• The Mathematical Education
• /
• v.40 no.2
• /
• pp.253-263
• /
• 2001

Developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recent performance based on assessment has focused on the teaching and learning environment in school, emphasizing student's self construction of their learning and its process. Because of this reason, people related to mathematics education including math teachers are taught to recognize the fact that the degree of students'acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) should be estimated formally in math class. However, due to the lack of an evaluation tool for estimating the degree of their thinking skills, efforts at evaluating student's degree of mathematics thinking skills and strategy acquisition failed. Therefore, in this paper, mathematical thinking was studied, and using the results of study as the fundamental basis, mathematical thinking process model was developed according to three types of mathematical thinking - fundamental thinking skill, developing thinking skill, and advanced thinking strategies. Finally, based on the model, evaluation factors related to essential thinking skills such as analogy, deductive thinking, generalization, creative thinking requested in the situation of solving mathematical problems were developed.

• School Mathematics
• /
• v.16 no.1
• /
• pp.57-81
• /
• 2014

This study was to investigate how the underachievers of mathematics in a non-leveling excellent high school would overcome the errors through the lessons based on the inductive thinking model in the equation of a circle. The results showed that when there were many stages to solve the problem, the students gave it up or forgot the stage they reached. In this case, if they had a revisit-opportunity to review their thinking process by planning ahead the stage to solve the problem and recording it, the omission error of the solving process and the error of wrong conclusions would be dramatically decreased. Moreover, they understood the mathematical concept, principle, and formula and remembered the learning contents extremely well through thinking by themselves in exploration-based activities and by using visualization for the problem and could solve the problem through these pictures besides algebraic expressions.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.8 no.4
• /
• pp.289-297
• /
• 2012

It is a recent trend to utilize a variety of visual tools(process map, mindmap, ERD) to create, when we create the design of information system or business models. Theses visual tool is standardized tools as process map or BPMN, on the other hand, there is also a non-standardized tools as mindmap. The utilization of the non-standardized tools as mindmap in startups is a increasing trend, because of the order the release of creative thinking to design new business model. Mindmaps can be divided into pen-based mindmap(of hand-written) and computer-based mindmap. This study was conducted under the premise of a different thinking pattern, when you take advantage of pen-based mindmap and computer-based mindmap. In other words, the pen-based mindmap is a tool for deductive reasoning and the computer-based mindmap is a tool would be more appropriate for inductive thinking. The purpose of this study is to investigate these relationships through experiments. In this study propose guidelines how visual tools, when designing a social media business models.

• The Journal of Information Systems
• /
• v.24 no.4
• /
• pp.83-97
• /
• 2015

Purpose: Traditionally, information technology acceptance have been considered one of the most important research issues. However non-acceptance, which was main objective of acceptance theories, have not been included in main research area by communities of information systems. This study is to identify the factors influencing non-acceptance of information technology and suggest a total research model for explaining the phenomena of non-acceptance. Design/methodology/approach: Grounded theory was adopted as a principal research method. which is an inductive technique of interpreting qualitative data about a social phenomenon to build theories about that phenomenon. Data were collected by depth interview and open question on potential non-adopters during 3 months. The collected data were coded by two main coding paradigm in ground theory, open coding and axis coding. Findings: Factors influencing non-acceptance, status quo, imitation, value evaluation, and concerning risk were extracted from open coding. These factors were integrated into system 1 thinking and system 2 thinking, which were from axis coding. More specifically, status quo and imitation are system 1 thinking which are more responsive and emotional thinking and value evaluation and concerning risk are system 2 thinking which are more rational and reasoning thinking.

• Journal of Educational Research in Mathematics
• /
• v.23 no.1
• /
• pp.53-74
• /
• 2013

The purpose of this paper is to analyze how mathematically gifted middle school students find out the necessary and sufficient condition for a certain hyperbolic line to be parallel to a given hyperbolic line in Non-Euclidean disc model (Poincar$\acute{e}$ disc model) using the Geometer's Sketchpad. We also investigated their characteristic of mathematical thinking and analyze how they express what they had observed while they did mental experiments in the Poincar$\acute{e}$ disc using computer-aided construction tools, measurement tools and inductive reasoning.

• Research in Mathematical Education
• /
• v.10 no.1 s.25
• /
• pp.55-70
• /
• 2006

The purpose of this study was to develop math creative problem solving test in order to identify the mathematically gifted on the basis of their math creative problem solving ability and evaluate the goodness of the test in terms of its reliability and validity of measuring creativity in math problem solving on the basis of fluency in producing valid solutions. Ten open math problems were developed requiring math thinking abilities such as intuitive insight, organization of information, inductive and deductive reasoning, generalization and application, and reflective thinking. The 10 open math test items were administered to 2,029 Grade 5 students who were recommended by their teachers as candidates for gifted education programs. Fluency, the number of valid solutions, in each problem was scored by math teachers. Their responses were analyzed by BIGSTEPTS based on Rasch's 1-parameter item-response model. The item analyses revealed that the problems were good in reliability, validity, difficulty, and discrimination power even when creativity was scored with the single criteria of fluency. This also confirmed that the open problems which are less-defined, less-structured and non-entrenched were good in measuring math creativity of the candidates for math gifted education programs. In addition, it discriminated applicants for two different gifted educational institutions and between male and female students as well.

• Journal of The Korean Association For Science Education
• /
• v.23 no.3
• /
• pp.215-228
• /
• 2003

The present study is to analyze the arguments about the generation of declarative scientific-knowledge in the philosophy of science and invent a structured model of the process of scientific-knowledge generation with the types of the generated scientific-knowledge. The invented model shows that scientific-knowledge generation is a distinctive process with the processes of inductive, abductive, and deductive thinking. Furthermore, inductive process is included with observation, which is consisted of simple observation and operative observation, and rule-discovery which is involved with the processes of commonness discovery, classification, pattern discovery, and hierarchical relationship. Also, abductive process has two components. One component generates question and second component generates hypothesis in which the process consists of representing question situation, identifying experienced situation, identifying causal explicans, and generating hypothetical explicans. Finally, deductive process is involved with logical inventing test method and evaluation criteria, concrete inventing test method and evaluation criteria, evaluating hypothesis, and making conclusion.

• Journal of Korean Home Economics Education Association
• /
• v.6 no.2
• /
• pp.161-174
• /
• 1994

In this study, among the cognitive learning models for information process, Taba’s inductive thinking model and Joyce&Weil’s concept attainment model, which help to obtain and study the concepts, can be applied to the ranges of consumer-education. Considering this, a new teaching-paln can be made. Applying the plan to the present teaching environments. I will do the research possibilities of applying the concept-learning teaching-plan to the consumer education. In the method of this research, many books, related to home economics & consumer-education, characters of concept-learning, and concept teaching-learning models, were studied. Also, on the basis of theoretical evidence, the teaching-plan, that apply the concept teaching model, were made. In addition, experimental research was done to find out the possibilities that the plan focusing on concept learning was applied or not. As a result of this study, two points are briefly summarized : 1. The teaching plan using Taba’s and Joyce & Weil’s concept-attainment model was made. 2. Concept-learning in consumer-education didn’t have a great a great influence to the changes of consumer-roles and attitudes, but had a great influence to the effects of consumer concept-knowledge(p<0.01) The effects of consumer-knowledge had much relation to consumer-roles and attitudes. The learners whose grade is higher in attainments of consumer-knowledge, also have a high grade in consumer-roles and attitudes.

• Journal of Gifted/Talented Education
• /
• v.17 no.1
• /
• pp.1-26
• /
• 2007

The purpose of this study was to develop a math test for identification of the mathematically gifted on the basis of their math creative problem solving ability and to evaluate the goodness of the test. Especially, testing reliability and validity of scoring method on the basis of fluency only for evaluation of math creative problem solving ability was one of the main purposes. Ten closed math problems and 5 open math problems were developed requiring math thinking abilities such as intuitive insight, organization of information, inductive and deductive reasoning, generalization and application, and reflective thinking. The 10 closed math test items of Type I and the 5 open math test items of Type II were administered to 1,032 Grade 7 students who were recommended by their teachers as candidates for gifted education programs. Students' responses were scored by math teachers. Their responses were analyzed by BIGSTEPS and 1 parameter model of item analyses technique. The item analyses revealed that the problems were good in reliability, validity, item difficulty and item discriminating power even when creativity was scored based on the single criteria of fluency. This also confirmed that the open problems which are less-defined, less-structured and non-entrenched were good in measuring math creative problem solving ability of the candidates for math gifted education programs. In addition, it was found that the math creative problem solving tests discriminated applicants for the two different gifted educational institutions.

• The Journal of Korean Philosophical History
• /
• no.39
• /
• pp.221-235
• /
• 2013

Through the comparative analysisand inductive research on main creation styles of Chinese, American and Japanese animation films, a conclusion can be given out, which means that the animation film style of each country can hardly be formed without their own traditional painting art, aesthetics habits and ways of thinking. It is these characteristics that form their unique animation film style. America emphasizes realism art, development and utilization of new technology, Japan pays sepcial attention totraditional painting art and comic stories. In business aspect, they bring about different business models relying on the experience of satisfying the diverse needs of domestic and global entertainment markets. When it comes to the content field, they carry forward universal values and meet the individualistic heroismso that a variety of business animation films and art animation films find their ways into the global market and acquire great popularity among audiences from all over the world. Through the comparasion of American and Japanese animation films, a new view to analyze the animation films of China is created. Animation creation is largely based on the need of socialist ideology from 50s to 80s. Even though the purposes of animation film creations returned to satisfying the diverse requirements of commercial markets and audiences, the consequences, such as the break gap of creations and talents, the lack of diverse creative styles and commercial market operation mechanism, sitll affect China's animation films today. Japan found thier position from the American model and became successful. Nowadays, China need find our own creative style and position from American model and Japanese model. And the systematic reformings that are detailed in the government managements, industry standards, internationalized talents cultivation and accumulation are the essential point.