• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.457-472
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• 2002

In this paper, we deal with the algebraic thinking from the perspective of ‘process’ and ‘object’ aspects. Generally, mathematical concepts have come from the concrete process. We consider the origin of algebra as the arithmetic calculations. Also, the concept of school arithmetic is beginning from actions or procedures. However, in order to develop the alge- braic thinking and to apply this thinking, we have to see the history of algebraic thinking, and find this duality. Next we investigate various researches relating to the ‘process-object duality’. Theses studies suppose that the concept formation and thinking process should be stared from the process-object duality. Finally, we reinterprete many difficulties in algebra - equals sign, variables, algebraic expressions, and linear equations, the principle of permanence of form- from the perspective of the process-object duality.

• School Mathematics
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• v.8 no.3
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• pp.265-290
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• 2006

The purpose of this study is to search an effective teaching & learning program by examining how much does Excel affect on problem solving of linear function. This study was based on qualitative case study. Teaching experiment was performed for seven periods with five students in 8th graders. Pre and posts tests were attempted to analyze the changes of student's ability on problem solving of linear function. The analysis of tests were performed in category with correct process-object perspective, near process-object perspective, incorrect process-object perspective. According to this study, the subjects showed an improvement on problem solving perspective of linear function. This meant that lessons using Excel had influenced on the problem solving of linear function. We noticed that exploring the learning environment with Excel could supplement paper-and-pencil environment. We believed that Excel with an intuitive dynamic and explorative skills can play a role in scaffolding to support problem solving of linear function.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.263-288
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• 2007

The purpose of this study is to search the effective teaching-learning program by considering how affect on formation of the process-object perspective of linear function using Excel. In this study we analyzed function units in textbook and examined how Excel affect on the formation of the process-object perspective of linear function. Teaching experiment was based on qualitative case study and performed for five classes with five 8th graders. Data were gathered through observations, audio-taped interviews, video recording of the students 'work, students' worksheets, and detailed field notes. Findings indicate that exploration learning environment using Excel could supplement paper-and-pencil environment. We found that intuitive, dynamic, explorative, feedback skills via Excel can play the role of scaffolding supporting formation of process perspective object perspective of linear function.

• Journal of Digital Contents Society
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• v.9 no.2
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• pp.165-175
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• 2008

Currently, software development methods have been advanced to service-oriented from component-oriented, to component-oriented from object-oriented. The component-oriented and service-oriented software development methods are analyzed by object-oriented UML model. So, the efficient analysis method for object-oriented UML model needs. In this paper, we suggest the analysis guideline and process based on event using Input Data-Process-Output Data Table for identifying use cases and classes efficiently. And the suggested method complements the problems depending the developer's perspective and experience.

• The Mathematical Education
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• v.54 no.4
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• pp.365-383
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• 2015

Factorization asks the recognition of the structure of polynomials, compared to polynomial expansion with process characteristic. Therefore it makes students experience a lot of difficulties. This study aims to figure out causes of the difficulties by identifying students' cognitive characteristics in factorizing in the perspective of 'structure sense'. To do this, we gave six factorizing problems of three types to middle school students and selected six participants as interviewees based on the test results. They were classified into two categories, structure sense and non-structure sense. Through this interview, we figured out the interviewee's cognitive characteristics and the causes of difficulty in the perspective of structure sense. Furthermore, we suggested some didactical implications for encouraging structure sense in factorizing by identifying assistances and obstacles for recognition of structures.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2009.05a
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• pp.219-222
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• 2009

Rapid object recognition is one of the main stream research themes focusing to reveal how human recognizes object and interacts with environment in natural world. This field of study is of consequence in that it is highly important in evolutionary perspective to quickly see the external objects and judge their characteristics to plan future reactions. In this study, we investigated how human detect natural scene objects and categorize them in a limited time frame. We applied Magnetoencepahlogram (MEG) while participants were performing detection (e.g. object vs. texture) or basic-level categorization (e.g. cars vs. dogs) tasks to track the dynamic interaction in human brain for rapid object recognition process. The results revealed that detection and categorization involves different temporal and functional connections that correlated for the successful recognition process as a whole. These results imply that dynamics in the brain are important for our interaction with environment. The implication from this study can be further extended to investigate the effect of subconscious emotional factors on the dynamics of brain interactions during the rapid recognition process.

• Journal of the Korea Society of Computer and Information
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• v.15 no.11
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• pp.109-116
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• 2010

This study is intended to propose a technique that can trace objects by utilizing the multimarker method in the Marker Recognition which is a bridge way connecting virtuality and reality in complex environments or in a condition hands become obstacles. In the existing marker method, the object becomes blinking when the maker is blocked since this method relies only on single marker. However, the researcher was able to confirm the appearance of augmented object when the marker was blocked for the multiple markers replaced the blocked one. In order to implement such technique, multi-marker estimation was utilized with perspective matrix. The advantage is the fast estimation process for there is no need of other calculation. The implemented technique can detect markers and locate their positions, represent 3-D object in various circumstances.

• Journal of Broadcast Engineering
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• v.24 no.4
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• pp.580-591
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• 2019

This paper focuses on to improving object detection performance using the camera and LiDAR on autonomous vehicle platforms by fusing detected objects from individual sensors through a late fusion approach. In the case of object detection using camera sensor, YOLOv3 model was employed as a one-stage detection process. Furthermore, the distance estimation of the detected objects is based on the formulations of Perspective matrix. On the other hand, the object detection using LiDAR is based on K-means clustering method. The camera and LiDAR calibration was carried out by PnP-Ransac in order to calculate the rotation and translation matrix between two sensors. For Sensor fusion, intersection over union(IoU) on the image plane with respective to the distance and angle on world coordinate were estimated. Additionally, all the three attributes i.e; IoU, distance and angle were fused using logistic regression. The performance evaluation in the sensor fusion scenario has shown an effective 5% improvement in object detection performance compared to the usage of single sensor.

• Proceedings of the Korean Society for Bioinformatics Conference
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• 2003.10a
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• pp.147-154
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• 2003

Microarray information system is a complex system to manage, analyze and interpretate microarray gene expression data. Establishment of well-defined development process is very essential for understanding the complexity and organization of the system. We performed object-oriented analysis using Unified Modeling Language (UML) in specifying, visualizing and documenting microarray information system. The object-oriented analysis consists of three major steps: (i) use case modeling to describe various functionalities from the user's perspective (ii) dynamic modeling to illustrate behavioral aspects of the system (iii) object modeling to represent structural aspects of the system. As a result of our modeling activities we provide the UML diagrams showing various views of the microarray information system. We believe that the object-oriented analysis ensures effective documentations and communication of information system requirements. Another useful feature of object-oriented technique is structural continuity to standard microarray data model MAGE-OM (Microarray Gene Expression Object Model). The proposed modeling e(forts can be applicable for integration of biomedical information system.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.213-235
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• 2013

The purpose of this study is to analyze how the teaching activities which used EXCEL influence the specialized high school underachieved students. They have difficulties in making use of various representations for better understanding of function. EXCEL is helpful for learning function because it enables the students to use real life materials in math learning as well as formulates Tabular, Algebraic and Graphical which represent function. Furthermore, the students in specialized high school also have the experience of using EXCEL while studying other subjects. For that reason they have no burdens and fears on using EXCEL in learning activities. Utilizing EXCEL in the classroom gives an expectation that it helps to have interests on studying function and prepare for the next learning in the end. Research classes were conducted in a group of five students who have different hopes of career and a variety of mathematical interests. Though the students couldn't transfer Algebraic to Graphical in the diagnostic evaluation, they could resolve the problem of connections between Graphical, Tabular and Algebraic in the process perspectives, and could also express graphical representation by linking object perspectives with process perspectives. Therefore, they solved the connection problem of Tabular, Algebraic and Graphical in the object perspectives. As a result, the students could make transitions between Algebraic and Graphical in object perspectives through the classes applying EXCEL. Consequently, teaching the students with underachievement utilizing EXCEL enables them to recover their interests on math and it helps them to complete their following curriculum.