• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.511-533
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• 2012

In order to determine whether there is a significant correlation between relational understanding and creative math. problem finding ability, this study performed relational understanding and problem finding ability tests on a sample of 186 8th grade middle school students. According to the study results, we found a very significant positive correlation between relational understanding and the creativity of the mathematising ability and the combining ability of mathematical concepts in the problem finding ability. Although there was no statistically significant correlation between relational understanding and the extension ability of mathematical facts, the results from analyzing the students response rate and actual scores in each test showed that students with high relational understanding scores also had high response rate and high scores in analogical reasoning and inductive reasoning. Through this study, therefore, relational understanding is found to have a positive impact on the creative mathematics problem finding ability.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.39-55
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• 2024

Recently, the 2022 revised mathematics curriculum has established achievement standards for equal sign and equality, and efforts have been made to examine teaching methods and student understanding of relational understanding of equal sign. In this context, this study conducted a lesson that emphasized relational understanding in an introduction to equal sign, and compared and analyzed the understanding of equal sign between the experimental group, which participated in the lesson emphasizing relational understanding and the control group, which participated in the standard lesson. For this purpose, two classes of students participated in this study, and the results were analyzed by administering pre- and post-tests on the understanding of equal sign. The results showed that students in the experimental group had significantly higher average scores than students in the control group in all areas of equation-structure, equal sign-definition, and equation-solving. In addition, when comparing the means of students by item, we found that there was a significant difference between the means of the control group and the experimental group in the items dealing with equal sign in the structure of 'a=b' and 'a+b=c+d', and that most of the students in the experimental group correctly answered 'sameness' as the meaning of equal sign, but there were still many responses that interpreted the equal sign as 'answer'. Based on these results, we discussed the implications for instruction that emphasizes relational understanding in equal sign introduction lessons.

• The Mathematical Education
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• v.62 no.3
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• pp.341-362
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• 2023

This study analyzed student noticing in a lesson that emphasized relational understanding of equal signs for first graders from four aspects: centers of focus, focusing interactions, mathematical tasks, and nature of the mathematical activity. Specifically, the instructional factors that emphasize the relational understanding of equal signs derived from previous research were applied to a first-grade addition and subtraction unit, and then lessons emphasizing the relational understanding of equal signs were conducted. Students' noticing in this lesson was comprehensively analyzed using the focusing framework proposed in the previous study. The results showed that in real classroom contexts centers of focus is affected by the structure of the equation and the form of the task, teacher-student interactions, and normed practices. In particular, we found specific teacher-student interactions, such as emphasizing the meaning of the equals sign or using examples, that helped students recognize the equals sign relationally. We also found that students' noticing of the equation affects reasoning about equation, such as being able to reason about the equation relationally if they focuse on two quantities of the same size or the relationship between both sides. These findings have implications for teaching methods of equal sign.

• School Mathematics
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• v.1 no.2
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• pp.637-660
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• 1999

Although ‘to understand mathematics’ is an important educational purpose, most student do not have a relational understanding of the basic concept of mathematics but have a instrumental understanding. This paper will investigate the possibility of using computers for enhancing relational understanding. In the ‘Qualitative case study’, three students who are in the first grade at E-High school took part in 7 activities during four weeks, and were later interviewed and engaged in informal discussion and were observed. This is the result of this study. 1. The three students were passive participants in mathematics problem solving situation at school. Therefore, student B just applied formulas which she had memorized, and student C would forgot the formulas occasionally. These common students needed to participate actively in doing mathematics. 2. The activities utilized two software healing with connection between graphs and function, giving the students the opportunity to plan, practice, and test by themselves. As a result, they understood the mathematical formulas and rules more deeply through their own trial and error, and then they gained thinking abilities necessary for doing mathematics. In addition, the activities boosted their confidence. 3. The understanding type of students was slightly different. Student A who received a high score, understood the most relationally, but student B who received a very high score, understood instrumentally and so couldn't app1y her knowledge to solving problems related to function concept. Student C who received a middle score lacked knowledge of mathematics but thought more creatively. The result is that students need an opportunity to think rotationally regardless of score. Therefore, this study concludes that using computer software will provide a positive effect for relational understanding in loaming function concept.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2007.02a
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• pp.163-167
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• 2007

We propose an XML document storage system, called XDMS (XML Document Management System), by using an object-relational DBMS. XDMS generates object database schema from XML Schema and stores the XML documents in an object-relational database. SAX parser is used for understanding the structure of the XML documents, and XDMS transforms the documents into objects in the database. Experiment shows that object-relational databases provide more efficient storage and query model compared with relational databases.

• Journal of the Korean Geographical Society
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• v.50 no.2
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• pp.239-254
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• 2015

The purpose of this study is to explore the possibility of ethical geography education, based on the 'relational turn' of understanding of human/non-humans and place in the context of the student's daily consumption. To do this, first and foremost, due to the de-localization of product networks that students consume, it has been discussed the situation that the ethics of responsibility and care is reduced. Then, this paper suggests an understanding of place and human/non-humans in a relational view, as a basis for the student's ability to look at matters of consumption and ethics through the viewpoint of relational ethics of responsibility and care. Finally, this research examined relation of commodity consumption, relational geographies and ethics of responsibility and care through 'mobile phone connection'. It is argued in the paper that the role of ethical geography education lies also in allowing students to feel connected to various humans/non-humans as a absent presence in his own life and to acquire cognitive and practical skills to provide more responsibility and care for their socio-ecological environment, thus making a better world.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.79-101
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• 2016

Understanding the equal sign is of great significance to the development of algebraic thinking. Given this importance, this study investigated in what ways a total of 695 students from second to sixth graders understand the equal sign. The results showed that students were successful in solving standard problems whereas they were poor at items demanding high relational thinking. It was noticeable that some of the students were based on computational thinking rather than relational understanding of the equal sign. The students had a difficulty both in understanding the structure of equations and in solving equations in non-standard problem contexts. They also had incomplete understanding of the equal sign. This paper is expected to explore the understanding of the equal sign by elementary school students in multiple problem contexts and to provide implications of how to promote students' understanding of the equal sign.

• The Mathematical Education
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• v.55 no.1
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• pp.1-19
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• 2016

Given the importance of understanding the equal sign in developing early algebraic thinking, this paper investigated how a total of 695 students in grades 2~6 understood the equal sign. The students completed a questionnaire with three types of items (equation structure, equal sign definition, and open equation solving) based on the construct map by four different levels of understanding the equal sign. The questionnaire was analyzed by Rasch model. The results showed that about 80% of the students were at least Level 3 which means a basic relational understanding of the equal sign. However, the success rates varied across grades and it was noticeable that about 70% of the second graders remained at Level 1 or 2 which maintains an operational understanding of the equal sign. The results of item types demonstrated that item difficulty for the advanced relational thinking was the highest and this is the same even for the Level 4 students. This paper is expected to investigate elementary school students' understanding of the equal sign and provide implications of how to deal with the equal sign in the elementary school.

• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.149-163
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• 2022

With the development of the culture industry, online transactions of cultural products are being activated, and offering information and establishing relationship with customers in web-site have an important influence on online purchase decision making. The purpose of this research is to examine the effect of information and relational benefits provided by online sales sites of cultural products on online purchasing intention, and to reveal through empirical analysis whether these influences show a difference between stage products and screen products. Looking at the results of the study, first, in the case of the whole, both information offering and relational benefits have a significant effect on online purchasing intention. Second, in the case of stage products(plays), product understanding information, economic relational benefits, and customization relational benefits showed significant effects, but product purchasing information showed no significant influence. Third, in the case of screen products(movies), product purchasing information and economic relational benefits showed a significant effect, but product understanding information and customization relational benefits had no significant effect. In conclusion, the impact of information offering and relational benefits on online purchasing intention differs according to cultural products, and economic relational benefit is found to be an important influencing factor on online purchase decision making in all cases. These research results are expected to be helpful in establishing differentiated marketing strategies including customer relationship management in online transactions of cultural products.

• Journal of the Korean Home Economics Association
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• v.47 no.1
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• pp.105-113
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• 2009

The purpose of this study was to explore differences in social information processing according to children's sex and types of aggression in response to instrumental and relational provocation factors. Two hundred and fifty-one 4, 5, and 6 graders were selected from an elementary school in Seoul. To evaluate their social information processing, the Intent Attributions and Feelings of Distress(Crick, 1995; Fitzgerald & Asher, 1987) and Response Decision Instrument(Crick & Werner, 1998) were revised and analyzed. A peer-nomination measure(Crick, 1995; Crick & Grotpeter, 1995) was used to select aggressive groups. Data were subjected to descriptive statistical analysis and multivariate [2(sex: M, F)${\times}$3(type of aggression: overt, relational, overt and relational aggression)] analysis of variance. Findings revealed that children's social information processing patterns were different according to sex and type of aggression. Also aggressive children responded differently in their social information processing according to instrumental and relational provocation factors. Implications of these findings for the role of gender, aggression type, and provocation type are discussed in order to better understanding of children's social information processing.