• Journal of Advanced Navigation Technology
• /
• v.12 no.1
• /
• pp.74-81
• /
• 2008

In this paper, adaptive watermarking algorithm which based on fuzzy reasoning and hybrid scheme is presented. To enforce the time and space complexity, hybrid scheme which utilize a color information as well as visual characteristics is also addressed. Proposed approach have double-aim: in first to use the visual characteristics so as to enforce the robustness of watermarking, and in second to select the optimal sub-band which is to be embedded a watermark. One of the principal advantage is that this approach involved the fuzzy inference module which is designed to select an optimal sub-band from the DWT coefficient blocks. In order to demonstrate the effectiveness of proposed algorithm, some numerical experiments of robustness and imperceptibility are evaluated with respect to such attacks as JPEG compression, noise and cropping.

• Electronics and Telecommunications Trends
• /
• v.38 no.6
• /
• pp.1-11
• /
• 2023

Large language models seem promising for handling reasoning problems, but their underlying solving mechanisms remain unclear. Large language models will establish a new paradigm in artificial intelligence and the society as a whole. However, a major challenge of large language models is the massive resources required for training and operation. To address this issue, researchers are actively exploring compact large language models that retain the capabilities of large language models while notably reducing the model size. These research efforts are mainly focused on improving pretraining, instruction tuning, and alignment. On the other hand, chain-of-thought prompting is a technique aimed at enhancing the reasoning ability of large language models. It provides an answer through a series of intermediate reasoning steps when given a problem. By guiding the model through a multistep problem-solving process, chain-of-thought prompting may improve the model reasoning skills. Mathematical reasoning, which is a fundamental aspect of human intelligence, has played a crucial role in advancing large language models toward human-level performance. As a result, mathematical reasoning is being widely explored in the context of large language models. This type of research extends to various domains such as geometry problem solving, tabular mathematical reasoning, visual question answering, and other areas.

• Journal of Educational Research in Mathematics
• /
• v.11 no.1
• /
• pp.193-206
• /
• 2001

This study was designed to develop investigation- and exploration- activities on Euclidean geometry with an exploratory type software, Geometer's Sketchpad, and to gain insights into the geometric reasoning abilities of college students working with the software. A package of Euclidean geometric activities with GSP was developed and four college students worked on the several activities with GSP and their geometric reasoning process were analyzed. Results indicated that GSP helped students solve problems in the several ways: to make conjectures and discover theorems by providing precise construction and measurement; to discover their proofs by providing the visual images and its manipulation; and to make students easily apply "what-if"strategies and expand and deepen their activities. Students' geometric reasoning was highly depended on analytic methods and their abilities with synthetic methods were shown very limited.

• East Asian mathematical journal
• /
• v.24 no.5
• /
• pp.527-545
• /
• 2008

One of the education purpose of the section "Figures" in the eighth grade is to develop students' deductive reasoning ability, which is basic and essential for living in a democratic society. However, most or middle school students feel much more difficulty or even frustration in the study of formal arguments for geometric situations than any other mathematical fields. It is owing to the big gap between inductive reasoning in elementary school education and deductive reasoning, which is not intuitive, in middle school education. Also, it is very burden for students to describe geometric statements exactly by using various appropriate symbols. Moreover, Usage of the same symbols for angle and angle measurement or segments and segments measurement makes students more confused. Since geometric relations is mainly determined by the measurements of geometric objects, students should be able to interpret the geometric properties to the algebraic properties, and vice verse. In this paper, we first compare and contrast inductive and deductive reasoning approaches to justify geometric facts and relations in school curricula. Convincing arguments are based on experiment and experience, then are developed from inductive reasoning to deductive proofs. We introduce teaching methods to help students's understanding for deductive reasoning in the textbook by using stepwise visualization materials. It is desirable that an effective proof instruction should be able to provide teaching methods and visual materials suitable for students' intellectual level and their own intuition.

• 제어로봇시스템학회:학술대회논문집
• /
• 1991.10a
• /
• pp.984-989
• /
• 1991

In this paper, a novel type of a visual servoing method is proposed for eye-in-hand robots by employing a self-organizing fuzzy controller. For this is there defined a new Jacobian riot to be the function of a relative position of the object but to be a function of the only image features. Instead of obtaining an analytic form of the proposed Jacobian, a self-organizing fuzzy controller is then proposed to alleviate difficulties in real-time implementation. To show the validities, the proposed method is applied to a 2-dimensional visual servoing task.

• Journal of The Korean Association For Science Education
• /
• v.41 no.1
• /
• pp.19-32
• /
• 2021

This study aims to analyze the visual modeling process of pre-service elementary teachers on the reflection of light. The analytical framework was developed from three aspects; coherence, correspondence, and commensurability of the modeling thinking proposed by Halloun (2004). 20 pre-service elementary teachers participated and were randomly paired to observe the reflection of light. They were asked to construct the visual model individually at first and then collaboratively. Comparing personal and cooperative models, the level of correspondence and commensurability in some groups has increased, despite the lack of special educational treatment. In addition, three main features were found in their reasoning process. First, the level of commensurability to apply the law of reflection continued to change fluidly depending on the circumstances and often the verbal and visual explanations did not match. Second, in the process of visual modeling, correspondence was often given priority over commensurability and coherence. Third, in a situation where correspondence and commensurability are at odds with each other, participants resolved this conflict and developed reasoning through review and revision of the auxiliary hypothesis. Several implications have been discussed for effectively guiding visual modeling activities.

• Journal of Educational Research in Mathematics
• /
• v.23 no.4
• /
• pp.505-516
• /
• 2013

The purpose of this paper is to analyse the essence of proportional reasoning and to analyse the contents of the textbooks according to the mathematics curriculum revised in 2007, and to seek the direction for developing the proportional reasoning in the elementary school mathematics focused the task variables. As a result of analysis, it is found out that proportional reasoning is one form of qualitative and quantitative reasoning which is related to ratio, rate, proportion and involves a sense of covariation, multiple comparison. Mathematics textbooks according to the mathematics curriculum revised in 2007 are mainly examined by the characteristics of the proportional reasoning. It is found out that some tasks related the proportional reasoning were decreased and deleted and were numerically and algorithmically approached. It should be recognized that mechanical methods, such as the cross-product algorithm, for solving proportions do not develop proportional reasoning and should be required to provide tasks in a wide range of context including visual models.

• Journal of the Korean Society of Safety
• /
• v.21 no.3 s.75
• /
• pp.16-21
• /
• 2006

This paper presents a knowledge-based electrical fire cause diagnosis system using the fuzzy reasoning. The cause diagnosis of electrical fires may be approached either by studying electric facilities or by investigating cause using precision instruments at the fire site. However, cause diagnosis methods for electrical fires haven't been systematized yet. The system focused on database(DB) construction and cause diagnosis can diagnose the causes of electrical fires easily and efficiently. The cause diagnosis system for the electrical fire was implemented with entity-relational DB systems using Access 2000, one of DB development tools. Visual Basic is used as a DB building tool. The inference to confirm fire causes is conducted on the knowledge-based by combined approach of a case-based and a rule-based reasoning. A case-based cause diagnosis is designed to match the newly occurred fire case with the past fire cases stored in a DB by a kind of pattern recognition. The rule-based cause diagnosis includes intelligent objects having fuzzy attributes and rules, and is used for handling knowledge about cause reasoning. A rule-based using a fuzzy reasoning has been adopted. To infer the results from fire signs, a fuzzy operation of Yager sum was adopted. The reasoning is conducted on the rule-based reasoning that a rule-based DB system built with many rules derived from the existing diagnosis methods and the expertise in fire investigation. The cause diagnosis system proposes the causes obtained from the diagnosis process and showed possibility of electrical fire causes.

• Korean Institute of Interior Design Journal
• /
• v.16 no.2 s.61
• /
• pp.63-70
• /
• 2007

Analogy in problem solving is similarity-based reasoning facilitated by verbal and visual operation. This similarity-based reasoning generally supports initial phase of idea search. Therefore, this study intends to infer the types of problem solving by tracing the analogy use of verbal and visual representation through a experimental research. According to the result of this research, the types of problem solving by analogy are classified into 'evolving', 'divergent', and 'poor conversion' type. Firstly, 'evolving type' is distinguished between 'combination type' associated different contents to develope a new design and 'transformation type' associated similar words and sketches to be continuously revised and developed. In these types usually structural analogy rather than surface analogy is used. Secondly, in 'divergent type' associated words or sketches are individually represented, and among them one design solution is selected. In this type usually surface analogy is used. Thirdly, in 'poor conversion type' interaction between verbal representation and visual representation does not go on smoothly, and the generation of idea is poor. In here surface analogy is mostly used. These findings could form the basis of skill development of idea generation and conversion in design education.

• The Mathematical Education
• /
• v.59 no.2
• /
• pp.113-130
• /
• 2020

The purpose of this study is to analyze how well middle school students understand space geometrical concept related to a cylinder. To this end, we developed the test tool based on prior research and examined 433 middle school students in November and December, 2018. And in March 2019, we interviewed 4 students who showed some type of errors. The difference in the correct answer rate of the questions by the grade and gender was tested, and the error type was analyzed based on the student's responses to the questions to evaluate the spatial reasoning ability. The results of this study are as follows. First, the difference by graders was not statistically significant in the questions evaluating spatial visual ability. On the other hand, in the case of the two questions for evaluating spatial measurement ability and spatial reasoning ability, the difference in the correct answer rate between the 7th graders and 8th is not significant, but the difference between lower graders and 9th was significant. Second, there was no significant difference in the spatial geometric ability of all girls and boys participating in this study. Third, analyzing the student's error type for an item which assessed spatial reasoning ability, we found that there are various error types in relation to visual, manipulative, and reasoning errors.