• 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 Korean Elementary Science Education
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• v.34 no.1
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• pp.58-71
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• 2015

Ability of understanding students' ideas and thinking is critical to teachers' professional growth. In this study, 'pedagogical reasoning' was conceptualized as teachers' reasoning ability of students' misconceptions and possible causes of misconceptions when they hear and observe students' science discourses. To investigate elementary pre-service teachers' pedagogical reasoning levels, children's science discourses on light reflection and electric circuit were video recorded and 43 pre-service elementary teachers were asked to identify children's misconceptions and possible causes of misconceptions after watching the video clips. In conclusion, pedagogical reasoning levels of pre-service elementary teachers were not high enough, showing significant difference in light reflection and electric circuit. Possible explanations of this difference and educational implications were discussed.

• 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.

• Korean Journal of Human Ecology
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• v.4 no.1
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• pp.26-35
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• 2001

The Purpose of this study was to examine the difference among peer orientation according to socio-demographic variables and mothers' rearing behavior of early adolescents and to analyze the effect of these variables influencing peer orientation. The subjects were 399 students-sixth grade and second grade in middle school students, living in Gwangju. The major findings were as follows : 1. Peer orientation of early adolescents showed partial differences according to the socio-demographic variables and mothers' rearing behavior. Peer advice seeking showed significant difference according to child's grade, reasoning guidance, affection and active-education of mother. And extreme peer orientation was difference in the child's grade, sex. family type, reasoning guidance and over-protection of mother. 2. The order in the effective power of variables on peer orientation of early adolescents was as following. Peer advice seeking was influenced by the child's grade and affection that were explained about 21%. And extreme peer orientation was influenced by reasoning guidance. over-Protection. the child's sex, and family type that were explained about 17%. In conclusion, Mothers' rearing behavior was influenced on peer orientations. Above all children's peer orientations are need for the improvement mothers' behavior reasoning guidance. affection.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.537-556
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• 2011

This paper focuses on proportional reasoning being emphasized in today's elementary math, and analyzes the way students use their proportional reasoning abilities and strategies according to their academic achievement levels in solving proportional problems. For this purpose, various types of proportional problems were presented to 173 sixth-grade elementary school students and they were asked to use a maximum of three types of proportional reasoning strategies to solve those problems. The experiment results showed that upper-ranking students had better ability to use, express and perceive more types of proportional reasoning than their lower-ranking counterparts. In addition, the proportional reasoning strategies preferred by students were shown to be independent of academic achievement. But there was a difference in the proportional reasoning strategy according to the types of the problems and the ratio of the numbers given in the problem. As a result of this study, we emphasize that there is necessity of the suitable proportional reasoning instruction which reflected on the difference of ability according to student's academic achievement.

• Education of Primary School Mathematics
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• v.2 no.2
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• pp.113-131
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• 1998

The purpose of this study is to investigate the relationships among affective characteristics, mathematical problem-solving abilities, and reasoning abilities of the 6th graders for mathematics, and to analyze whether the relationships have any differences according to the regions, which the subjects live. The results are as follows： First, self-awareness is the most important factor which is related mathematical problem-solving abilities and reasoning abilities, and learning habit and deductive reasoning ability have the most strong relationships. Second, for the relationships between problem-solving abilities and reasoning abilities, inductive reasoning ability is more related to problem-solving ability than deductive reasoning ability Third, for the regions, there is a significant difference between mathematical abilities and deductive reasoning abilities of the subjects.

• Korean Journal of Child Studies
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• v.34 no.1
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• pp.21-34
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• 2013

The purposes of this study were (1) to investigate the differences in the level of children's knowledge and reasoning skills due to the sloping phenomenon according to their ages and the types of tasks they were asked to perform, and (2) to investigate whether children's prior knowledge is changed to post knowledge through their reasoning. A total of 120 subjects, forty from each of the age groups 4, 6 and 8 were selected for the study. The major findings are presented below : 8-year old children showed higher levels of prior knowledge than 6-year old children. The prior knowledge level of the "size" task was higher than that of the "weight" task. 6-and 8-year old children showed higher levels of reasoning than 4-year old children. The reasoning level of the "size" task was higher than that of the "weight" task. 6-and 8-year old children showed higher levels of post knowledge than 4-year old children. However, there was no difference in children's post knowledge according to task difference. Through the different types of reasoning involved in the children's performances of the two tasks, changes in the prior knowledge of the sloping phenomenon were observed among all age groups.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.14 no.7
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• pp.1551-1556
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• 2010

In this paper, we propose a new inspection method that applies fuzzy reasoning method considering the difference of brightness and intensity of illumination by bend together. In the preprocessing phase, we compensate the degree of semiconductor images with bilinear interpolation and moment-rotation. Then we use fuzzy reasoning method with the difference of brightness from error region by pattern matching and the difference of intensity of illumination from bends. Then the result is difuzzified and applied to the final inspection process. In experiment which uses 30 real world semiconductors with strait shots and side shots, the proposed method successfully discard the false positive identified by conventional brightness comparison only method without any loss of misidentification.

• Korean Journal of Cognitive Science
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• v.24 no.4
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• pp.323-338
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• 2013

There are multiple process mechanism in causal reasoning, which is estimation of the causal strength between cause and result. Further, because these mechanisms operate on different time phase during causal reasoning, it is highly possible that different individual difference factors are related to individual mechanisms of causal reasoning. Especially, the phenomena of conditionalization and discounting reflect attention to multiple potential causes when people infer the relationship between cause and effect. In this study, we manipulated self-construal which is an individual difference factor that reflects context sensitivity in cognition. As results, no difference was observed in conditionalization between individuals with an independent self-construal and those with an interdependent self-construal. However, independent self-construal group was observed to be lower in discounting than the interdependent self-construal group. The results indicate that conditionalization and discounting are independent cognitive process in human causal reasoning.

• Korean Journal of Child Studies
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• v.34 no.6
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• pp.1-11
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• 2013

The purpose of this study was to investigate the process of counterfactual reasoning which children undergo, based on mental model theory and dual process theory. The subjects were 120 four-year-olds and 120 five-year-olds from Ulsan. Counterfactual reasoning task conditions were created, including task type and content, which were type 1-specific, type 1-general, type 2-specific, type 2-general. There were two stories used for each task condition. Children's counterfactual reasoning score range was 0 to 8. Data were analyzed using SPSS by mean, standard deviation, one sample t-test, repeated measures of Anova. The results of this study were as follows. First, children's counterfactual reasoning was above chance level regardless of the task condition. Second, children's counterfactual reasoning was lowest when type 1-specific or type 2-specific tasks were given, slightly higher when type1-general tasks were given, and the highest when type 2-general tasks were given. There was no significant difference between 4-year-old and 5-year-old children's counterfactual reasoning.