• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.331-352
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• 2012

The purpose of the study is to verify what cognitive variables have significant effect on proportional problem solving. For this aim, the study classified proportional problem into well-structured, moderately-structured, ill-structured problem by the level of structuredness, then classified the cognitive variables as well into factual algorithm knowledge, conceptual knowledge, knowledge of problem type, quantity change recognition and meta-cognition(meta-regulation and meta-knowledge). Then, it verified what cognitive variables have significant effects on 6th graders' proportional problem solving abilities through multiple regression analysis technique. As a result of the analysis, different cognitive variables effect on solving proportional problem classified by the level of structuredness. Through the results, the study suggest how to teach and assess proportional reasoning and problem solving in elementary mathematics class.

• School Mathematics
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• v.15 no.4
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• pp.723-742
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• 2013

The purpose of this study was to analyze children's proportional reasoning process on an ill-structured "architectural drawing" problem solving and to investigate their level and characteristics of proportional reasoning. As results, they showed various perspective and several level of proportional reasoning such as illogical, additive, multiplicative, and functional approach. Furthermore, they showed their expanded proportional reasoning from the early stage of perception of various types of quantities and their proportional relation in the problem to application stage of their expanded and generalized relation. Students should be encouraged to develop proportional reasoning by experiencing various quantity in ration and proportion situations.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.719-743
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• 2013

Proportional reasoning is considered as a difficult concept to most elementary school students and might be connect to functional thinking, algebraic thinking, and mathematical thinking later. The purpose of this study is to analyze the sixth graders' development level of proportional reasoning so that children's problem solving processes on different proportional problem items were investigated in a way how the problem type of proportion and the degree of ill-structured affect to their levels. Results showed that the greater part of participants solved problems on the level of proportional reasoning and various development levels according to type of problem. In addition, they showed highly the level of transition and proportional reasoning on missing value problems rather than numerical comparison problems.

• The Mathematical Education
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• v.46 no.2 s.117
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• pp.141-153
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• 2007

The purpose of the study is to analyze children's proportional reasoning and problem solving in proportional problems with/without iconic representations. Proportional problems include 3 tasks such as (a) without any picture, (b) with simple picture, and (c) with/without iconic representation. As a result, children didn't show any significant differences in two tasks such as (a) and (b). However, children showed better proportional reasoning with iconic representation. In addition, 'build-up expression' strategy was used mostly in solving problems and 'additive strategy' was shown as an error which students didn't make an appropriate proportional relation expression and they made a wrong additive strategy.

• Structural Engineering and Mechanics
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• v.11 no.1
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• pp.1-16
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• 2001

This paper discusses the elastic stability of unbraced frames under non-proportional loading based on the concept of storey-based buckling. Unlike the case of proportional loading, in which the load pattern is predefined, load patterns for non-proportional loading are unknown, and there may be various load patterns that will correspond to different critical buckling loads of the frame. The problem of determining elastic critical loads of unbraced frames under non-proportional loading is expressed as the minimization and maximization problem with subject to stability constraints and is solved by a linear programming method. The minimum and maximum loads represent the lower and upper bounds of critical loads for unbraced frames and provide realistic estimation of stability capacities of the frame under extreme load cases. The proposed approach of evaluating the stability of unbraced frames under non-proportional loading has taken into account the variability of magnitudes and patterns of loads, therefore, it is recommended for the design practice.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.211-229
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• 2009

The purpose of this study is analysis of to investigate relation proportion problem of mathematics textbooks of 7th curriculum to proportional reasoning(relative thinking, unitizing, partitioning, ratio sense, quantitative and change, rational number) of Lamon's proposal at sixth grade students. For this study, I develop two test papers; one is for proportion problem of mathematics textbooks test paper and the other is for proportional reasoning test paper which is devided in 6 by Lamon. I test it with 2 group of sixth graders who lived in different region. After that I analysis their correlation. The result of this study is following. At proportion problem of mathematics textbooks test, the mean score is 68.7 point and the score of this test is lower than that of another regular tests. The percentage of correct answers is high if the problem can be solved by proportional expression and the expression is in constant proportion. But the percentage of correct answers is low, if it is hard to student to know that the problem can be expressed with proportional expression and the expression is not in constant proportion. At proportion reasoning test, the highest percentage of correct answers is 73.7% at ratio sense province and the lowest percentage of that is 16.2% at quantitative and change province between 6 province. The Pearson correlation analysis shows that proportion problem of mathematics textbooks test and proportion reasoning test has correlation in 5% significance level between them. It means that if a student can solve more proportion problem of mathematics textbooks then he can solve more proportional reasoning problem, and he have same ability in reverse order. In detail, the problem solving ability level difference between students are small if they met similar problem in mathematics text book, and if they didn't met similar problem before then the differences are getting bigger.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.6 no.5
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• pp.1286-1302
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• 2012

In this paper, the resource allocation problem with proportional fairness rate in cognitive OFDM-based wireless network is studied. It aims to maximize the total system throughput subject to constraints that include total transmit power for secondary users, maximum tolerable interferences of primary users, bit error rate, and proportional fairness rate among secondary users. It is a nonlinear optimization problem, for which obtaining the optimal solution is known to be NP-hard. An efficient bio-inspired suboptimal algorithm called immune clonal optimization is proposed to solve the resource allocation problem in two steps. That is, subcarriers are firstly allocated to secondary users assuming equal power assignment and then the power allocation is performed with an improved immune clonal algorithm. Suitable immune operators such as matrix encoding and adaptive mutation are designed for resource allocation problem. Simulation results show that the proposed algorithm achieves near-optimal throughput and more satisfying proportional fairness rate among secondary users with lower computational complexity.

• Journal of the Korea Institute of Military Science and Technology
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• v.23 no.4
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• pp.399-406
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• 2020

In this paper, we propose a time-varying proportional navigation guidance law that determines the proportional navigation gain in real-time according to the operating situation. When intercepting a target, an unidentified evasion strategy causes a loss of optimality. To compensate for this problem, proper proportional navigation gain is derived at every time step by solving an optimal control problem with the inferred evader's strategy. Recently, deep reinforcement learning algorithms are introduced to deal with complex optimal control problem efficiently. We adapt the actor-critic method to build a proportional navigation gain network and the network is trained by the Proximal Policy Optimization(PPO) algorithm to learn an evasion strategy of the target. Numerical experiments show the effectiveness and optimality of the proposed method.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.10 no.2
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• pp.559-573
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• 2016

In this paper, we investigate the problem of achieving proportional fairness in hierarchical wireless sensor networks. Combining clustering formulation and scheduling, we maximize total bandwidth utility for proportional fairness while controlling the power consumption to a minimum value. This problem is decomposed into two sub-problems and solved in two stages, which are Clustering Formulation Stage and Scheduling Stage, respectively. The above algorithm, called CSPF_PC, runs in a network formulation sequence. In the Clustering Formulation Stage, we let the sensor nodes join to the cluster head nodes by adjusting transmit power in a greedy strategy; in the Scheduling Stage, the proportional fairness is achieved by scheduling the time-slot resource. Simulation results verify the superior performance of our algorithm over the compared algorithms on fairness index.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.537-556
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• 2011

This paper focuses on proportional reasoning being emphasized in today's elementary math, and analyzes the way students use their proportional reasoning abilities and strategies according to their academic achievement levels in solving proportional problems. For this purpose, various types of proportional problems were presented to 173 sixth-grade elementary school students and they were asked to use a maximum of three types of proportional reasoning strategies to solve those problems. The experiment results showed that upper-ranking students had better ability to use, express and perceive more types of proportional reasoning than their lower-ranking counterparts. In addition, the proportional reasoning strategies preferred by students were shown to be independent of academic achievement. But there was a difference in the proportional reasoning strategy according to the types of the problems and the ratio of the numbers given in the problem. As a result of this study, we emphasize that there is necessity of the suitable proportional reasoning instruction which reflected on the difference of ability according to student's academic achievement.