• Communications of Mathematical Education
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• v.34 no.3
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• pp.355-372
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• 2020

The concept of infinite series is an important subject of major mathematics curriculum in college. For several centuries it has provided learners not only counter-intuitive obstacles but also central role of analysis study. As the understanding in concept on infinite series became foundation of development of calculus in history of mathematics, it is essential to present students to study higher mathematics. Most students having concept of infinite sum have no difficulty in mathematical contents such as convergence test of infinite series. But they have difficulty in organizing concept of infinite series of partial sum. Thus, in this study we try to analyze construct the concept of infinite series in terms of APOS theory and genetic decomposition. By checking to construct concept of infinite series, we try to get an useful educational implication on teaching of infinite series.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.9 no.1
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• pp.140-145
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• 2005

The existing analytical expression for the voltage between the power and ground plane consist of metal-dielectric-metal board is expressed in the two dimensional infinite series. To reduce the computation time, the two dimensional infinite series is converted to the one dimensional infinite series using the summation formula of Fourier series. We applied these equations to the analysis of voltage between the $9‘{\times}4'$ size power-ground plane. The derived one dimensional infinite series shows the more rapid convergency and the more accurate result than the two dimensional infinite series. This equation can be applied to the power-ground plane analysis which needs a lot of the repeating computation.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.1079-1092
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• 2009

The purpose of this study is to investigate Newton's binomial theorem that was on epistemological basis of the emergent background and developmental course of infinite series and power series. Through this investigation, it will be examined how finding the approximate of square root of given numbers, the method of the inverse method of fluxions by Newton, and Gregory and Mercator series were developed in the course of history of mathematics. As the result of this study pedagogical analysis and discussion of the history of mathematics on Newton's binomial theorem will be presented.

• Journal for History of Mathematics
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• v.30 no.6
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• pp.353-365
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• 2017

In general, there is summability among the mathematical tools that are the criterion for the convergence of infinite series. Many authors have studied on the summability of infinite series, the summability of Fourier series and the summability factors. Especially, $H{\ddot{u}}seyin$ Bor had published his important results on these topics from the beginning of 1980 to the end of 1990. In this paper, we investigate the minor academic genealogy of teachers and pupils from Fourier to $H{\ddot{u}}seyin$ Bor in section 2. We introduce the $H{\ddot{u}}seyin$ Bor's major results of the summability for infinite series from 1983 to 1997 in section 3. In conclusion, we summarize his research characteristics and significance on the summability of infinite series. Also, we present the diagrams of $H{\ddot{u}}seyin$ Bor's minor academic genealogy from Fourier to $H{\ddot{u}}seyin$ Bor and minor research lineage on the summability of infinite series.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.249-283
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• 2008

The purpose of the study was to investigate the definitions and concept images of Infinity and limits for high school students. In addition, the error patterns of the students were also investigated. The participants were 121 girls highschool students and survey method was used to co11ed data. Only 11 % and 5% of the participants revealed the definitions similar to the standard textbook definitions in limits of infinite sequences and infinite series respectively. The participants showed 6 types of error patterns and had more difficulties in understanding and applying concepts and properties of infinite series than those of infinite sequences.

• School Mathematics
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• v.16 no.2
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• pp.317-334
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• 2014

The purpose of this study is to grasp pre-service secondary teachers' understanding-realities for Taylor series convergence conceptions and to examine a teaching way using GeoGebra based on the understanding-realities. In this study, most pre-service teachers have abilities to calculate the Taylor series and radius of convergence, but they are vulnerable to conceptual problems which give meaning of the equality between a given function and its Taylor series at any point. Also they have some weakness in determining the change of radius of convergence according to the change of Taylor series' center. To improve their weakness, we explore a teaching way using dynamic and CAS functionality of GeoGebra. This study is expected to improve the pedagogical content knowledge of pre-service secondary mathematics teachers for infinite series treated in high school mathematics.

• Journal of Korean Society of Coastal and Ocean Engineers
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• v.11 no.3
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• pp.156-164
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• 1999

Two analytical solutions for wave diffraction by a semi-infinite breakwater, which Penney and Price (1952), and Stoker (1957) presented, are rederived. Since in previous works the derivations were skipped or briefly given, in the paper the derivation is brought into focus. Numerical computations of the solutions are presented and solution behavior of Stoker's method due to a number of terms in the series is analyzed.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.421-438
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• 2008

Understanding the concept of definite integral is based on understanding the concept of mensuration by parts. However, several previous studies pointed out the difficulty on teaching the concept of mensuration by parts. The paper provides some didactic strategies which help teaching the concept of mensuration by part. To teach the concept of definite integral, in the high school curriculum, the relation between definite integral and series is dealt with. However, the paper suggests that importing the concept of series is not indispensable to teach the concept of definite integral. It is proper that definite integral is taught as limit of particular sequence not series.

• School Mathematics
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• v.11 no.1
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• pp.93-110
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• 2009

This paper provides an analysis of a survey on high school students' understanding of definite integral. The purposes of this survey were to identify high school students' private concept definitiones and concept images on definite integral. Definitions and images, as well as the relation between them of the definite integral concept, were examined in 108 high school students. A questionnaire was designed to explore the cognitive schemes for the definite integral concept that evoked by the students. The students' individual answers were collected through written environment. Four types of the private concept definitiones and concept images were identified in the analysis.

• School Mathematics
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• v.18 no.1
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• pp.215-229
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• 2016

This study aims to identify Archimedes' idea used while proving proposition 23 in 'Quadrature of the Parabola' and to provide an alternative way for finding the sum of geometric series without applying the concept of limit by extending the idea though metaphor. This metaphorical model is characterized as static and thus can be complimentary to the dynamic aspect of limit concept adopted in Korean high school mathematics textbooks. In addition, middle school students can understand $0.999{\cdots}=1$ with this model in a structural way differently from the operative one suggested in Korean middle school mathematics textbooks. In this respect, I argue that the metaphorical model can be an useful educational tool for Korean secondary students to overcome epistemological obstacles inherent in the concepts of infinity and limit by making it possible to transfer from geometrical context to algebraic context.