• Journal of the military operations research society of Korea
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• v.27 no.1
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• pp.73-88
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• 2001

Designing high quality products and processes at a low cost is central technological and economic challenge to the engineer. The combination of engineering concepts and statistical implementations offered by Taguchi\`s off-line design technique has proven t be invaluable. By examining some deficiencies in designs from the Taguchi\`s highly fractional, orthogonal main effect plan based on orthogonal arrays, alternative method is proposed. The maximum resolution or the minimum aberration criterion is commonly used for selecting 2$^{n-m}$ fractional designs. We present new high resolution (low aberration) linear graphs to simplify the complexity of selecting designs with desirable statistical properties. The new linear graphs approach shows a substantial improvement over Taguchi\`s linear graphs and other related graphical methods for planning experiment. The new set of linear graphs will allow the experimenter to maintain the simple approach suggested by Taguchi while obtaining the best statistical properties of the resulting design such as minimum aberration as a by-product without dependency on complicated computational algorithm or additional statistical training.g.

• Proceedings of the KIEE Conference
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• 2005.07c
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• pp.2389-2391
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• 2005

In this paper, a compact S type resonator is presented, where the proposed resonator is surface micromachined over transmission lines or other resonators, in order to obtain a wide range of possible electromagnetic couplings. The structure has been applied in two compact, bandstop and bandpass filters with moderate fractional bandwidths (FBW) of 20% and 25% respectively. The bandstop filter presented, was designed by the combination of two design methods in order to obtain the proposed fractional bandwidth, where traditionally, coupled resonator bandstop filters have been used for narrow stopbands. The bandpass filter illustrates the use of the proposed suspended resonator structure to obtain a wide range of electric type coupling coefficients, and external quality factors for the filter. This paper describes the design methodology, concepts and fabrication method proposed for the design of these filters.

• East Asian mathematical journal
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• v.40 no.2
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• pp.183-207
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• 2024

This study is a case study that considered fractional senses and fraction operation abilities for 107 gifted students in elementary school classes. In order to find out the fractional sense, in the first question comparing the sizes of fractions 2/3 and 4/5, the students showed a variety of strategies, but the utilization rate of strategies excluding reduction to a common denominator did not exceed 50%. The second question can be solved by using the first question. It is a problem of finding two fractions by selecting four from six numbers 1, 3, 4, 5, 6, and 7 to create two fractions of which sum does not exceed 1. The percentage of correct answers to this question was about 27% (29 out of 107). Only 5 out of 29 students found answers using the first question, and the rest of the students sought answers through trial and error in various calculations. It shows that the item arrangement method from a deductive perspective has no significant effect on elementary school students. The percentage of correct answers was about 27% in the questions to find out the fraction operation ability-the question of drawing a 4/3 bar using a given 3/8-sized bar and 30.7% (23 out of 75) of the students who had wrong answers showed insufficient splitting operation. In addition, it has been shown that the operation of partitioning and iterating to form numerical senses and fractional concepts related to the fractions of the students has no significant impact.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.111-130
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• 2018

In this study, I compared and analyzed the contents of Korean, Japanese, Singapore, American, and Finnish textbooks about fraction which is one of the important and difficult concepts in elementary school mathematics. This is aimed to get the implications for meaningful fractional teaching and learning by analyzing the advantages and disadvantages of the methods and time of introducing the concept because fraction has the diversity of the sub-concepts and the introducing methods or process. As a result of the analysis, the fraction was introduced as part-whole(area) in all five countries' textbooks, but the use of number line, conversion between improper fraction and mixed number, whether to deal with part-whole(set) model. Furthermore, there are differences in the methods in obtaining of the equivalent fraction and the order of arrangement in comparison of fraction. Through this analysis, we discussed the reconsideration of the introducing contexts of fractions, the use of number line when introducing fractions, and the problem of segmentation and classification of contents.

• Education of Primary School Mathematics
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• v.22 no.2
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• pp.129-147
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• 2019

Because of the various concepts and meanings of fractions and the difficulty of learning, studies to improve the teaching methods of fraction have been carried out. Particularly, because there are various methods of teaching depending on the type of fractions or the models or methods used for problem solving in fraction operations, many researches have been implemented. In this study, I analyzed the fractional operations of CCSSM-CA and its U.S. textbooks. It was CCSSM-CA revised and presented in California and the textbooks of Houghton Mifflin Harcourt Publishing Co., which reflect the content and direction of CCSSM-CA. As a result of the analysis, although the grades presented in CCSSM-CA and Korean textbooks were consistent in the addition and subtraction of fractions, there are the features of expressing fractions by the sum of fractions with the same denominator or unit fraction and the evaluation of the appropriateness of the answer. In the multiplication and division of fractions, there is a difference in the presentation according to the grades. There are the features of the comparison the results of products based on the number of factor, presenting the division including the unit fractions at first, and suggesting the solving of division problems using various ways.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.53-68
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• 2012

This paper investigated the conceptual schemes four children constructed as they related division number sentences to various types of fraction: Proper fractions, improper fractions, and mixed numbers in both contextual and abstract symbolic forms. Methods followed those of the constructivist teaching experiment. Four fifth-grade students from an inner city school in the southwest United States were interviewed eight times: Pre-test clinical interview, six teaching / semi-structured interviews, and a final post-test clinical interview. Results showed that for equal sharing situations, children conceptualized division in two ways: For mixed numbers, division generated a whole number portion of quotient and a fractional portion of quotient. This provided the conceptual basis to see improper fractions as quotients. For proper fractions, they tended to see the quotient as an instance of the multiplicative structure: $a{\times}b=c$ ; $a{\div}c=\frac{1}{b}$ ; $b{\div}c=\frac{1}{a}$. Results suggest that first, facility in recall of multiplication and division fact families and understanding the multiplicative structure must be emphasized before learning fraction division. Second, to facilitate understanding of the multiplicative structure children must be fluent in representing division in the form of number sentences for equal sharing word problems. If not, their reliance on long division hampers their use of syntax and their understanding of divisor and dividend and their relation to the concepts of numerator and denominator.

• Journal of Korean Society for Quality Management
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• v.44 no.4
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• pp.799-811
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• 2016

Purpose: The conjoint analyst in marketing are interested in detecting whether there exist synergy or antagonistic effects between two attributes. In the cases where attributes have two or three levels, we research on the design of survey questionnaire to estimate all the main effect and as many two factor interaction effects as possible. Methods: We consider the balanced incomplete block (BIB) mixed level factorial design $2^f{\times}3^g$ or fractional factorial design. To reduce the number of questions in a questionnaire, we propose the balanced incomplete block mixed level design with minimum aberration which is generated by implementing proc factex in SAS. Also, we propose using two or three level BIB factorial design instead of mixed level designs by transforming three level attributes into two attributes of two levels and two level attribute into three level attribute by using dummy level technique. Results: We propose three methods for designing survey questionnaire where the block and design generators are found with practical number of questions in a questionnaire. By analyzing all the respondents survey data generated by the simulation study, we find the proper model and do the concepts optimization. Conclusion: The proposed methods of designing survey questionnaires seem to perform well in the sense that the proper model, and then the optimal concept is found in a case study where all the respondents survey data are generated by the simulation study.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.181-197
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• 2023

The importance of reasoning processes based on fractional concepts and number senses, rather than a formalized procedural method using common denominators, has been noted in a number of studies in relation to compare the magnitudes of unlike fractions. In this study, a unlike fraction magnitudes comparison test was conducted on fourth-grade elementary school students who did not learn equivalent fractions and common denominators to analyze the reasoning perspectives of the correct and wrong answers for each of the eight problem types. As a result of the analysis, even students before learning equivalent fractions and reduction to common denominators were able to compare the unlike fractions through reasoning based on fractional sense. The perspective chosen by the most students for the comparison of the magnitudes of unlike fractions is the 'part-whole perspective', which shows that reasoning when comparing the magnitudes of fractions depends heavily on the concept of fractions itself. In addition, it was found that students who lack a conceptual understanding of fractions led to difficulties in having quantitative sense of fraction, making it difficult to compare and infer the magnitudes of unlike fractions. Based on the results of the study, some didactical implications were derived for reasoning guidance based on the concept of fractions and the sense of numbers without reduction to common denominators when comparing the magnitudes of unlike fraction.