• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.131-148
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• 2016

Mathematical formal justification may be seen as a bridge towards the proof. By requiring the mathematically gifted students to prove the generalized patterned task rather than the implementation of deductive justification, may present challenges for the students. So the research questions are as follow: (1) What are the difficulties the mathematically gifted elementary students may encounter when formal justification were to be shifted into a generalized form from the given patterned challenges? (2) How should the teacher guide the mathematically gifted elementary students' process of transition to formal justification? The conclusions are as follow: (1) In order to implement a formal justification, the recognition of and attitude to justifying took an imperative role. (2) The students will be able to recall previously learned deductive experiment and the procedural steps of that experiment, if the mathematically gifted students possess adequate amount of attitude previously mentioned as the 'mathematical attitude to justify'. In addition, we developed the process of questioning to guide the elementary gifted students to formal justification.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.417-435
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• 2011

Mathematical justification is essential to assert with reason and to communicate. Students learn mathematical justification in 8th grade in Korea. Recently, However, many researchers point out that justification be taught from young age. Lots of studies say that students can deduct and justify mathematically from in the lower grades in elementary school. I conduct questionnaire to know awareness and steps of elementary school students and middle school students. In the case of 9th grades, the rate of students to deduct is highest compared with the other grades. The rease is why 9th grades are taught how to deductive justification. In spite of, however, the other grades are also high of rate to do simple deductive justification. I want to focus on the 6th and 5th grades. They are also high of rate to deduct. It means we don't need to just focus on inducing in elementary school. Most of student needs lots of various experience to mathematical justification.

• School Mathematics
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• v.15 no.4
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• pp.667-682
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• 2013

Though teachers' lesson plays, this article analysed teachers' knowledge for mathematical teaching about mathematical definitions and their pedagogical difficulties in teaching defining. Although the participant teachers didn't transmit definitions to students and suggested possible definitions of the given geometric figure in their imaginary lessons, they didn't teach defining as deductive organization of properties of the geometric figure. They considered mathematical definition as a mere linguistic convention of a word, so they couldn't appreciate the necessity of deductive organization in teaching definitions, and the arbitrary nature of mathematical definitions. Therefore, for learning to teach definitions differently, it is necessary for teachers to reflect the gap between the everyday and mathematical definitions in teachers'education.

• Journal of Radiation Protection and Research
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• v.41 no.2
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• pp.117-121
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• 2016

Background: Definition and grouping of initiating events (IEs) are important basics for probabilistic safety assessment (PSA). An IE in a spent fuel reprocessing plant (SFRP) is an event that probably leads to the release of dangerous material to jeopardize workers, public and environment. The main difference between SFRPs and nuclear power plants (NPPs) is that hazard materials spread diffusely in a SFRP and radioactive material is just one kind of hazard material. Materials and Methods: Since the research on IEs for NPPs is in-depth around the world, there are several general methods to identify IEs: reference of lists in existence, review of experience feedback, qualitative analysis method, and deductive analysis method. While failure mode and effect analysis (FMEA) is an important qualitative analysis method, master logic diagram (MLD) method is the deductive analysis method. IE identification in SFRPs should be consulted with the experience of NPPs, however the differences between SFRPs and NPPs should be considered seriously. Results and Discussion: The plutonium uranium reduction extraction (Purex) process is adopted by the technics in a model reprocessing plant. The first extraction cycle (FEC) is the pivotal process in the Purex process. Whether the FEC can function safely and steadily would directly influence the production process of the whole plant-production quality. Important facilities of the FEC are installed in the equipment cells (ECs). In this work, IEs in the FEC process were identified and categorized by FMEA and MLD two methods, based on the fact that ECs are containments in the plant. Conclusion: The results show that only two ECs in the FEC do not need to be concerned particularly with safety problems, and criticality, fire and red oil explosion are IEs which should be emphatically analyzed. The results are accordant with the references.

• The KIPS Transactions:PartD
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• v.9D no.2
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• pp.227-234
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• 2002

When processing a query in a conventional database systems, a set of facts or tuples are usually returned as an answer. This also applies to object -oriented database where a set of objects is returned. Deductive database systems, however, provide the opportunity to obtain the answer of a query as a set of formulas, thereby reduce the costs to process the query, and represent its "intensional answers" in a more compact way independently of the database state. In this paper, by introducing rules info the object-oriented database systems and integrating the intensional query processing of deductive database systems into talc object-oriented database systems, we make it possible not only to answer incomplete queries which are not able to be answered in conventional object-oriented database systems, but also to express the answer-set abstractly as the names of classes, which provides us better understanding of the answer.

• Korean Journal of Logic
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• v.16 no.1
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• pp.87-115
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• 2013

In my previous article "The Uncontested Principle and Wonbae Choi's Objections", I argued that the validity of modus ponens (as a deductive inference) is compatible with the claim that the Uncontested Principle is controversial. In his recent paper "The Uncontested Principle and Modus Ponens", Wonbae Choi criticizes my view again by making the following three claims: First, even though I do not take an inference of the form 'If A then (probably) C. A. $\therefore$ C' as an instance of modus ponens, this form of inference can be taken to be such an instance. Second, there is no grammatical indicator which allows us to distinguish between an indicative conditional based on a deductive inference and an indicative conditional based on an inductive inference, so that inferences based on these conditionals should not be treated as different types of inferences. Third, if we allow an indicative conditional based on an inductive inference, we thereby violate the so-called 'principle of harmony', which any logical concept should preserve. In this paper, I reply that his criticisms are all implausible.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.165-184
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• 2013

In order to utilize Sphinx Puzzle in shape education or deductive reasoning, a lesson employing Dienes' six-stage theory of learning mathematics was structured to be applied to students of 6th grade of elementary school. 4 students of 6th grade of elementary school, the researcher's current workplace, were selected as subjects. The academic achievement level of 4 subjects range across top to medium, who are generally enthusiastic and hardworking in learning activities. During the 3 lessons, the researcher played role as the guide and observer, recorded observation, collected activity sheet written by subjects, presentation materials, essays on the experience, interview data, and analyzed them to the detail. A task of finding every possible triangle out of pieces of Sphinx Puzzle was given, and until 6 steps of formalization was set, students' attitude to find a better way of mathematical deduction, especially that of operational thinking and deductive thinking, was carefully observed and analyzed.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.217-228
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• 1999

The fundamental theorem of calculus is the most 'fundamental' content in teaching calculus. Since the aim of teaching the theorem goes beyond simple application of it, it is difficult to teach it meaningfully. Hence, for the meaningful teaching of the fundamental theorem of calculus, this article seeks to find the educational implication of the fundamental theorem of calculus through reviewing the genetic history of it. A genetic history of the fundamental theorem of calculus can be divided into the following five phases: 1. The deductive discovery of the fundamental theorem of calculus 2. Galileo's Law of falling body and the idea of the fundamental theorem of calculus 3. The discovery of the fundamental theorem of calculus and Barrow's proof 4. Newton's mensuration 5. the development of calculus in 19th century and the fundamental theorem of calculus The developmental phases of the fundamental theorem of calculus discussed above provides the three educational implications. first, we can rediscover this theorem through deductive methods and get the ideas of it in relation to kinetic problems. Second, the developmental phases of the fundamental theorem of calculus shows that the value of this theorem lies in the harmony of its theoretical beauty and practicality. Third, Newton's dynamic image of this theorem can be a typical way of understanding the theorem. We have different aims of teaching the fundamental theorem of calculus, according to which the teaching methods can be adopted. But it is self-evident that the simple application of the theorem is just a part of teaching the fundamental theorem of calculus. Hence we must try to put the educational implications reviewed above into practice.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.309-335
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• 2011

Writings of gifted students were classified by the writing analysis protocol built on the scientific inquiry process and writings of scientific journals. These writings were classified 7 types based on the existence of tentative explanations and types of conclusion. In addition the writings were classified by linear form, double linear form, supporting-conclusion form based on the number and position of writings. The characteristics of writings show that, first, the tentative explanation is located at the beginning and the drawing conclusion at the end of articles. Secondly, students prefer the linear form writing to explain their logics. Finally, supporting-conclusion writings are shown when answers of question is written only in the drawing conclusion without estimation.

• Journal of the Korea Society of Computer and Information
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• v.12 no.3
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• pp.95-103
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• 2007

Existing human resources dispatch systems face various limits for managing increasing information derived from the work-place as it required much time managing the basic data created at the work-place and the data input methods are complicated. This study focuses on how to solve the above mentioned problems by utilizing the cellular phone system, which provides vital connection between the organizations using the dispatched human resources and the resources. The study offers building of a necessary work history data base and its management through development of a mobile human resources dispatch system. In order to optimally place the given resources, the system utilizes deductive analytical process. Utilizing the intelligent, deductive analytical process in properly planning the placing of the right human resources to do the job will result satisfaction in human resources dispatch and management.