• Communications of the Korean Mathematical Society
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• v.9 no.3
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• pp.731-737
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• 1994

Let $(\Omega, F, P)$ be a probability space with F a $\sigma$-algebra of subsets of the measure space $\Omega$ and P a probability measures on $\Omega$. Suppose $a > 0$ and let $(F_t)_{t \in [0,a]}$ be an increasing family of sub-$\sigma$- algebras of F. If $r > 0$, let $J = [-r, 0]$ and $C(J, R^n)$ the Banach space of all continuous paths $\gamma : J \to R^n$ with the sup-norm $\Vert \gamma \Vert_C = sup_{s \in J} $\mid$\gamma(x)$\mid$$ where $$\mid$\cdot$\mid$$ denotes the Euclidean norm on $R^n$. Let E and F be separable real Banach spaces and L(E,F) be the Banach space of all continuous linear maps $T : E \to F$ with the norm $\Vert T \Vert = sup {$\mid$T(x)$\mid$_F : x \in E, $\mid$x$\mid$_E \leq 1}$.

• Kyungpook Mathematical Journal
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• v.47 no.3
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• pp.311-322
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• 2007

This paper deals with space Beltrami system with three characteristic matrices in even dimensions, which can be regarded as a generalization of space Beltrami system with one and two characteristic matrices. It is transformed into a nonhomogeneous $p$-harmonic equation $d^*A(x,df^I)=d^*B(x,Df)$ by using the technique of out differential forms and exterior algebra of matrices. In the process, we only use the uniformly elliptic condition with respect to the characteristic matrices. The Lipschitz type condition, the monotonicity condition and the homogeneous condition of the operator A and the controlled growth condition of the operator B are derived.

• Communications of the Korean Mathematical Society
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• v.38 no.3
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• pp.663-677
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• 2023

The purpose of this paper is to introduce a new class of rings containing the class of SFT-rings and contained in the class of rings with Noetherian prime spectrum. Let A be a commutative ring with unit and I be an ideal of A. We say that I is SFT if there exist an integer k ≥ 1 and a finitely generated ideal F ⊆ I of A such that x^k ∈ F for every x ∈ I. The ring A is said to be nonnil-SFT, if each nonnil-ideal (i.e., not contained in the nilradical of A) is SFT. We investigate the nonnil-SFT variant of some well known theorems on SFT-rings. Also we study the transfer of this property to Nagata's idealization and the amalgamation algebra along an ideal. Many examples are given. In fact, using the amalgamation construction, we give an infinite family of nonnil-SFT rings which are not SFT.

• Research in Mathematical Education
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• v.18 no.3
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• pp.223-234
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• 2014

Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher's instructional practices, over the course of a year, to promote students' mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students' mathematical reasoning, and how the teacher prompted students to respond to and develop one another's mathematical ideas. Findings show that the teacher solicited students' reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students' reasoning, and building on those ideas leading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.

• School Mathematics
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• v.18 no.3
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• pp.589-609
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• 2016

In this study, researchers have modernly reinterpreted geometric solving of cubic equations presented by an arabic mathematician, Omar Khayyam in medieval age, and have considered the pedagogical significance of geometric solving of the cubic equations using two conic sections in terms of analytic geometry. These efforts allow to analyze educational application of mathematics instruction and provide useful pedagogical implications in school mathematics such as 'connecting algebra-geometry', 'induction-generalization' and 'connecting analogous problems via analogy' for the geometric approaches of cubic equations: $x^3+4x=32$, $x^3+ax=b$, $x^3=4x+32$ and $x^3=ax+b$. It could be possible to reciprocally convert between algebraic representations of cubic equations and geometric representations of conic sections, while geometrically approaching the cubic equations from a perspective of connecting algebra and geometry. Also, it could be treated how to generalize solution of cubic equation containing variables from geometric solution in which coefficients and constant terms are given under a perspective of induction-generalization. Finally, it could enable to provide students with some opportunities to adapt similar solving procedures or methods into the newly-given cubic equation with a perspective of connecting analogous problems via analogy.

• Journal for History of Mathematics
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• v.20 no.3
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• pp.105-126
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• 2007

The present paper considers how to teach mathematical concepts. In particular, we aim to a balanced, unified achievement for three elements of concept loaming such as concept understanding, computation and application through one's mathematical intuition. In order to do this, we classify concepts into three patterns, that is, intuitive concepts, logical concepts and formal concepts. Such classification is based on three kinds of philosophy of mathematics : intuitionism, logicism, fomalism. We provide a concrete, practical investigation with important nine concepts in theory of vectors from the viewpoint of three patterns of concepts. As a consequence, we suggest certain solutions for an effective concept learning in teaching theory of vectors.

• Journal of the Korean Mathematical Society
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• v.54 no.5
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• pp.1379-1410
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• 2017

Kang and Ko introduced a skew-symmetrizable matrix to describe a structure theorem for complete intersections of grade 4. Let $R=k[w_0,\;w_1,\;w_2,\;{\ldots},\;w_m]$ be the polynomial ring over an algebraically closed field k with indetermiantes $w_l$ and deg $w_l=1$, and $I_i$ a homogeneous perfect ideal of grade 3 with type $t_i$ defined by a skew-symmetrizable matrix $G_i(1{\leq}t_i{\leq}4)$. We show that for m = 2 the Hilbert function of the zero dimensional standard k-algebra $R/I_i$ is determined by CI-sequences and a Gorenstein sequence. As an application of this result we show that for i = 1, 2, 3 and for m = 3 a Gorenstein sequence $h(R/H_i)=(1,\;4,\;h_2,\;{\ldots},\;h_s)$ is unimodal, where $H_i$ is the sum of homogeneous perfect ideals $I_i$ and $J_i$ which are geometrically linked by a homogeneous regular sequence z in $I_i{\cap}J_i$.

• Journal of the Optical Society of Korea
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• v.20 no.3
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• pp.341-357
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• 2016

A novel asymmetric multiple-image encryption method using an octonion Fresnel transform (OFST) and a two-dimensional Sine Logistic modulation map (2D-SLMM) is presented. First, a new multiple-image information processing tool termed the octonion Fresneltransform is proposed, and then an efficient method to calculate the OFST of an octonion matrix is developed. Subsequently this tool is applied to process multiple plaintext images, which are represented by octonion algebra, holistically in a vector manner. The complex amplitude, formed from the components of the OFST-transformed original images and modulated by a random phase mask (RPM), is used to derive the ciphertext image by employing an amplitude- and phase-truncation approach in the Fresnel domain. To avoid sending whole RPMs to the receiver side for decryption, a random phase mask generation method based on SLMM, in which only the initial parameters of the chaotic function are needed to generate the RPMs, is designed. To enhance security, the ciphertext and two decryption keys produced in the encryption procedure are permuted by the proposed SLMM-based scrambling method. Numerical simulations have been carried out to demonstrate the proposed scheme's validity, high security, and high resistance to various attacks.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.357-379
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• 2010

There are many studies about the method of trying leveled class because we say the Excellence of Education after high school's Equalization Policy. After the leveled c1ass, Ministry of Education, Science and Tech. announced the induction of leveled classes' evaluation in 2008, it is called that students take classes adapted to their levels. This study illustrates criteria of forming evaluation, it composes leveled assessment tests referenced by Gibb's evaluation effects & Cotton's evaluation principles. Before anything else, this study induced contents of studies which is emphasized the structure rather than the arithmetic that is based on Foucault' s analysis of mathematics' class and examination & MacGregor's point of algebra. Since then we made leveled assessment tests which made by students' Question. And then, In this study, we modified evaluation tests appropriately by criteria of evaluation and analysing the result.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.203-219
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• 2010

Several studies have reported on how and what mathematically gifted students develop superior ability or creativity in geometry and algebra. However, there are lack of studies in probability area, though there are a few trials of probability education for mathematically gifted students. Moreover, less attention has paid to the strategies to develop gifted students' creativity. This study has drawn three teaching strategies for creativity development based on literature review embedding: cognitive conflict, multiple representations, and social interaction. We designed a series of tasks via reconstructing, so called Simpson's paradox to meet these strategies. The findings showed that the gifted students made Quite a bit of improvement in creativity while participating in reflective thinking and active discussion, doing internal and external connection, translating representations, and investigating basic assumption.