• Research in Mathematical Education
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• v.26 no.3
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• pp.167-202
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• 2023

A central problem of mathematics teaching worldwide is probably the insufficient adaptive handling of tasks-especially in computational practice phases and modeling tasks. All students in a classroom must often work on the same tasks. In the process, the high-achieving students are often underchallenged, and the low-achieving ones are overchallenged. This publication uses different modeling of the tennis serve as an example to show a possible solution to the problem and develops and discusses one adaptive task each for middle school, high school, and college using three mathematical models of the tennis serve each time. From model to model within the task, the complexity of the modeling increases, the mathematical or physical demands on the students increase, and the new modeling leads to more realistic results. The proposed models offer the possibility to address heterogeneous learning groups by their arrangement in the surface structure of the so-called parallel adaptive task and to stimulate adaptive mathematics teaching on the instructional topic of mathematical modeling. Models A through C are suitable for middle school instruction, models C through E for high school, and models E through G for college. The models are classified in the specific modeling cycle and its extension by a digital tool model, and individual modeling steps are explained. The advantages of the presented models regarding teaching and learning mathematical modeling are elaborated. In addition, we report our first teaching experiences with the developed parallel adaptive tasks.

• Journal of Korean language education
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• v.29 no.2
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• pp.73-100
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• 2018

The purpose of this study is to investigate learner-learner dialogue during speaking tasks. In the Korean language classroom, conversation between learners is an important activity as speaking practice. However, learner dialogue is also a tool to enable learners to collaboratively conduct various cognitive activities in the classroom. In previous research, it was unfolded that through learner-learner dialogue, learners can solve second-language related problems and set a goal to carry out tasks. Therefore, this study analyzed learner-learner dialogue to investigate what kinds of cognitive activities are activated during the role-play task. As a result, the learners collaboratively generated and monitored language and content for role play. Also, in order to accomplish tasks more successfully, learners shared the same understanding about the goal of the task, and tried to manage the task procedure. Through learner-learner dialogue, learners can participate in cognitive activities such as content, language construction, and task management voluntarily without the help from teachers. This means that learner-learner dialogue can be an activity to support language learning tasks. Also, it can make learners actively involved in learning and by sharing resources with each other. It is also important that learners can experience language use that participates in real-world communication activities, such as learning in the classroom and collaborating with peer learners. This study is an exploratory study for a basic understanding of learner's conversation as a cognitive activity, and the scope of the study is limited to clarifying contents of learner-learner dialogue as a cognitive activity in speaking tasks. Based on the findings of this study, future research should be conducted on the function of learner-learner dialogue as a cognitive activity in Korean language learning and its role in the classroom of Korean language education.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.395-418
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• 2007

The purpose of this study was to analyze the influence of mathematical tasks on mathematical communication. Mathematical tasks were classified into four different levels according to cognitive demands, such as memorization, procedure, concept, and exploration. For this study, 24 students were selected from the 5th grade of an elementary school located in Seoul. They were randomly assigned into six groups to control the effects of extraneous variables on the main study. Mathematical tasks for this study were developed on the basis of cognitive demands and then two different tasks were randomly assigned to each group. Before the experiment began, students were trained for effective communication for two months. All the procedures of students' learning were videotaped and transcripted. Both quantitative and qualitative methods were applied to analyze the data. The findings of this study point out that the levels of mathematical tasks were positively correlated to students' participation in mathematical communication, meaning that tasks with higher cognitive demands tend to promote students' active participation in communication with inquiry-based questions. Secondly, the result of this study indicated that the level of students' mathematical justification was influenced by mathematical tasks. That is, the forms of justification changed toward mathematical logic from authorities such as textbooks or teachers according to the levels of tasks. Thirdly, it found out that tasks with higher cognitive demands promoted various negotiation processes. The results of this study implies that cognitively complex tasks should be offered in the classroom to promote students' active mathematical communication, various mathematical tasks and the diverse teaching models should be developed, and teacher education should be enhanced to improve teachers' awareness of mathematical tasks.

• Journal of the Ergonomics Society of Korea
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• v.36 no.5
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• pp.545-557
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• 2017

Objective: The aim of this study was to find risk factors in cultivating ginseng based on risk assessments and suggest safety measures for main risks. Background: Safety education and training is one of the practical and effective methods to prevent occupational accidents and injuries. In agricultural sector, there are few contents of safety education as compared to other industries. Especially, farm work has different cultivation characteristics according to the crops, so it needs special education materials for each crop. Among the various types of crops, ginseng contains various risk factors due to its long cultivating period and unique environment. Therefore, safety education material specified for ginseng is necessary to improve ginseng farmers' safety. Method: Risk assessment for cultivating tasks of ginseng was carried out through data obtained from various methods (site survey, interview, literature survey). To improve objectivity, the risk assessment was applied with 3-criteria (researcher estimate, interview, previous research results). Finally, the three high-risk tasks were selected and safety measures for those tasks were provided. Results: Three tasks, such as 'Mounting, maintenance and removing supports', 'Pest control' and 'Harvest', were selected as risky tasks among total tasks. (1) In 'Mounting' and maintenance and removing supports', the farmers found to be exposed to the risks of musculoskeletal disorders and accidents related to operating the tablet machine. (2) In 'Pest control', agrichemical poisoning, musculoskeletal disorders and hyperthermia were main risks. Finally, (3) In 'Harvest', the farmers are mainly exposed to the possibility of accidents of agricultural machines and risks of musculoskeletal disorders. Thus, it needs to apply appropriate safety measures to those risky tasks, such as safety guidelines, convenience equipment, protective kit, and so on. Conclusion: This study can be used as basic data for agricultural safety and expected that it would be useful for further study. In addition, the results of the research will be produced in the form of animation, which will enhance the safety consciousness for aged farmers. Application: The result of this study can be used in developing safety education materials for ginseng farmers which is essential to prevent occupational accidents and injuries among ginseng farmers.

• School Mathematics
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• v.16 no.1
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• pp.1-17
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• 2014

Mathematical creativity in school mathematics is connected with problem solving. The purpose of this study was to analyse elementary students' the mathematical creativity using multiple solution tasks which required to solve a mathematical problem in different ways. For this research, I examined and analyzed the response to four multiple solution tasks according to the evaluation system of mathematical creativity which consisted of the factors of creativity(fluency, flexibility, originality). The finding showed that mathematical creativity was different between students with greater clarity. And mathematical creativity in tasks was different. So I questioned the possibility of analysis of students' the mathematical creativity in mathematical areas. According to the evaluation system of mathematical creativity of this research, mathematical creativity was proportional to the fluency. But the high fluency and flexibility was decreasing originality because it was easy for students to solve multiple solution tasks in the same ways. So, finding of this research can be considered to make the criterion in both originality in rare and mathematical aspects.

• Korean Journal of Construction Engineering and Management
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• v.20 no.2
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• pp.60-67
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• 2019

The main purpose of this study is to identify the tasks performed at the construction stage of apartment houses and analyze the major construction tasks that may affect the performance indicators and analyze the impact on project performance. Based on expert opinions through preliminary research, pilot data, construction database, and other research trends, domestic and foreign research trends are divided into five major tasks, and each is divided into process management (P'1 ~ P'6), construction management (C'1 ~ C'5), environmental management (E'1 ~ E'4), quality control (Q'1 ~ Q'5), safety management (S'1 ~ S'5). Subsequently, each major task was subdivided into 24 detailed tasks. An independent t-test was conducted to analyze the impact on cost. We compared the importance of achieving the project goal and identified the construction work of concrete important construction which affects not only the cost but also the schedule performance index for the degree of significance of less than 0.05.

• The Transactions of the Korea Information Processing Society
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• v.6 no.6
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• pp.1678-1685
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• 1999

In most of the existing real-time schedulers producing the total value as large as possible, the service times for all schedulable tasks are computed at each time a new task arrives. If all scheduled tasks would be executed completely before a new task arrives, the schedule may produce the greatest total value. But this is not always true in real situations. In many cases, (a) new tasks arrive(s) before all the scheduled tasks are executed completely. In this paper, we propose a unique scheduling algorithm for real-time tasks. The proposed algorithm determines the service times only for some tasks with earlier deadlines while the existing algorithms determine the service times for all tasks. This partial computation decreases the average scheduling complexity ramatically, even though, in the worst case, the complexity of the proposed algorithm becomes O(N2), which is equal to that of a previous algorithm that has been known as a less complicated one.

• Phonetics and Speech Sciences
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• v.8 no.1
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• pp.71-80
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• 2016

The phonemic awareness tasks (phonemic synthesis, phonemic elision, phonemic segmentation) by auditory presentation and visual presentation were conducted to 40 children who are 5 and 6 years old. The scores and error types in the sub-tasks by two presentations were compared to each other. Also, the correlation between the performances of phonemic awareness sub-tasks in two presentation conditions were examined. As a result, 6-year-old group showed significantly higher phonemic awareness scores than 5-year-old group. Both group showed significantly higher scores in visual presentation than auditory presentation. While the performance under the visual presentation was significantly lower especially in the segmentation than the other two tasks, there was no significant difference among sub-tasks under the auditory presentation. 5-year-old group showed significantly more 'no response' errors than 6-year-old group and 6-year-old group showed significantly more 'phoneme substitution' and 'phoneme omission' errors than 5-year-old group. Significantly more 'phoneme omission' errors were observed in the segmentation than the elision task, and significantly more 'phoneme addition' errors were observed in elision than the synthesis task. Lastly, there are positive correlations in auditory and visual synthesis tasks, auditory and visual elision tasks, and auditory and visual segmentation tasks. Summarizing the results, children tend to depend on orthographic knowledge when acquiring the initial phonemic awareness. Therefore, the result of this research would support the position that the orthographic knowledge affects the improvement of phonemic awareness.

• The Mathematical Education
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• v.62 no.1
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• pp.57-78
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• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• Journal of Biomedical Engineering Research
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• v.26 no.1
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• pp.1-7
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• 2005

This study aimed to investigate the hypothesis that administration of the air with 30% oxygen compared with normal air (21% oxygen) enhances cognitive functioning through increased activation in the brain. Seventeen college students (right­handed, average age of 24.3) were selected as subjects for this study. An oxygen supply equipment that provides 21% and 30% oxygen at a constant rate of 8L/min was developed. In order to measure the performance level of visuospatial and verbal cognition, two psychological tests were developed. The experiment consisted of two runs, one for cognition task with normal air (21% oxygen) and the other for cognition task with hyperoxic air (30% oxygen). Visuospatial and verbal tasks were presented while brain images were scanned by a 3T fMRI system using the single-shot EPI method. The results showed that there was an improvement in performance and also increased activation in several brain areas in the higher oxygen condition. These results suggest that while performing cognitive tasks, high concentrations of oxygen administration make oxygen administration sufficient, thus making neural network activate more, and the ability to perform cognitive tasks increase.