• Journal of Korean Clinical Health Science
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• v.9 no.2
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• pp.1493-1501
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• 2021

Purpose: The purpose of this study is to classify the characteristics of each item of CIST evaluation and to find out the degree of recognition of the characteristics of the cognitive tool. Methods: This study was conducted for occupational therapy majors at M University located in Gyeongsangnam-do. The data collection from May to June 2021. Total of 25 copies of the data were finally analyzed, SPSS Statistics 26 was used for data analysis. Results: As a result of the study, the significance level was visual reasoning 1 test strip and the visual reasoning 1 tool. In the relationship between the correspondence 1 figure simulation sheet and the figure simulation tool for each item and statistically significant, and the correspondence 2 visual reasoning 2 sheet. Visual reasoning 2 sheet and visual reasoning tool also showed that was found to be statistically significant. The correlation for visual reasoning 1 sheet and the visual reasoning 1 tool, reasoning 2 tool and visual reasoning 1 sheet, and the visual reasoning 2 tool and the verbal reasoning sheet. Conclusion: In this study, in the CIST items that may be difficult, it is better to attach the actual tool rather than the verbal explanation of the test paper to increase the efficiency of the test and the understanding of subjects with mild cognitive impairment. It was implemented by applying the tool, and it was found that the use of the tool in the visual reasoning item showed a high correlation by item. Furthermore, based on this study, it will be possible to suggest a method to control the difficulty of each subject of the cognitive evaluation tool, and to prepare a standard for future research.

• The Mathematical Education
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• v.41 no.3
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• pp.273-289
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• 2002

It tends to be emphasized that mathematics is the important discipline to develop students' mathematical reasoning abilities such as deduction, induction, analogy, and visual reasoning. This study is aimed for investigating the present state about mathematical reasoning in secondary school. We survey teachers' opinions and analyze the results. The results are analyzed by frequency analysis including percentile, t-test, and MANOVA. Results are the following: 1. Teachers recognized mathematics as knowledge constructed by deduction, induction, analogy and visual reasoning, and evaluated their reasoning abilities high. 2. Teachers indicated the importances of reasoning in curriculum, the necessities and the representations, but there are significant difference in practices comparing to the former importances. 3. To evaluate mathematical reasoning, teachers stated that they needed items and rubric for assessment of reasoning. And at present, they are lacked. 4. The hindrances in teaching mathematical reasoning are the lack of method for appliance to mathematics instruction, the unpreparedness of proposals for evaluation method, and the lack of whole teachers' recognition for the importance of mathematical reasoning

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.791-810
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• 2017

This study explored the possibility of using visual models in teaching proportional reasoning based on the review of previous studies. Many studies on proportional reasoning emphasize that students tend to simply apply formal procedures without understanding the meaning behind them and that using visual models may be an alternative to help students develop informal strategies and proportional reasoning. Given these, we re-constructed and implemented the unit of a textbook to teach sixth graders proportional reasoning with ratio table, double number line, and double tape diagram. The results of this study showed that such visual models helped students understand the meaning of proportion, explore the properties of proportion, and solve proportional problems. However, several difficulties that students experienced in using the visual models led us to suggest cautionary notes when to teach proportional reasoning with visual models. As such, this study is expected to provide empirical information for textbook developers and teachers who teach proportional reasoning with visual models.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.81-98
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• 2009

This study analyzed the types of quantitative reasoning and the characteristics of representation in order to figure out the characteristics of quantitative reasoning of the sixth graders. Three students who used quantitative reasoning in solving problems were interviewed in depth. Results showed that the three students used two types of quantitative reasoning, that is difference reasoning and multiplicative reasoning. They used qualitatively different quantitative reasoning, which had a great impact on their problem-solving strategy. Students used symbolic, linguistic and visual representations. Particularly, they used visual representations to represent quantities and relations between quantities included in the problem situation, and to deduce a new relation between quantities. This result implies that visual representation plays a prominent role in quantitative reasoning. This paper included several implications on quantitative reasoning and quantitative approach related to early algebra education.

• Research in Mathematical Education
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• v.14 no.3
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• pp.195-209
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• 2010

Utilizing a structure of operations known as Dissection-Motion-Operations (DMO), a set of mathematics propositions or area-formulas in school mathematics will be introduced through shape-to-shape transforms. The underlying theme for DMO is problem-solving through visual reasoning and proving manipulatively or electronically vs. rote learning and memorization. Visual reasoning is the focus here where two operations that constitute DMO are utilized. One operation is known as Dissection (or Decomposition) operation that operates on a given region in 2D or 3D and dissects it into a number of subregions. The second operation is known as Motion (or Composition) operation applied on the resultant sub-regions to form a distinct area (or volume)-equivalent region. In 2D for example, DMO can transform a given polygon into a variety of new and distinct polygons each of which is area-equivalent to the original polygon (cf [Rahim, M. H. & Sawada, D. (1986). Revitalizing school geometry through Dissection-Motion Operations. Sch. Sci. Math. 86(3), 235-246] and [Rahim, M. H. & Sawada, D. (1990). The duality of qualitative and quantitative knowing in school geometry, International Journal of Mathematical Education in Science and Technology 21(2), 303-308]).

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.189-206
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• 2015

There has been a recurring call for using visual representations in textbooks to improve the teaching and learning of proportional reasoning. However, the quantity as well as quality of visual representations used in textbooks is still very limited. In this article, we analyzed visual representations presented in a Grade 6 textbook from two perspectives of proportional reasoning, multiple-batches perspective and variable-parts perspective, and discussed the potential of the double number line and the double tape diagram to help develop the idea 'things covary while something stays the same', which is critical to reason proportionally. We also classified situations that require proportional reasoning into five categories and provided ways of using the double number line and the double tape diagram for each category.

• Proceedings of the KIEE Conference
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• 2007.04a
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• pp.6-8
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• 2007

In this paper, We propose reasoning system for object recognition and space classification using not only visual features but also contextual information. It is necessary to perceive object and classify space in real environments for mobile robot. especially vision based. Several visual features such as texture, SIFT. color are used for object recognition. Because of sensor uncertainty and object occlusion. there are many difficulties in vision-based perception. To show the validities of our reasoning system. experimental results will be illustrated. where object and space are inferred by bi -directional rules even with partial and uncertain information. And the system is combined with top-down and bottom-up approach.

• KIPS Transactions on Software and Data Engineering
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• v.9 no.3
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• pp.91-100
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• 2020

Unlike the existing Visual Question Answering(VQA) problems, the new Visual Commonsense Reasoning(VCR) problems require deep common sense reasoning for answering questions: recognizing specific relationship between two objects in the image, presenting the rationale of the answer. In this paper, we propose a novel deep neural network model, KG_VCR, for VCR problems. In addition to make use of visual relations and contextual information between objects extracted from input data (images, natural language questions, and response lists), the KG_VCR also utilizes commonsense knowledge embedding extracted from an external knowledge base called ConceptNet. Specifically the proposed model employs a Graph Convolutional Neural Network(GCN) module to obtain commonsense knowledge embedding from the retrieved ConceptNet knowledge graph. By conducting a series of experiments with the VCR benchmark dataset, we show that the proposed KG_VCR model outperforms both the state of the art(SOTA) VQA model and the R2C VCR model.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.263-287
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• 2010

The purposes of the study were to investigate how children define a triangle, their reasoning types in identifying examples and non-examples of a triangle, and the relationship between their reasoning types and geometrical levels. Twenty-nine students consisted of 3th to 6th grades were involved in the study. Using the van Hiele levels of geometrical thought, children's reasoning types for identifying a figure as a triangle or non-triangle were categorized into visual reasoning, reasoning based on the figure's attributes and formal reasoning. The figure's attributes were further divided into critical and non-critical attributes. Most children identified a figure as a triangle or non-triangle based on critical attributes of the figure(e.g. closed figure, three, vertices, straight sides etc.) Some children identified a figure based on non-critical attributes of the figure(e.g. the length of the sides, the measurement of the angles, or the orientation of the figure). Particularly, some children who had lower levels of geometry identified a figure using visual reasoning, taking in the whole shape without considering that the shape is made up of separate components.

• Psychiatry investigation
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• v.15 no.12
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• pp.1154-1161
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• 2018

Objective The present study aimed to investigate relationship among cognitive factors (working memory and processing speed) and fluid reasoning (Gf) in psychiatric patients using a standardized clinical tool. Methods We included the responses of 115 heterogeneous patients who were diagnosed with the MINI-Plus 5.0 and WAIS-IV/WMS-IV was administered. For our analysis, structured equation modeling (SEM) was conducted to evaluate which cognitive variables are closely related to the Gf. Results The results showed that the visual working memory was the strongest predictor of the Gf compared to other cognitive factors. Conclusion Processing speed was capable of predicting the Gf, when visual working memory was controlled. The inter-relationship among the Gf and other cognitive factors and its clinical implications were further discussed.