• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.465-496
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• 2008

With leadership and speciality, creativity is cutting a fine figure among major values of human resource in 21C knowledge-based society. In the 7th school curriculum much emphasis is put on the importance of creativity by pursuing the image of human being based on creativity based on basic capabilities'. Also creativity is one of major factors of giftedness, and developing one's creativity is the core of the program for gifted education. Doing mathematics requires high order thinking and knowledgeable understandings. Thus mathematical creativity is used as a measure to test one's flexibility, and therefore it is the basic tool for creativity study. But theoretical study for mathematical creativity is not common. In this paper, we discuss mathematical creativity applied to 6 approaches suggested by Sternberg and Lubart in educational theory. That is, mystical approaches, pragmatical approaches, psycho-dynamic approaches, cognitive approaches, psychometric approaches and scio-personal approaches. This study expects to give useful tips for understanding mathematical creativity and understanding recent research results by reviewing various aspects of mathematical creativity.

• Communications of Mathematical Education
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• v.22 no.4
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• pp.489-503
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• 2008

It is not an easy matter to develop problems which help students understand mathematical concepts correctly and precisely. The aim of this paper is to review the merits and demerits of three problem types (i.e. one answer problems, multiple choice problems and proof problems) and to suggest some points that should be taken into consideration in problem making. First, we presented the merits and demerits of three types of problems by examining actual examples. Second, we discussed some examples of misleading problems and the ways to make desirable ones. Finally, on the basis of our examination and discussion, we suggested some points that should be kept in mind in problem making. The major suggestions are as follows; i) In making one answer problems, we should consider the possibility of sitting a solution by wrong precesses, ii) In formulating multiple choice tests which are layered for their easiness of grading, we should take into account the importance of checking whether the students are fully understanding the concepts, iii) We may depend on the previous research result that multiple choice tests for proof problems can be helpful for the students who have insufficient math background. Besides those suggestions, we made an overall proposal that we should endeavor to find ways to implement the demerits of each problem type and to develop instructive problems that can help students understanding of math.

• School Mathematics
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• v.10 no.4
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• pp.583-601
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• 2008

The creative productivity is regarded as an essential factor to perform the gifted education. While it is very important to cultivate and to expand a creative productivity through mathematically problem solving in gifted education, we have difficulties in actual education of the (mathematically) gifted, even are there few researches/studies which deal with teaching and guiding the creative problem solving in mathematically gifted education, it is hard to find a guideline that provides proper ways (or directions) of learning-instruction and evaluation of the mathematically gifted. Therefore in this study, the researcher would provide a learning-instruction model to expand a creative productivity. The learning-instruction model which makes the creative productivity expanded in mathematically gifted education is developed and named MG-CPS(Mathematically Gifted-Creative Problem Solving). Since it reflected characteristics of academic- mathematical creativity and higher thinking level of the mathematically gifted, this model is distinguished from general CPS. So this model is proper to provide a learning experience and instruction to the mathematically gifted.

• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.1-17
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• 2022

The goal of this study was to analyze students' views about statistical themes in Mongolian secondary schools in Ulaanbaatar. To this end, 129 9th grade students were stratified random sampling at two secondary schools in Ulaanbaatar, Mongolia, and a survey was conducted on them. The attitude survey focused on six factors contributing to the attitude: affective, cognitive competency, value, difficulty, interest, and student effort. The results show that students believed their statistical knowledge and skills have increased compared to the beginning of the courses. Furthermore, the survey revealed that they perceived statistics as neither an easy nor a difficult subject. Students' interest in statistics was neutral in general. These results suggest a need to develop effective and innovative statistical teaching and learning methods that can attract attention to statistical topics.

• Clinical Endoscopy
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• v.56 no.1
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• pp.55-64
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• 2023

Background/Aims: Endoscopic submucosal dissection (ESD) has been established as a treatment modality for superficial esophageal squamous cell carcinoma (ESCC). Long-term follow-up data are lacking in Western countries. The aim of this study was to analyze long-term survival in a Western center. Methods: Patients undergoing ESD for ESCC were included. The analysis was performed retrospectively using a prospectively collected database. Results: R0 resection rate was 96.7% (59/61 lesions in 58 patients). Twenty-seven patients (46.6%) fulfilled the curative resection criteria (M1/M2) (group A), 11 patients (19.0%) had M3 lesions without lymphovascular invasion (LVI) (group B), and 20 patients (34.5%) had lesions with submucosal invasion or LVI (group C). Additional treatment was recommended after non-curative resection. It was not performed in 20/31 patients (64.5%), mainly because of comorbidities (75%). Twenty-nine out of 58 (50.0%) patients died during a mean follow-up of 3.7 years. Death was related to ESCC in 17.2% (5/29) of patients. The disease-specific survival rate after curative resection was 100%. Overall survival rates after 5 years were 61.5%, 63.6% and 28.1% for groups A, B, and C, respectively. The overall survival was significantly worse after non-curative resection (p=0.038). Conclusions: Non-curative resection is frequent after ESD for ESCC in Western patients. The long-term prognosis is limited and mainly determined by comorbidity. Early diagnosis and pre-interventional assessments need to be improved.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.139-166
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• 2014

The purpose of the study is to enhance the teaching competence for pre-service elementary teacher by using DGE in order to enhance SMK and PCK for them. To do this, we investigated the initial SMK and PCK for 23 pre-service elementary teachers, the reality of implementation activity of DGE and the change of SMK and PCK after quest activity by DGE. As results, 3 pre-service elementary teachers made errors which are misunderstanding a general angle as special angle, an excessive jump of logic and a circulation logic in the aspect of an initial SMK. In the aspect of contents of PCK, most of pre-service elementary teachers proposed teaching focused on the character using in the problem solving. And most of pre-service elementary teachers proposed teaching methods which are based on explanation, measurement and material manipulation. The reality of implementation activity of DGE was classified 4 cases which are a difficulty in understanding the concept of dynamics and embodying in DGE, an obsession about construction of $75^{\circ}$ and generalization, a difficulty in interpreting 'folding activity' mathematically and a good implementation activity. After quest activity by DGE, the case which is misunderstanding a general angle as special angle could be improved, but the others are not. And after quest activity by DGE, most of pre-service elementary teachers still proposed teaching focused on the character using in the problem solving in the aspect of contents of PCK, and some of pre-service elementary teachers added only teaching methods which are involving visual confirmation by GSP. From these results, we could extract some pedagogical implications helping pre-service teachers to reinforce SMK and PCK by DGE.

• Journal of Preventive Medicine and Public Health
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• v.55 no.5
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• pp.428-435
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• 2022

Objectives: The Indonesian Ministry of Health launched isoniazid preventive therapy (IPT) in 2016, with general practitioners (GPs) at the frontline of this program. However, the extent to which GPs have internalized this program remains uncertain. The aim of this study was to identify the knowledge and attitudes of GPs towards the IPT program in Indonesia. Methods: This study used an online, self-administered questionnaire distributed via e-mail and social messaging services. A logistic regression model was employed to identify the explanatory variables influencing the level of knowledge and attitudes toward IPT among GPs in Indonesia. An empirical analysis was conducted separately for each response variable (knowledge and attitudes). Results: Of the 418 respondents, 128 (30.6%) had a good knowledge of IPT. Working at a public hospital was the only variable associated with good knowledge, with an adjusted odds ratio (aOR) of 1.69 (95% confidence interval [CI], 1.02 to 2.81). Furthermore, 279 respondents (66.7%) had favorable attitudes toward IPT. In the adjusted logistic regression analysis, good knowledge (aOR, 0.55; 95% CI, 0.34 to 0.89), 1-5 years of work experience (aOR, 2.09; 95% CI, 1.21 to 3.60), and having experienced IPT training (aOR, 0.48; 95% CI, 0.25 to 0.93), were significantly associated with favorable attitudes. Conclusions: In general, GPs in Indonesia had favorable attitudes toward IPT. However, their knowledge of IPT was limited. GPs are an essential element of the IPT program in the country, and therefore, adequate information dissemination to improve their understanding is critical for the long-term viability and quality of the IPT program in Indonesia.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.27-38
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• 2006

The purpose of this study was to develop a test of a creative problem solving (CPS) for the selection of gifted science students in elementary school. For this, the methods and procedures of the selection of gifted science students was investigated through the internet homepages 23 gifted science education centers of universities and 16 city. province offices of education. The results of this study were as follows: Most of the gifted science students were selected through a multi-step examination process. They were selected on the basis of their records by recommendation of a principal or a classroom teacher in their school, by operation of standardized tests (ex. intelligence quotient score, achievements in science and mathematics, interest and attitude/aptitude for science as well as through other means), as well as through intensive observation of those gifted science students who are selected by interview and oral tests. The selection of gifted students was not evaluated through creativity testing; giftedness in city. province office of education. Testing of CPS was found to be especially lacking in these organizations. For the development of the test items of CPS in science, the five elements were extracted through the framework for the content analysis of the CPS: problem exploration, problem statement, solution thinking, experiment design, and assesment. In addition, suggestions were made regarding an appropriate scoring system for the test of the CPS. As the result of the developed test was applied to the 4th grade of the gifted and general student, we found that gifted students were superior to general students. In conclusion, it was that the CPS test developed in this study should be used to evaluate the CPS for the selection of gifted students.

• Journal of the Korean Mathematical Society
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• v.46 no.2
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• pp.363-447
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• 2009

The author previously defined the spectral invariants, denoted by $\rho(H;\;a)$, of a Hamiltonian function H as the mini-max value of the action functional ${\cal{A}}_H$ over the Novikov Floer cycles in the Floer homology class dual to the quantum cohomology class a. The spectrality axiom of the invariant $\rho(H;\;a)$ states that the mini-max value is a critical value of the action functional ${\cal{A}}_H$. The main purpose of the present paper is to prove this axiom for nondegenerate Hamiltonian functions in irrational symplectic manifolds (M, $\omega$). We also prove that the spectral invariant function ${\rho}_a$ : $H\;{\mapsto}\;\rho(H;\;a)$ can be pushed down to a continuous function defined on the universal (${\acute{e}}tale$) covering space $\widetilde{HAM}$(M, $\omega$) of the group Ham((M, $\omega$) of Hamiltonian diffeomorphisms on general (M, $\omega$). For a certain generic homotopy, which we call a Cerf homotopy ${\cal{H}}\;=\;\{H^s\}_{0{\leq}s{\leq}1}$ of Hamiltonians, the function ${\rho}_a\;{\circ}\;{\cal{H}}$ : $s\;{\mapsto}\;{\rho}(H^s;\;a)$ is piecewise smooth away from a countable subset of [0, 1] for each non-zero quantum cohomology class a. The proof of this nondegenerate spectrality relies on several new ingredients in the chain level Floer theory, which have their own independent interest: a structure theorem on the Cerf bifurcation diagram of the critical values of the action functionals associated to a generic one-parameter family of Hamiltonian functions, a general structure theorem and the handle sliding lemma of Novikov Floer cycles over such a family and a family version of new transversality statements involving the Floer chain map, and many others. We call this chain level Floer theory as a whole the Floer mini-max theory.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.4
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• pp.510-518
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• 2022

The diagnostic evaluation conducted at the national level is very important to detect underachievers in school early. This study used an artificial intelligence method to find the characteristics of underachievers that affect learning development for middle school students. In this study an artificial intelligence model was constructed and analyzed to determine whether the Busan Education Longitudinal Data in 2020 by entering data from the first year of middle school in 2019. A predictive model was developed to predict basic middle school Korean, English, and mathematics education with machine learning algorithms, and it was confirmed that the accuracy was 78%, 82%, and 83%, respectively, in the prediction for the next school year. In addition, by drawing an achievement prediction decision tree for each middle school subject we are analyzing the process of prediction. Finally, we examined what characteristics affect achievement prediction.