• The Mathematical Education
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• v.42 no.1
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• pp.11-18
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• 2003

One of the terms that are most often used in mathematics classrooms by either teachers or students might be about 'understanding' of mathematical concepts. Although 'understanding' in mathematics teaching and learning has been highly emphasized by many people, there is no exact and undebatable definition of 'understanding' as of yet. This paper tries to contribute to unfolding the meaning and the structure of understanding in mathematics education along with various literature and finally enhance our understanding of 'understanding' in mathematics education.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.15 no.1
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• pp.1-11
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• 2015

A concept of Deep Level Situation Understanding is proposed to realize human-like natural communication (called casual communication) among multi-agent (e.g., humans and robots/machines), where the deep level situation understanding consists of surface level understanding (such as gesture/posture understanding, facial expression understanding, speech/voice understanding), emotion understanding, intention understanding, and atmosphere understanding by applying customized knowledge of each agent and by taking considerations of thoughtfulness. The proposal aims to reduce burden of humans in humans-robots interaction, so as to realize harmonious communication by excluding unnecessary troubles or misunderstandings among agents, and finally helps to create a peaceful, happy, and prosperous humans-robots society. A simulated experiment is carried out to validate the deep level situation understanding system on a scenario where meeting-room reservation is done between a human employee and a secretary-robot. The proposed deep level situation understanding system aims to be applied in service robot systems for smoothing the communication and avoiding misunderstanding among agents.

• Journal of the Korean association of regional geographers
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• v.20 no.1
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• pp.141-151
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• 2014

This study is to explain understanding types about the concept of a 'Region' in the 3rd grade high school students(39) through open-ended questionnaires and describe the pedagogical utilizations for this. Students' understanding types about the concept of a 'Region' are compared and then determined through two meaning agreement and association between meaning of students' understanding which is collected through open-ended questionnaires and meaning of a 'Region' which is described in high school curriculum. The results are as in the following. First, Students' understanding types about the concept of a 'Region' were divided into four categories: full, partial, ambiguous, and converted understanding. Second, The degree of right meaning agreement and association existing between two meanings is rising steadily by converted, ambiguous, partial, and full understanding. For this reason, This result can make sure the understanding degree about the concept of a 'Region' is different depending on the students. Third, Students' partial understanding, ambiguous understanding and converted understanding on region concept could be judged as misconception not fully corresponded to region concept in the curriculum explanation. Fourth, Teachers can achieve conceptual change through this misconception as a subject matter of educational dialogue for meaning change.

• Research in Mathematical Education
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• v.17 no.1
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• pp.63-78
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• 2013

Trigonometric ratios are difficult concepts to teach and learn in middle school. One of the reasons is that the mathematical terms (sine, cosine, tangent) don't convey the idea literally. This paper deals with the understanding of a concept from the learner's standpoint, and searches the orientation of teaching that make students to have full understanding of trigonometric ratios. Such full understanding contains at least five constructs as follows: skill-algorithm, property-proof, use-application, representation-metaphor, history-culture understanding [Usiskin, Z. (2012). What does it mean to understand some mathematics? In: Proceedings of ICME12, COEX, Seoul Korea; July 8-15,2012 (pp. 502-521). Seoul, Korea: ICME-12]. Despite multi-aspects of understanding, especially, the history-culture aspect is not yet a part of the mathematics class on the trigonometric ratios. In this respect this study investigated the effect of history approach on students' understanding when the history approach focused on the mathematical terms is used to teach the concept of trigonometric ratios in Grade 9 mathematics class. As results, the experimental group obtained help in more full understanding on the trigonometric ratios through such teaching than the control group. This implies that the historical derivation of mathematical terms as well as the context of mathematical concepts should be dealt in the math class for the more full understanding of some mathematical concepts.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.236-241
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• 2005

The purpose of this study was to investigate the elementary and middle school students' understanding of observation, prediction, and hypothesis in everyday and science educational contexts. The questionnaires for testing understanding of three categories were developed, which obtained Cronbach alpha .91. It was consisted of 40 questions of 10 items related to observation, prediction, and hypothesis. Thy test was administrated to 868 subjects from grade 3 to grade 9. The results showed that the each level of their understanding of observation, prediction, and hypothesis ranged between $29{\~}58\%$, $43{\~}53\%$, and $10{\~}25\%$. The level of understanding of observation and prediction showed tendency to promote increasingly from grade 3 to grade 9, but the level of hypothesis did not.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.1
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• pp.11-24
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• 2010

The purpose of this study was to analyze the needs of the preservice secondary school teacher on understanding of international society and curriculum of international understanding and to derive the implications on developing curriculum of international understanding. This study used a questionnaire survey. The results are summarized as follows. First, it seems to be necessary to develop curriculum for satisfying the higesconcerns on worldsculture of preservice secondary school teacher. Second, the curriculum of educating international understanding for preservice secondary school teacher should contain such contents as multiple cultures, multiple perspectives, global relations and instructional materials. Third, it is necessary that instructions on educating international understanding should employ experience of global culture, discussion, lecture and so on.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.389-405
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• 2016

The purpose of this study was to analyze elementary school teachers' understanding, certainty, and familiarity with 13 key concepts of wave physics that are presented in textbook and teacher's guidebook. 123 elementary school teachers answered concept tests and questionnaires. In the results to these tests and questionnaires, teachers demonstrated a high level of understanding and high certainty in understanding with regard to the concepts of sound generation, effect of medium on wave, timbre, wavelength, and trough and crest of wave. For the topics of sound velocity, wave reflection and wave transmission, teachers demonstrated a high level of understanding but low certainty in understanding. With regard to sound propagation, teachers demonstrated a low level of understanding and an improperly high certainty in that low understanding. Teachers lacked knowledge, i.e., displayed a low level of understanding and low certainty in sound strength, sound frequency, constructive interference and destructive interference. In constructive and destructive interference, the teachers also displayed a low level of familiarity. We analyzed the differences in teacher's understanding, certainty, and familiarity according to teacher demographics defined by the teacher's gender, teaching experience with concepts of sound, career, curriculum track while in high school, and major in university. There were no significant differences in understanding, certainty, or familiarity as defined by gender, teaching experience, and career. However, these displays of knowledge were affected by the teacher's curriculum track in high school and their major. These results suggest that the teacher's understanding of, familiarity with, and certainty in wave physics concepts are more influenced by their learning experience than by their teaching experience. Therefore, we suggest additional learning opportunities for teachers (such as teacher training programs) in order to improve teacher knowledge and correct teacher misconceptions in wave physics.

• International journal of advanced smart convergence
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• v.6 no.4
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• pp.26-32
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• 2017

In this study, we showed understanding and production ability of the interface about internet, operating system, contents, and devices. This study aimed to make a list of 18 items in 4 areas for basic knowledge of UI/UX, establishment of design research, design concept, and design production for 22 sophomore, junior and senior students in IT departments, and the results of understanding were divided into three groups of excellent, normal, and insufficient, and evaluated. It was found that excellent was 18.39%, average was 38.52% and insufficient was 43.07%. Therefore, 18.39% of the students understood UI/UX, and 81.61% of students did not understand UI/UX well. In particular, in the comparison analysis of four areas, the design research area was 44 points, the design content area was 29 points, and the design production area was 11 points which was found to be the lowest. Next, the 10 evaluation items in the mobile UI/UX build guide evaluation were evaluated in the same way as the UI/UX understanding, and the excellent score was 3 points, the average score was 73.3 points, and the poor score was 155 points. The UI/UX build guides showed worse evaluation than UI/UX understanding. Therefore, to cultivate UI/UX understanding and content production ability, UI/UX experts should be fostered with professional course organization and systematic curriculum.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.379-392
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• 2013

The purpose of this study was to examine the effects of animation-based instruction on elementary students' level of understanding and interest on a plant's structure and function, using "Magic School Bus(Joanna Cole, Bruce Degen, 1986)". The understanding and interest measurements were administered to 99 fifth grade students at a elementary school located in Seoul. The study examined the changes in understanding and interest through pre-test and post-test of the two groups. Intensive interviews were conducted to find factors that enhance understanding and interest. Three key findings were revealed from the results. First, the animation-based instruction enhanced the level of understanding in the experimental group compared to the control group. Second, animation-based instruction made high-achieving students enhance their interest in topic component and attitude component. And, animation-based instruction did not led low-achieving students to increase their interest in the topic component and attitude component. We suggest that animation-based instruction positively influences students' understanding, but its effects on students' interest are dependent on their conceptual understanding of the topic.

• International journal of advanced smart convergence
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• v.8 no.1
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• pp.106-112
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• 2019

Pulsation variance technique is blended the bumpy popple-sonance status of the brilliant-disparity understanding level (BDUL) on pulsation understanding gestalt. The understanding level condition by the pulsation understanding gestalt system is composed with the popple-sonance system. As to look for a two-node white-small dot of the brilliant situation, we are to take of the pulsation value with two-node white-small dot by the output signal. The concept of understanding level is composed the reference of brilliant-disparity level for variance signal by the pulsation sonance gestalt. Moreover indicating a bumpy variance of the BDUL of the maximum-minimum in terms of the popple-sonance gestalt, and pulsation two-node white-small dot sonance that was the a pulsation value of the far variance of the Pul-ug-FA-${\pi}_{MAX}$-MIN with $23.24{\pm}3.36units$, that was the a pulsation value of the convenient variance of the Pul-ug-CO-${\pi}_{MAX}$-MIN with $7.97{\pm}1.60units$, that was the a pulsation value of the flank variance of the Pul-ug-FL-${\pi}_{MAX}$-MIN with $3.02{\pm}0.47units$, that was the a pulsation value of the vicinage variance of the Pul-ug-VI-${\pi}_{MAX}$-MIN with $0.50{\pm}(-0.01)units$. The popple sonance will be to evaluate at the bumpy ability of the popple-sonance gestalt with two-node white-small dot by the pulsation understanding level on the BDUL that is indicated the brilliant-disparity gestalt by the understanding level system. We will be possible to suppress of a gestalt by the special signal and to utilize a pulsation data of popple sonance level by the popple understanding system.