functions and continuous random variables. To do this, the questionnaire items related to continuous random variables and continuity of functions were developed by experts and examined by pre-service teachers. Based on this, we make suggestions on implications for teaching and learning about continuous random variables.

• Journal of the Korean Mathematical Society
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• v.51 no.3
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• pp.527-543
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• 2014

The theory of random variable structures was first studied by Ben Yaacov in [2]. Ben Yaacov's axiomatization of the theory of random variable structures used an early result on the completeness theorem for Lukasiewicz's [0, 1]-valued propositional logic. In this paper, we give an elementary approach to axiomatizing the theory of random variable structures. Only well-known results from probability theory are required here.

• Journal of the Korean Mathematical Society
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• v.53 no.2
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• pp.315-329
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• 2016

In the setting of continuous logic, we study atomless probability spaces and atomless random variable structures. We characterize ${\kappa}$-saturated atomless probability spaces and ${\kappa}$-saturated atomless random variable structures for every infinite cardinal ${\kappa}$. Moreover, ${\kappa}$-saturated and strongly ${\kappa}$-homogeneous atomless probability spaces and ${\kappa}$-saturated and strongly ${\kappa}$-homogeneous atomless random variable structures are characterized for every infinite cardinal ${\kappa}$. For atomless probability spaces, we prove that ${\aleph}_1$-saturation is equivalent to Hoover-Keisler saturation. For atomless random variable structures whose underlying probability spaces are Hoover-Keisler saturated, we prove several equivalent conditions.

• The Mathematical Education
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• v.58 no.4
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• pp.531-543
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• 2019

Continuous probability distribution was one of the mathematics concept that students had difficulty. This study analyzed the definition and introduction of the continuous probability distribution under the 2009-revised curriculum and 2015-revised curriculum. In this study, the following subjects were studied. Firstly, definitions of continuous probability variable in 'Probability and Statistics' textbook developed under the 2009-revised curriculum and 2015-revised curriculum were analyzed. Secondly, introductions of continuous probability distribution in 'Probability and Statistics' textbook developed under the 2009-revised curriculum and 2015-revised curriculum were analyzed. The results of this study were as follows. First, 8 textbooks under the 2009-revised curriculum defined the continuous probability variable as probability variable with all the real values within a range or an interval. And 1 textbook under the 2009-revised curriculum defined the continuous probability variable as probability variable when the set of its value is uncountable. But all textbooks under the 2015-revised curriculum defined the continuous probability variable as probability variable with all the real values within a range. Second, 4 textbooks under the 2009-revised curriculum and 4 textbooks under 2015-revised curriculum introduced a continuous random distribution using an uniformly distribution. And 5 textbooks under the 2009-revised curriculum and 5 textbooks under the 2015-revised curriculum introduced a continuous random distribution using a relative frequency density.

• School Mathematics
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• v.16 no.1
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• pp.19-37
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• 2014

This study investigated the degree of understanding pre-service teachers' random variable concept, based on the attention and the importance for developing pre-service teachers' ability on statistical reasoning in statistics education. To accomplish this, the subject of this study was 70 pre-service teachers belonged to three universities respectively. The teachers were given to 7 tasks on random variable and requested to solve them in 40 minutes. The tasks consisted of three contents in large; 1) one was on the definition of random variables, 2) the other was on the understanding of random variables in different/diverse conditions, and 3) another was on problem solving relevant to random variable concept. The findings are as follows. First, while 20% of pre-service teachers understood the definition of random variable correctly, most teachers could not distinguish between random variable and variable or probability. Second, there was a significant difference in understanding random variables in different/diverse conditions. Namely, the degree of understanding on the continuous random variable was superior to that of discrete random variable and also the degree of understanding on the equal distribution was superior to that of unequality distribution. Third, three types of problems relevant to random variable concept dealt with in this study were finding a sample space and an elementary event, and finding a probability value. In result, the teachers responded to the problem on finding a probability value most correctly and on the contrary to this, they had the mot difficulty in solving the problem on finding a sample space.

• Journal of KIISE:Software and Applications
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• v.36 no.12
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• pp.1034-1037
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• 2009

Sign language spotting is the task of detecting the start and end points of signs from continuous data and recognizing the detected signs in the predefined vocabulary. The difficulty with sign language spotting is that instances of signs vary in both motion and shape. Moreover, signs have variable motion in terms of both trajectory and length. Especially, variable sign lengths result in problems with spotting signs in a video sequence, because short signs involve less information and fewer changes than long signs. In this paper, we propose a method for spotting variable lengths signs based on semi-CRF (semi-Markov Conditional Random Field). We performed experiments with ASL (American Sign Language) and KSL (Korean Sign Language) dataset of continuous sign sentences to demonstrate the efficiency of the proposed method. Experimental results show that the proposed method outperforms both HMM and CRF.

• Journal of Korean Institute of Industrial Engineers
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• v.41 no.1
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• pp.10-16
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• 2015

In this study, we suggest a method to predict probability distribution of a new customer's degree of loyalty using C-CRF that reflects the RFM score and similarity to the neighbors of the customer. An RFM score prediction model is introduced to construct the first feature function of C-CRF. Integrating demographical similarity, purchasing characteristic similarity and purchase history similarity, we make a unified similarity variable to configure the second feature function of C-CRF. Then parameters of each feature function are estimated and we train our C-CRF model by training data set and suggest a probabilistic distribution to estimate a new customer's degree of loyalty. An example is provided to illustrate our model.

• School Mathematics
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• v.4 no.4
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• pp.677-688
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• 2002

The context and intuitive understanding is very important in Statistics Education. Especially, there is a need to mitigate student's difficulty in studying probability density function. One of teaching method this concept is to using relative frequency histogram. But, as using this method, we should know several problems included in that. This study investigate problems in the method for teaching probability density function as gradual meaning of histogram. Also, as alternative approach, this thesis introduce the density curve concept. The application of four methods to teach the concept of the probability density function and analysis of the survey result is done in this research.

• School Mathematics
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• v.13 no.3
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• pp.423-446
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• 2011

In school mathematics, concepts of definite integral and integration by substitution have mathematical connection with introduction of probability density function, expectation of continuous random variable, and standardization of normal distribution. However, we have difficulty in finding mathematical connection between integration and continuous probability distribution in the curriculum manual, 13 kinds of 'Basic Calculus and Statistics' and 10 kinds of 'Integration and Statistics' authorized textbooks, and activity books applied to the revised curriculum. Therefore, the purpose of this study is to provide a teaching method connected with mathematical concepts of integral in regard to three concepts in continuous probability distribution chapter-introduction of probability density function, expectation of continuous random variable, and standardization of normal distribution. To find mathematical connection between these three concepts and integral, we analyze a survey of student, the revised curriculum manual, authorized textbooks, and activity books as well as 13 domestic and 22 international statistics (or probability) books. Developed teaching method was applied to actual classes after discussion with a professional group. Through these steps, we propose the result by making suggestions to revise curriculum or change the contents of textbook.