• Education of Primary School Mathematics
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• v.27 no.2
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• pp.155-171
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• 2024

This study compared and analyzed students' reasoning processes and justification methods when introducing the concept of "the sum of angles in a triangle" in mathematics classes with a focus on both measurement and geometric aspects. To confirm this, the research was conducted in a 4th-grade class at H Elementary School in Suwon, Gyeonggi-do, South Korea. The conclusions drawn from this study are as follows. First, there is a significant difference when introducing "the sum of angles in a triangle" in mathematics classes from a measurement perspective compared to a geometric perspective. Second, justifying the statement "the sum of angles in a triangle is 180°" is more effective when explained through a measurement approach, such as "adding the sizes of the three angles gives 180°," rather than a geometric approach, such as "the sum of the angles forms a straight angle." Since elementary students understand mathematical knowledge through manipulative activities, the level of activity is connected to the quality of mathematics learning. Research on this reasoning process will serve as foundational material for approaching the concept of "the sum of angles in a triangle" within the "Geometry and Measurement" domain of the Revised 2022 curriculum.

• Computers and Concrete
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• v.34 no.2
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• pp.151-168
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• 2024

This research aimed to appraise the effectiveness of four optimization approaches - cuckoo optimization algorithm (COA), multi-verse optimization (MVO), particle swarm optimization (PSO), and teaching-learning-based optimization (TLBO) - that were enhanced with an artificial neural network (ANN) in predicting the bearing capacity of shallow foundations located on cohesionless soils. The study utilized a database of 97 laboratory experiments, with 68 experiments for training data sets and 29 for testing data sets. The ANN algorithms were optimized by adjusting various variables, such as population size and number of neurons in each hidden layer, through trial-and-error techniques. Input parameters used for analysis included width, depth, geometry, unit weight, and angle of shearing resistance. After performing sensitivity analysis, it was determined that the optimized architecture for the ANN structure was 5×5×1. The study found that all four models demonstrated exceptional prediction performance: COA-MLP, MVO-MLP, PSO-MLP, and TLBO-MLP. It is worth noting that the MVO-MLP model exhibited superior accuracy in generating network outputs for predicting measured values compared to the other models. The training data sets showed R² and RMSE values of (0.07184 and 0.9819), (0.04536 and 0.9928), (0.09194 and 0.9702), and (0.04714 and 0.9923) for COA-MLP, MVO-MLP, PSO-MLP, and TLBO-MLP methods respectively. Similarly, the testing data sets produced R² and RMSE values of (0.08126 and 0.07218), (0.07218 and 0.9814), (0.10827 and 0.95764), and (0.09886 and 0.96481) for COA-MLP, MVO-MLP, PSO-MLP, and TLBO-MLP methods respectively.

• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.1-18
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• 2018

This study aims to analyze the mathematics curriculum in the gifted school and obtain the understanding of the current situation of education for the math-gifted children in Korea, therefore providing a point of view for the improvements. In order to attain these purposes, the study examined the subject competency for the mathematics set by regular mathematics curriculum system and 2015 revision curriculum, and extracted the analytical standards, based on which the education plan documents of each gifted school were analyzed. The conclusion that has been made based on the analysis results is as follows. First of all, the curriculum of mathematics in the gifted schools in korea is heavily concentrated on analytics and algebra. Secondly, in mathematics curriculum for gifted children in Korea puts the most emphasis on the problem solving competency. Third, geometry subject in the mathematics curriculum of Korean gifted schools deals with the given content only at the level of regular high school curriculum. Fourth, learning materials in most gifted schools are not the ones especially revised and adapted for the gifted students but usually the ones for the college students. Lastly, gifted schools are running the curriculum featured with curriculum compacting and advance learning focusing on acceleration.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.565-586
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• 1998

Like many other school subjects, terminology is a starting point of mathematical thinking, and plays a key role in mathematics learning. Among several areas in mathematics, geometry is the area in which students usually have the difficulty of learning, and the new terms are frequently appeared. This is why we started to investigate geometric terms first. The purpose of this study is to investigate geometric terminology in school mathematics. To do this, we traced the historical transition of geometric terminology from the first revised mathematics curriculum to the 7th revised one, and compared the geometric terminology of korean, english, Japanese, and North Korean. Based on this investigation, we could find and structuralize the following four issues. The first issue is that there are two different perspectives regarding the definitions of geometric terminology: inclusion perspective and partition perspective. For example, a trapezoid is usually defined in terms of inclusion perspective in asian countries while the definition of trapezoid in western countries are mostly based on partition perspective. This is also the case of the relation of congruent figures and similar figures. The second issue is that sometimes there are discrepancies between the definitions of geometric figures and what the name of geometric figures itself implies. For instance, a isosceles trapezoid itself means the trapezoid with congruent legs, however the definition of isosceles trapezoid is the trapezoid with two congruent angles. Thus the definition of the geometric figure and what the term of the geometric figure itself implies are not consistent. We also found this kind of discrepancy in triangle. The third issue is that geometric terms which borrow the name of things are not desirable. For example, Ma-Rum-Mo(rhombus) in Korean borrows the name from plants, and Sa-Da-Ri-Gol(trapezoid) in Korean implies the figure which resembles ladder. These terms have the chance of causing students' misconception. The fourth issue is that whether we should Koreanize geometric terminology or use Chinese expression. In fact, many geometric terms are made of Chinese characters. It's very hard for students to perceive the ideas existing in terms which are made of chines characters. In this sense, it is necessary to Koreanize geometric terms. However, Koreanized terms always work. Therefore, we should find the optimal point between Chines expression and Korean expression. In conclusion, when we name geometric figures, we should consider the ideas behind geometric figures. The names of geometric figures which can reveal the key ideas related to those geometric figures are the most desirable terms.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.158-170
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• 2022

The purpose of this study is to understand the characteristics of Aristotle's view of nature that is, the static view of the universe, and find implications for education. Plato sought to interpret the natural world using a rational approach rather than an incomplete observation, in terms of from the perspective of geometry and mathematical regularity, as the best way to understand the world. On the other hand, Aristotle believed that we could understand the world by observing what we see. This world is a static worldview full of the purpose of the individual with a sense of purposive legitimacy. In addition, the natural motion of earthly objects and celestial bodies, which are natural movements towards the world of order, are the original actions. Aristotle thought that, given the opportunity, all natural things would carry out some movement, that is, their natural movement. Above all, the world that Plato and Aristotle built is a static universe. It is possible to fully grasp the world by approaching the objective nature that exists independently of human being with human reason and observation. After all, for Aristotle, like Plato, their belief that the natural world was subject to regular and orderly laws of nature, despite the complexity of what seemed to be an embarrassingly continual change, became the basis of Western thought. Since the universe, the metaphysical perspective of ancient Greece and modern philosophy, relies on the development of a dichotomy of understanding (cutting branches) into what has already been completed or planned, ideal and inevitable, so it is the basis of traditional teaching-learning that does not value learner's opinions.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Korean Journal of Remote Sensing
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• v.38 no.5_3
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• pp.939-951
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• 2022

The most important factor in designing autonomous driving systems is to recognize the exact location of the vehicle within the surrounding environment. To date, various sensors and navigation systems have been used for autonomous driving systems; however, all have limitations. Therefore, the need for high-definition (HD) maps that provide high-precision infrastructure information for safe and convenient autonomous driving is increasing. HD maps are drawn using three-dimensional point cloud data acquired through a mobile mapping system (MMS). However, this process requires manual work due to the large numbers of points and drawing layers, increasing the cost and effort associated with HD mapping. The objective of this study was to improve the efficiency of HD mapping by segmenting semantic information in an MMS point cloud into six classes: roads, curbs, sidewalks, medians, lanes, and other elements. Segmentation was performed using various machine learning techniques including random forest (RF), support vector machine (SVM), k-nearest neighbor (KNN), and gradient-boosting machine (GBM), and 11 variables including geometry, color, intensity, and other road design features. MMS point cloud data for a 130-m section of a five-lane road near Minam Station in Busan, were used to evaluate the segmentation models; the average F1 scores of the models were 95.43% for RF, 92.1% for SVM, 91.05% for GBM, and 82.63% for KNN. The RF model showed the best segmentation performance, with F1 scores of 99.3%, 95.5%, 94.5%, 93.5%, and 90.1% for roads, sidewalks, curbs, medians, and lanes, respectively. The variable importance results of the RF model showed high mean decrease accuracy and mean decrease gini for XY dist. and Z dist. variables related to road design, respectively. Thus, variables related to road design contributed significantly to the segmentation of semantic information. The results of this study demonstrate the applicability of segmentation of MMS point cloud data based on machine learning, and will help to reduce the cost and effort associated with HD mapping.

• Korean Journal of Remote Sensing
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• v.37 no.5_3
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• pp.1447-1460
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• 2021

Urbanization increases the amount of impervious surface and artificial heat emission, resulting in urban heat island (UHI) effect. Local climate zones (LCZ) are a classification scheme for urban areas considering urban land cover characteristics and the geometry and structure of buildings, which can be used for analyzing urban heat island effect in detail. This study aimed to examine the UHI effect by urban structure in Suwon and Daegu using the LCZ scheme. First, the LCZ maps were generated using Landsat 8 images and convolutional neural network (CNN) deep learning over the two cities. Then, Surface UHI (SUHI), which indicates the land surface temperature (LST) difference between urban and rural areas, was analyzed by LCZ class. The results showed that the overall accuracies of the CNN models for LCZ classification were relatively high 87.9% and 81.7% for Suwon and Daegu, respectively. In general, Daegu had higher LST for all LCZ classes than Suwon. For both cities, LST tended to increase with increasing building density with relatively low building height. For both cities, the intensity of SUHI was very high in summer regardless of LCZ classes and was also relatively high except for a few classes in spring and fall. In winter the SUHI intensity was low, resulting in negative values for many LCZ classes. This implies that UHI is very strong in summer, and some urban areas often are colder than rural areas in winter. The research findings demonstrated the applicability of the LCZ data for SUHI analysis and can provide a basis for establishing timely strategies to respond urban on-going climate change over urban areas.

• Journal of the Korean School Mathematics Society
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• v.23 no.2
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• pp.179-201
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• 2020

The purpose of this study is to analyze tasks reflected in Korean and US textbooks according to the mathematical modeling perspectives, and then to compare the diversity of learning opportunities given to students from both countries. For this, we analyzed mathematical modeling tasks of textbooks based on three aspects: mathematical modeling process, data, and expression. Results are as follows. First, with respect to modeling process, Korean textbook provides a high percentage of the task at all stages of modeling than US textbook. Second, with respect to data, both countries' textbooks have the highest percentage of matching task. Korean textbooks have a large gap in data characteristics by textbook. Third, with respect to expression, both countries' textbooks have the highest percentage of text and picture. Korean textbooks have a large gap in the type of expression than US textbooks, and some textbooks have no other expression except for text and picture. Fourth, tasks were analyzed by integrating the three features. The three features were not combined in various ways. It is necessary to diversify the integration of the three features.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.81-102
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• 2010

The purpose of this study was to analyze the content and design of the seven math camp programs for students of the education centers for the elementary gifted students. The analysis focused on the goals, content, and evaluations utilized in the math camp programs. The results of the study were as follows. First, there was no big difference between the goals set for each camp, and they mainly focused on the goals in affective domain. Second, the content of math camp programs was focused on enrichment rather than acceleration. Most of the programs were focused on geometry, whereas fewer programs were focused on measurement, probability and statistics. Based on the Analysis, we found that only nine out of 27 programs applied level-wised or individual exercise programs. Third, all centers for the mathematically gifted carried out evaluations of their math camp programs. However, a specific evaluation plan was not established for the math camp program plans. We suggested the direction of math camp programs as follows. First, the goals should reflect on the intended outcomes of the math camp programs. Also, the goals of math camp programs need to be distinctive from general education goals. Second, the programs should contain harmonious contents with enrichment and acceleration and must include various reactions and task commitment. The math camp programs need to include references and an appropriate information for the gifted students to encourage self-directed learning. Third, a more specific evaluation plan for math camp programs needs to be developed for effective education for the gifted students.