• The Mathematical Education
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• v.46 no.2 s.117
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• pp.207-226
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• 2007

The purpose of this study was to design and develop the processes of tasks and assessment rubrics of open-ended tasks, and those for the 5th graders of elementary school mathematics. 7 tasks were finally developed, and 'problem understanding', 'problem solving process', 'communication' were selected as the criteria for assessment rubrics. The result was that the ability of mathematical power covering problem understanding ability, problem solving ability and mathematical communication ability was low. Specifically, problem understanding ability was the highest, problem solving ability was middle, and mathematical communication ability was the lowest.

• The Mathematical Education
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• v.46 no.4
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• pp.465-482
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• 2007

The purpose of this study was to explore how pre-service elementary school teachers participate in a course specifically designed to help them learn how to analyze instruction in terms of the levels of cognitive demand of mathematical tasks. This paper describes what prospective teachers learned while reading the cases of "implementing standards-based mathematics instruction", analyzing all tasks of one unit in one elementary mathematics textbook, observing master teachers' mathematics instruction as well as their colleagues during the practicum period, and developing their own cases on the basis of the design and implementation of instruction focused on mathematical tasks. This paper includes various reflections of the prospective teachers.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.32 no.2
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• pp.137-145
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• 2022

Objectives: This study aimed to identify PM₁₀ mass concentration levels and conduct peak identification during five tasks in agricultural works. Methods: We investigated five agricultural tasks in 12 farms, which were harvesting, plowing, sowing, planting, and decapitation. All samples were measured by using the portable aerosol spectrometer(PAS 1.108) and the aerosol monitor(SidePak AM520). The collected data were compared with the national PM₁₀ concentrations. They were calculated to descriptive statistics, independent t-test, or ANOVA, and the peak identification on time series graph. Results: The ten investigated farms showed no significant difference with the national PM₁₀ concentrations, but the two greenhouses(AM, 143.31, 85.16 ㎍/m³) showed significant difference(p<0.05). As a result of the peak identification, the harvesting tasks showed repeated peak occurrence with the background concentration level of about 50 ㎍/m³. For plowing and sowing tasks, the peak occurred intermittently when the working was conducted near the sampling sites. Among the five tasks, the arithmetic mean of the harvesting task was 138.84±294.71 ㎍/m³, which was significantly higher than the other tasks(p<0.05). In addition, the case of using a tractor was higher than the case of not using the tractor(p<0.05), and the driver's seat showed the highest concentration(AM, 95.81 ㎍/m³). Conclusions: Works in greenhouses might have exposure to PM₁₀, while outdoor works is similar to general atmospheric PM₁₀ concentration levels. However, there is a possibility of intermittent exposure to high concentrations of PM₁₀ depending on the characteristics of agricultural tasks.

• Safety and Health at Work
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• v.11 no.3
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• pp.335-346
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• 2020

Background: Nursing service is a nonroutine work with an excessive physical load and diverse tasks. This study derived representative common tasks based on the frequently occurring tasks with a high physical load in the nursing workers' daily work and developed indicators to evaluate the work risk by reflecting the characteristics of nonroutine work. Methods: Common tasks were classified through the following stages: literature review, first focus group interview (FGI) with experts, first classification of common tasks, second FGI with hospital health managers, a survey of nursing service workers, and the final classification of common tasks for each task type. To develop an objective risk index for physical load assessment, we investigated the frequency and duration of the derived common tasks via survey. Results: Nursing common tasks were categorized into six task types and 56 subtasks. To evaluate the risks of various tasks in nonroutine works, three frequencies and three working time levels were defined by examining the task frequency and working hours. Exposure time was defined to reflect the characteristics of a nonroutine job. The final risk assessment was the product of the exposure time level and job intensity level. From this, four risk action levels were derived. Conclusion: This study has the advantage of solving the problem of focusing on some tasks in evaluating the physical load. It was meaningful in that a new risk assessment index based on exposure time was proposed based on the development of an evaluation scale for frequency and time by reflecting the characteristics of nonroutine work.

• Research in Mathematical Education
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• v.25 no.4
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• pp.285-309
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• 2022

A large body of previous studies investigated mathematical tasks by analyzing the design process prior to lessons or textbooks. While researchers have revealed the significant roles of mathematical tasks within written curricular, there has been a call for studies about how mathematical tasks are implemented or what is experienced and learned by students as enacted curriculum. This article proposes a mathematical task analytic framework based on a holistic definition of tasks encompassing both written tasks and the process of task enactment. We synthesized the features of the mathematical tasks and developed a task analytic framework with multiple dimensions: breadth, depth, bridging, openness, and interaction. We also applied the scoring rubric to analyze three multiplication tasks to illustrate the framework by its five dimensions. We illustrate how a series of tasks are analyzed through the framework when students are engaged in multiplicative thinking. The framework can provide important information about the qualities of planned tasks for mathematics instruction (proactive) and the qualities of implemented tasks during instruction (reactive). This framework will be beneficial for curriculum designers to design rich tasks with more careful consideration of how each feature of the tasks would be attained and for teachers to transform mathematical tasks with the provision of meaningful learning activities into implementation.

• Journal of the Korean Society of Safety
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• v.24 no.2
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• pp.76-82
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• 2009

The NIOSH lifting equation has been used as a dominant tool in evaluating the hazard levels of lifting tasks. Although it provides two different ways for each simple and complex lifting task, the NIOSH simple lifting equation is almost used for not only simple tasks but also complex tasks. However, most of lifting tasks in industries are in the form of complex lifting. Therefore some errors occur inevitably in the evaluation of complex lifting tasks. Among complex lifting tasks, a multi-stacking task is the most popular in lifting tasks. To compensate the error in the evaluation of multi-stacking tasks by using the NIOSH simple lifting equation, a set of calculations for finding LIs(Lifting Indices) was performed for the systematically varying multi-stacking tasks. Then a regression model which finds the equivalent height in simple lifting task for multi-stacking task was established. By using this model, multi-stacking tasks can be evaluated with less error. To validate this model, some real multi-stacking tasks were evaluated as examples.

• Human Ecology Research
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• v.55 no.2
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• pp.125-140
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• 2017

This study composed spatial cognition tasks within the system of geometric area to study children's spatial cognition development systematically. It surveyed children's execution of direction, rotation, symmetry, conjugation, and part/whole cognition tasks. A spatial geometry cognition task set (consisting of total 27 sub-tasks) was presented to 60 children (20 each in groups of 3-, 4-, and 5-year-old) in order to confirm how children's execution of spatial geometry cognition changed depending on children's age and sex as well as if the execution of the spatial geometry cognition showed a difference after each task area. As a result, the execution of the whole direction task and the part/whole task gradually increased between age 3 and age 5. The execution of the whole rotation task, whole symmetry task, and whole conjugation task rapidly increased between age 3 and age 4. Significant sexual difference did not appear in the execution of spatial geometry cognition tasks. The execution of the conjugation and part/whole task was high in each task area, and the execution of the direction, rotation, and symmetry task was relatively low. In addition, the difference of task execution appeared in the sub-tasks of direction, symmetry, and conjugation areas. This result suggests the theoretical discussion possibility of children's spatial geometry cognition development. In addition, the empirical results of this study can be applied to child education plans and activity compositions appropriate for child development.

• School Mathematics
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• v.2 no.2
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• pp.357-388
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• 2000

This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.57-66
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• 2006

This study is purposed to compose systematic and efficient curricula of the courses centered on the duties of forest interpreter. In the first step, the purpose of task analysis is to identify the forest interpreter's duties and tasks. 13 professional were designated as panel, and the task chart was completed via DACUM analysis. The tasks performed by forest interpreter are categorized in the development of specialty, program planning, comprehension on the engaged forest, program development, program execution and program evaluation, which are classified into 59 sub-tasks. In the second step, need analysis is focused on the evaluation of the degree of job importance, the necessity of education based on the results from the task analysis. In consequence, 23 key tasks are determined. In the third step, knowledge, skill, tool, and attitude required for key tasks were analyzed and reorganized into 23 subjects. This study has significance in 3 respects. Firstly, the tasks of forest interpreter are analyzed to define their roles. Secondly, the curricula composed according to the results of task analysis and need analysis allow the realizable and prerequisite subjects within the restricted resources. Finally, this study suggests the curriculum, which shall be the bases for the program planning and operation of a lot of educational organization and institutions.

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.463-480
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• 2012

This study is intended to investigate the frequency of scientific writing tasks in Korean and American science textbooks, to compare the differences in types of posing the writing tasks according to the level of the children's scientific cognition, and to analyze the differences in the organization and development of writing ones of each chapter and thus to propose an effective way of presenting scientific writing in science textbooks. Korean 'Science' and 'Experiment Observation Workbook'and Macmillan Mcgraw-Hill(MMH) Science for fourth graders were analyzed for the purpose. The results are as follows: First, Korean textbooks contain more science writing tasks per pages, and less per chapters than MMH one. Both text books provide balanced amount of science writing tasks, yet MMH especially does systematic exercises for each chapter. Second, the qualitative analysis of the textbooks' scientific writing shows that both textbooks contain a significant amount of "understanding" and "explanatory" writing, which reflects that the purpose of writing in science textbooks is leaning towards acquiring and verifying scientific concepts. In American textbooks, however, writings utilizing extensive cognition process and materials are also present. It is necessary for textbooks to present diverse and expressive writing assignments including personal opinions. Third, there are differences in organization and development of science writing tasks. Science writing tasks in Korean textbooks are present independently with lesson objectives of the chapters and practices, while those in MMH are systematically developed. Based on these results, it is necessary to systemize the textbooks' way of presenting writing tasks for effective teaching and learning. By organizing the writing materials and thus developing diverse materials, and by implementing extensive cognitive process in the writing activities, textbooks will be able to contribute in attracting the students' interests and in improving their scientific knowledge.