• Communications of Mathematical Education
• /
• v.25 no.1
• /
• pp.99-118
• /
• 2011

For this case study of gifted education, two classrooms in two locations, show life in general of the gifted educational system. And for this case study the identity of teachers and the gifted, help to activate the mathematically gifted education for these research questions, which are as followed: Firstly, how is the gifted education classroom life? Secondly, what kind of identity do the teachers and gifted students bring to mathematics, mathematics teaching and mathematics learning? Being selected in the gifted children's education center solves the research problem of characteristic and approach. Backed by the condition and the permission possibility, 2 selected classes and 2 people, which are coming and going. Gifted education classroom life, the identity of teachers and gifted students in mathematics and mathematics teaching and mathematic learning. It will be for 3 months, with various recordings and vocal instruction between teacher and students. Collected observations and interviews will be analyzed over the course of instruction. The results analyzed include, social participation, structure, and the formation of the gifted education classroom life. The organization of classes were analyzed by the classes conscious levels to collect and retain data. The classes verification levels depended on the program's first class incentive, teaching and learning levels and understanding of gifted math. A performance assessment will be applied after the final lesson and a consultation with parents and students after the final class. The six kinds of social participation structure come out of the type of the most important roles in gifted education accounts, for these types of group discussions and interactions, students must have an interaction or individual activity that students can use, such as a work product through the real materials, which release teachers and other students for that type of questions to evaluate. In order for the development of meaningful mathematical concepts to formulate, mathematical principles require problem solving among all students, which will appear in the resolution or it will be impossible to map the meaning of the instruction from which it was formed. These results show the analysis of the mathematics, mathematics teaching, mathematics learning and about the identity of the teachers and gifted. Gifted education teachers are defined by gifted math, which is more difficult and requires more differentiated learning, suitable for gifted students. Gifted was defined when higher level math was created and challenged students to deeper thinking. Gifted students think that gifted math is creative learning and they are forward or passive to one-way according to the education atmosphere.

• School Mathematics
• /
• v.13 no.1
• /
• pp.127-153
• /
• 2011

The purpose of this study was to investigate the effect of peer tutoring on mathematical inclination and mathematical communication ability of peer tutor. For the purpose of this study, research questions were established as follows: 1. How does peer tutoring affect to the mathematical inclination of peer tutors? 2. How does peer tutoring affect to the mathematical communication ability of peer tutors? To answer the research questions, four 5th grade peer tutors were selected for qualitative case study in an elementary school located in Goyang-si, Gyeonggi-do. Before and after 11 weeks of peer tutoring in their mathematics classes, mathematical inclination, mathematical communication ability of peer tutors were examined. For qualitative analysis, peer tutors were asked to complete worksheets, self-evaluation, journal for their peer tutoring in daily basis during the experiment. By comparing the scores in mathematical inclination test and mathematical communication test before and after the treatment and analyzing the data gathered for qualitative analysis, the conclusions were drawn as follows: First, Peer tutoring has positive effects on the mathematical inclination of peer tutors. Scores for mathematical inclination of peer tutors after the treatment increased and qualitative analysis showed positive change in their attitude toward mathematics. Second, Peer tutoring has positive effects on the mathematical communication ability of peer tutors. Scores in the performance assessment for mathematical communication ability of peer tutors after the treatment increased. Also qualitative analysis showed that peer tutors tried to develop various ways to solve a problem and explained them to their peer tutee sophisticatedly.

• The Journal of Asian Finance, Economics and Business
• /
• v.8 no.8
• /
• pp.375-386
• /
• 2021

The purpose of the research was to explore the factors which affect service innovation in organizations and how the utilization of resources can improve organizational performance, and gain a competitive advantage by adopting numerous innovative practices. This study hypothesizes Service Innovation Readiness (SIR) to consist of Strategic Alignment favoring Service Innovation (SASI) and Empowering Structure for Service Innovation (ESSI), which regulate the organization's preparedness to adopt service innovation changes. Six dimensions were identified and analyzed to understand their effects on SASI and ESSI. A structured questionnaire on a 5-point Likert scale was used to collect data from the selected hospitals of Saudi Arabia. The research results contribute considerably to the subject matter by theorizing SIR and the complex variable settings essential for embracing SI. This research also provides some understanding of the service innovation management dimension through a complete assessment that measures the organization's readiness and attempts to direct organizations' efforts to achieve and sustain competitive advantage. The study conducted is unique in the current geographic limits and has explored numerous SI areas of an organization's readiness to adopt service innovation.

• Journal of the Korean Society for information Management
• /
• v.34 no.2
• /
• pp.47-80
• /
• 2017

The purpose of this study is to develop an adoptive model of institutional repositories (IRs) by identifying the key factors affecting adoptive intention of IRs and explaining the relations among these factors. Through a survey of 270 researchers and 12 in-depth interviews in the field of physics, mathematics, and life science in Korea, performance expectancy, perceived risks, socio-organizational influence, and individual characteristics were found to have substantial influences on the adoptive intention of IRs. Among the key factors, individual characteristics showed the greatest effect on the adoptive intention of IRs, followed by performance expectancy and other socio-organizational influences except for the perceived risks. Strategies to enhance the adoptive intention of IRs based on analyses of the results were suggested, in terms of the reformation of research assessment system at the national level, strengthening of role of the operational institution, and the need for voluntary scientists-participating service.

• Journal of The Korean Association For Science Education
• /
• v.26 no.1
• /
• pp.99-113
• /
• 2006

In this study, Korean middle school student science achievement results in the "Trends in International Mathematics and Science Study" (TIMSS 2003) were analyzed according to international benchmarks, content area, gender and student attitudes toward science. Overall Korea ranked the third internationally and had a mean score of 558. Korean students achieved top ranking in physics, but fell to the ninth place in chemistry. Unliked their counter parts in similar countries such as Singapore and Chinese Taipei, Korean students did not reach the highest benchmark. Compared to previous assessment, Korean girls showed improved performance; however, significant gender differences still exist in Korea; apparent from the better performance of boys than girls in the study. It is also noteworthy that Korean students were found to have the lowest self-confidence in learning science, a lower valuing science, and less enjoying learning science even though they produced high achievement scores.

• Communications of Mathematical Education
• /
• v.37 no.2
• /
• pp.233-256
• /
• 2023

This study conducted foundational research to derive ways to use ChatGPT in mathematics education by analyzing ChatGPT's responses to questions from the National Assessment of Educational Achievement (NAEA) and the College Scholastic Ability Test (CSAT). ChatGPT, a generative artificial intelligence model, has gained attention in various fields, and there is a growing demand for its use in education as the number of users rapidly increases. To the best of our knowledge, there are very few reported cases of educational studies utilizing ChatGPT. In this study, we analyzed ChatGPT 3.5 responses to questions from the three-year National Assessment of Educational Achievement and the College Scholastic Ability Test, categorizing them based on the percentage of correct answers, the accuracy of the solution process, and types of errors. The correct answer rates for ChatGPT in the National Assessment of Educational Achievement and the College Scholastic Ability Test questions were 37.1% and 15.97%, respectively. The accuracy of ChatGPT's solution process was calculated as 3.44 for the National Assessment of Educational Achievement and 2.49 for the College Scholastic Ability Test. Errors in solving math problems with ChatGPT were classified into procedural and functional errors. Procedural errors referred to mistakes in connecting expressions to the next step or in calculations, while functional errors were related to how ChatGPT recognized, judged, and outputted text. This analysis suggests that relying solely on the percentage of correct answers should not be the criterion for assessing ChatGPT's mathematical performance, but rather a combination of the accuracy of the solution process and types of errors should be considered.

• Journal of the Korean earth science society
• /
• v.23 no.3
• /
• pp.207-220
• /
• 2002

The purpose of this study was to verify the trends of Korean students' achievement of earth science, especially the gender differences, in recent two international comparative studies, TIMSS-R (The Third International Mathematics and Science Study-Repeat) and PISA 2000 (Programme for International Student Assessment). To achieve this purpose, the 33 earth science items in TIMSS-R and 13 earth and environmental science items in PISA 2000 were analyzed. As a result of the comparison between Korean- and international percent correct, Korean students showed especially higher achievement in close-ended items or items required 'understanding of simple information.' Korean students, in particular Korean male students, also showed higher achievement in items of data interpretation. On the other hand, Korean students, in particular Korean female students, showed relatively lower achievement in astronomy items. The serious gender differences occurred in all aspects of items, regardless of item content, item format, and performance expectations.

• Korean Journal of Radiology
• /
• v.21 no.4
• /
• pp.402-412
• /
• 2020

Objective: To evaluate the performance of predicting early recurrence using preoperative factors only in comparison with using both pre-/postoperative factors. Materials and Methods: We retrospectively reviewed 549 patients who had undergone curative resection for single hepatcellular carcinoma (HCC) within Milan criteria. Multivariable analysis was performed to identify pre-/postoperative high-risk factors of early recurrence after hepatic resection for HCC. Two prediction models for early HCC recurrence determined by stepwise variable selection methods based on Akaike information criterion were built, either based on preoperative factors alone or both pre-/postoperative factors. Area under the curve (AUC) for each receiver operating characteristic curve of the two models was calculated, and the two curves were compared for non-inferiority testing. The predictive models of early HCC recurrence were internally validated by bootstrap resampling method. Results: Multivariable analysis on preoperative factors alone identified aspartate aminotransferase/platelet ratio index (OR, 1.632; 95% CI, 1.056-2.522; p = 0.027), tumor size (OR, 1.025; 95% CI, 0.002-1.049; p = 0.031), arterial rim enhancement of the tumor (OR, 2.350; 95% CI, 1.297-4.260; p = 0.005), and presence of nonhypervascular hepatobiliary hypointense nodules (OR, 1.983; 95% CI, 1.049-3.750; p = 0.035) on gadoxetic acid-enhanced magnetic resonance imaging as significant factors. After adding postoperative histopathologic factors, presence of microvascular invasion (OR, 1.868; 95% CI, 1.155-3.022; p = 0.011) became an additional significant factor, while tumor size became insignificant (p = 0.119). Comparison of the AUCs of the two models showed that the prediction model built on preoperative factors alone was not inferior to that including both pre-/postoperative factors {AUC for preoperative factors only, 0.673 (95% confidence interval [CI], 0.623-0.723) vs. AUC after adding postoperative factors, 0.691 (95% CI, 0.639-0.744); p = 0.0013}. Bootstrap resampling method showed that both the models were valid. Conclusion: Risk stratification solely based on preoperative imaging and laboratory factors was not inferior to that based on postoperative histopathologic risk factors in predicting early recurrence after curative resection in within Milan criteria single HCC patients.