• The Mathematical Education
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• v.48 no.3
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• pp.303-328
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• 2009

In this study, we developed the teaching methods using manipulative materials to teach regular polytopes, and applied these to first-year student of middle school who is attending the extra math class. In that class, we focused on the change of the mathematical representations -especially verval, visual and symbolic representations- and mathematical behavioral. By analyzing characterstics the students' work sheets, we obtained affirmative results as follows. First, manipulative materials played an important role on drawing a development figure of regular polyhtopes describing the verval representation definition of regular polytopes. Second, classes utilizing manipulative materials changed students verbalism level of representations the definition of regular polytopes. For example, in the first class about 60% of students are in the $0{\sim}2$ vervalism level, but in the third class, about 65% of students are in the $6{\sim}7$ level. Third, classes utilizing manipulative materials improved visual representation about development figure. After experiences making several development figures about regular octahedron directly, and discussion, students found out key points to be considered for draws development figure and this helped to draw development figures about other regular polytopes. Fourth, students were unaccustomed to make symbolic representations of regular polytopes. But, they obtained same improvement in symbolic representations, so in fifth the class some students try to make symbol about something in common of whole regular polytopes. Fifth, after the classes, we have significant differences in the students, especially behavioral characteristics in II items such as mind that want to study own fitness, interest, attachment, spirit of inquiry, continuously mathematics posthumously. This means that classes using manipulative materials. Specially, 'mind that want to study mathematics continuously' showed the biggest difference, and it may give positive influence to inculcates mathematics studying volition while suitable practical use of manipulative materials. To conclude, classes using manipulative materials may help students enhance the verbal, visual representation, and gestates symbol representation. Also, the class using manipulative materials may give positive influence in some part of mathematical behavioral characteristic. Therefore, if we use manipulative materials properly in the class, we have more positive effects on the students cognitive perspect and behavioral cteristics.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.29-50
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• 2012

The purpose of this study is a comparison of proficient level and below basic level students' mathematical achievement in the National Achievement Evaluation and Assessment(NAEA). For the purpose, this study compared the proficient level and below basic level students' ratios, students' mathematical achievement of contents area and behavioral area in 6th, 9th, and 11th grades. This study found the change of proficient level and below basic level students' ratios, and the proficient level and below basic level students' characteristics on mathematical achievement of contents area and behavioral area in 6th, 9th, and 11th grades.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.459-480
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• 2005

The purpose of this study is to understand the behavioral characteristics of gifted children at Mathematics. In order to do this, we observed 4 gifted children at mathematics as participants who are participating in education program of science education center for gifted youths in some university, and we collected related materials. As a result of analyzing materials, we found the followings: First, although the gifted children are self-confident of their mathematical talent, they don't affirm easily that they have the gifted nature. Second, the gifted children have various fields of interest. Especially, they read a mount of books. Third, they are motivating for themselves and have good moral judgment.

• Journal for History of Mathematics
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• v.33 no.3
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• pp.167-177
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• 2020

Cooperative behavior may seem contrary to the notion of natural selection and adaptation, but is widely observed in nature, from the genetic level to the organism. The origin and persistence of cooperative behavior has long been a mystery to scientists studying evolution and ecology. One of the important research topics in the field of evolutionary ecology and behavioral ecology is to find out why cooperation is maintained over time. In this paper we take a historical overview of mathematical models representing cooperative relationships from the perspective of mathematical biology, which studies population dynamics between interacting biological groups, and analyze the mathematical characteristics and meanings of these cooperative models.

• Korean Institute of Interior Design Journal
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• v.14 no.3 s.50
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• pp.28-35
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• 2005

This study is focused on the characteristics of organization types of activity diagrams for experimental residential design. Diagrams became one of the crucial design methods to rationally generate a definite spatial form that contains indefinite human activities In contemporary architecture. Particularly in residential design, activity diagrams based on the occupants' behavioral patterns have been critically important. 'Scientific Management in the Home' by mathematical calculation and the Archigram's 'Living 1990' equipped with innovative technologies are the representative examples in modern architecture. The study is focused on the experimental residential projects since 2000 and three main types of activity organization were discovered: 'Weaving through Circulation';'Flexible Space by Equipment' and 'Activity Selection by Open-Close System'. Two projects from each type are analyzed in detail to further develop the comparison study. The study is concluded that, although the architect's preconceived . philosophical background has an important role, activity organization should smoothly derive from the unique conditions of the project such as the characteristic of the occupant itself.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.19-38
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• 2011

The purpose of this study was to analyze the responses and the behavioral characteristics between mathematically promising students and normal students in solving open-ended problems. For this study, 55 mathematically promising students were selected from the Science Education Institute for the Gifted at Seoul National University of Education as well as 100 normal students from three 6th grade classes of a regular elementary school. The students were given 50 minutes to complete a written test consisting of five open-ended problems. A post-test interview was also conducted and added to the results of the written test. The conclusions of this study were summarized as follows: First, analysis and grouping problems are the most suitable in an open-ended problem study to stimulate the creativity of mathematically promising students. Second, open-ended problems are helpful for mathematically promising students' generative learning. The mathematically promising students had a tendency to find a variety of creative methods when solving open-ended problems. Third, mathematically promising students need to improve their ability to make-up new conditions and change the conditions to solve the problems. Fourth, various topics and subjects can be integrated into the classes for mathematically promising students. Fifth, the quality of students' former education and its effect on their ability to solve open-ended problems must be taken into consideration. Finally, a creative thinking class can be introduce to the general class. A number of normal students had creativity score similar to those of the mathematically promising students, suggesting that the introduction of a more challenging mathematics curriculum similar to that of the mathematically promising students into the general curriculum may be needed and possible.

• The Journal of Industrial Distribution & Business
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• v.7 no.4
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• pp.11-16
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• 2016

Purpose - There are numerous theories for retail trade area analysis which are designed to select candidate locations for new stores. In this study, comparative analysis on the characteristics from those of the theories are shown, and the explanation for the power in consumers' store-choice behaviors and their limitations are examined. Also, plans for improving commercial sphere analysis are explored. Research design, data, and methodology - This study is based on literature reviews with normative research methodology. Among many researches regarding the analysis on the location and commercial sphere for launching a new store, researches relying on statistics are excluded in this study since they belong to the marketing research area,. Results - In the Law of retail gravitation, Huff's model multinomial logit model and etc. are mutual complementary mathematical techniques for analyzing commercial spheres and each of them has its own characteristics. These theories rely on the same hypothesis in which consumers are all believed to be behaving rationally under a similar behavioral system. However, the trial in explaining or estimating behavior of choosing a store with only a select size of the population that is objectively estimated by some major properties has limits in its credibility. Conclusion - Research on consumer's spatial behaviors can be fully illustrative and explainable when it has both quantitative approaches such as 'law of retail gravitation', 'logit model' and etc., and qualitative approaches like consumer's 'cognitive structure', 'learning status', 'image formation', 'attitude' and etc.

• Journal of The Korean Digital Architecture Interior Association
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• v.9 no.3
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• pp.95-102
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• 2009

An architectural space can be considered a life form that interconnects a number of architectural elements such as the humans who live in it. It is difficult to understand and evaluate the complexity of the interrelation between each element, but there have been various attempts to understand and evaluate this architectural space. The Space Syntax that emerged in 1980s has been studied and used more frequently than other methods. Space Syntax is the space analysis tool that analyzes the physical structure of space and represents it as a graph. Space syntax enables its various applications in space analysis by quantifying each spatial property of a whole structure, analyzing it systemically and objectively based on mathematical logic, and representing the results as a quantitative value. Integration of Space Syntax, a widely used index, reflects human behavior in spatial configuration. Meanwhile, there have been various studies in the field of architectural environmental psychology about the relationships between space and human behavior by applying behavioral science to architectural plan. One of the most widely used one is spatial behavior simulation which uses models and simulates the behavioral characteristics to anticipate practical situations and investigate the behavior related spatial problems. In this study, which focuses on the accessibility of the space syntax model, the usefulness of space will be analyzed through the simulation of human behavior that moves through each space. Furthermore, the validity of index will be verified by displaying several examples and compared with integration in space syntax, which represents the usefulness of space.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

• Science of Emotion and Sensibility
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• v.17 no.2
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• pp.63-76
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• 2014

Although most behavioral reaction times (RTs) for cognitive tasks exhibit positively skewed distributions, the majority of studies primarily rely on a measure of central tendency (e.g. mean) which can cause misinterpretations of data's underlying property. The purpose of current study is to introduce procedures for describing characteristics of RT distributions, thereby effectively examine the influence of experimental manipulations. On the basis of assumption that RT distribution can be represented as a convolution of Gaussian and exponential variables, we fitted the ex-Gaussian function under a maximum-likelihood method. The ex-Gaussian function provides quantitative parameters of distributional properties and the probability density functions. Here we exemplified distributional analysis by using empirical RT data from two conventional visual search tasks, and attempted theoretical interpretation for setsize effect leading proportional mean RT delays. We believe that distributional RT analysis with a mathematical function beyond the central tendency estimates could provide insights into various theoretical and individual difference studies.