• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.95-99
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• 2010

In this study, using the program in elementary school, scratch, based on user-centered design model, a high-level (High Level) step by applying prototyping techniques for application development, training and present a model applied to investigate reports that validate the effectiveness. The results of this study, problem solving and logical thinking ability in elementary school for the education of the new approach to application development is expected to be.

• Research in Mathematical Education
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• v.23 no.1
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• pp.47-62
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• 2020

Learning through "recreational mathematics" has become a meaningful outlet to children of all ages. The Edumatrix set is a didactic tool for the development of logical and abstract reasoning among students. In this paper, we provide several illustrative exercises involving Edumatrix that teachers can utilize in their classrooms. We formulate students' expected learning outcomes by aligning each exercise to the CCSSM content standards as well as examining which Standards for Mathematical Practices (SMP) our proposed exercises promote.

• School Mathematics
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• v.2 no.1
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• pp.165-181
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• 2000

The teaching-learning methods of figures using computers make loose the difficulties of geometry education from the viewpoint that the abstract figures can be visualized and that by means of this visualization the learning can be accomplished through the direct experience or control. In this thesis, we present a teaching-learning method of figures using Cabri II so that the learners establish their knowledge obtained through their search, investigation, supposition and they accomplish the positive transition to advanced 1earning. So the learners extend their ability of sensuous intuition to their ability of logical reasoning through their logical intuition.

• Journal of the Korean Society for Library and Information Science
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• v.14
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• pp.3-18
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• 1987

The factors which can help the library users trace the specific subject that she or he needs are most important, when they are not sure of what they need exactly in front of a classified catalogue. This study is about what the factors are and how the factors affect the inference of users' reasoning structure. Since the classified catalogues are reflected by the classification structure, naturally the logic in the classification system becomes the focus of the study. This study concludes the classification system which enables the library users to use their reasoning capabilities, viz. the classification system which can help the users trace the specific subject even as they are not sure of the exact subject they need has following factors in the system. 1. It should have the validity based on the facts in the components of the classification system. 2. It should be logically arranged when the components of the classification system are placed in due sequence. 3. The notation of the system should be based on mnemonics. The reason is that the indispensable factors in the formation of inference of human reasoning structure are: 1. the premises which are based on the facts and 2. the logical relationship between the premises and conclusions which are induced from the premises.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.471-478
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• 1999

In this study, the relationships among learners' cognitive variables, motivational variables, and conceptual understandings in learning with analogy were investigated. The instruments regarding analogical reasoning ability, field dependence-independence, mental capacity, and logical thinking ability were administered. Some subtests (self-efficacy, expectancy, self-concept of ability, and value) of the Patterns of Adaptive Learning Survey were administered. After students learned with a worksheet that included analogy, a conception test regarding 'stoichiometry that included limiting reagent' was also administered. It was found that learners' conceptual understandings were significantly correlated with the logical thinking ability and the field dependence-independence among the cognitive variables, and the self-efficacy and the self-concept of ability among the motivational variables. The multiple regression analysis of the cognitive variables on conceptual understandings revealed that the logical thinking ability was the most significant predictor. The field dependence-independence also had predictive power. In the analysis of the motivational variables, the self concept of ability was the only significant predictor.

• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.13-22
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• 2013

Digital technology brought about many changes which has changed the life of modern people. Adolescents need programming learning to increase a competitiveness what will lead the future. Recently though an interest about programming learning has raised, there are many trouble to take programming learning. In this paper, we planed and implemented a program that elementary students can learn programming using Kodu easily and excitingly. According to comparison of pre-to-post tests about logical thinking using GALT, correlational reasoning and total of experimental group were growing significantly. Also, elementary students had positive cognition in learning interest about programming.

• Journal of Advanced Navigation Technology
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• v.14 no.1
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• pp.108-118
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• 2010

In this paper, we propose Context-based Music Recommendation (COMUS) ontology for modeling user's musical preferences and context and for supporting reasoning about the user's desired emotion and preferences. The COMUS provides an upper Music Ontology that captures concepts about the general properties of music such as title, artists and genre and also provides extensibility for adding domain-specific ontologies, such as Mood and Situation, in a hierarchical manner. The COMUS is music dedicated ontology in OWL constructed by incorporating domain specific classes for music recommendation into the Music Ontology. Using this context ontology, we believe that the use of logical reasoning by checking the consistency of context information, and reasoning over the high-level, implicit context from the low-level, explicit information. As a novelty, our ontology can express detailed and complicated relations among the music, moods and situations, enabling users to find appropriate music for the application. We present some of the experiments we performed as a case-study for music recommendation.

• KIPS Transactions on Software and Data Engineering
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• v.6 no.2
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• pp.103-116
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• 2017

In this paper, we present the design and implementation of a large-scale qualitative spatial reasoner, which can derive new qualitative spatial knowledge representing both topological and directional relationships between two arbitrary spatial objects in efficient way using Aparch Spark SQL. Apache Spark SQL is well known as a distributed parallel programming environment which provides both efficient join operations and query processing functions over a variety of data in Hadoop cluster computer systems. In our spatial reasoner, the overall reasoning process is divided into 6 jobs such as knowledge encoding, inverse reasoning, equal reasoning, transitive reasoning, relation refining, knowledge decoding, and then the execution order over the reasoning jobs is determined in consideration of both logical causal relationships and computational efficiency. The knowledge encoding job reduces the size of knowledge base to reason over by transforming the input knowledge of XML/RDF form into one of more precise form. Repeat of the transitive reasoning job and the relation refining job usually consumes most of computational time and storage for the overall reasoning process. In order to improve the jobs, our reasoner finds out the minimal disjunctive relations for qualitative spatial reasoning, and then, based upon them, it not only reduces the composition table to be used for the transitive reasoning job, but also optimizes the relation refining job. Through experiments using a large-scale benchmarking spatial knowledge base, the proposed reasoner showed high performance and scalability.

• Proceedings of the IEEK Conference
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• 2002.06c
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• pp.127-130
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• 2002

Human's brain action can divide by recognition and intelligence. recognition is sensing voice, image and smell and Intelligence is logical judgment, inference, decision. To this concept, Define function of cerebral cortex, and apply the result. Current expert system is lack, that reasoning by cerebral cortex and thalamus, hoppocampal and so on. In this paper, With human's brain action, wish to embody human's action artificially Embody brain mechanism using Modular Neural Network, Applied this result to snake robot.

• The Mathematical Education
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• v.56 no.1
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• pp.63-80
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• 2017

By analysing the examination papers from third grade high school students, we classified the errors occurred in the problem solving process of high school 'Geometry and Vectors' into several types. There are five main types - (A)Insufficient Content Knowledge, (B)Wrong Method, (C)Logical Invalidity, (D)Unskilled Expression and (E)Interference.. Type A and B lead to an incorrect answer, and type C and D cannot be distinguished by multiple-choice or closed answer questions. Some of these types are classified into subtypes - (B1)Incompletion, (B2)Omitted Condition, (B3)Incorrect Calculation, (C1)Non-reasoning, (C2)Insufficient Reasoning, (C3)Illogical Process, (D1)Arbitrary Symbol, (D2)Using a Character Without Explanation, (D3) Visual Dependence, (D4)Symbol Incorrectly Used, (D5)Ambiguous Expression. Based on the these types of errors, answers of each problem was analysed in detail, and proper ways to correct or prevent these errors were suggested case by case. When problems that were used in the periodical test were given again in descriptive forms, 67% of the students tried to answer, and 14% described flawlessly, despite that the percentage of correct answers were higher than 40% when given in multiple-choice form. 34% of the students who tried to answer have failed to have logical validity. 37% of the students who tried to answer didn't have enough skill to express. In lessons on curves of secondary degree, teachers should be aware of several issues. Students are easily confused between 'focus' and 'vertex', and between 'components of a vector' and 'coordinates of a point'. Students often use an undefined expression when mentioning a parallel translation. When using a character, students have to make sure to define it precisely, to prevent the students from making errors and to make them express in correct ways.