• The Pure and Applied Mathematics
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• v.19 no.1
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• pp.43-57
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• 2012

By simply splitting the hypergeometric Saran function $F_E$ into eight parts, we show how some useful and generalized relations between $F_E$ and Srivas- tava's hypergeometric function $F^{(3)}$ can be obtained. These main results are shown to be specialized to yield certain relations between functions $_0F_1$, $_1F_1$, $_0F_3$, ${\Psi}_2$, and their products including different combinations with different values of parameters and signs of variables.

• Research in Mathematical Education
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• v.15 no.3
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• pp.229-250
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• 2011

The Mathematics Teaching Efficacy Beliefs Instrument is one of the most popular instruments used to measure elementary preservice teachers' efficacy beliefs in mathematics teaching. The instrument was, however, developed in the United States and is perhaps not appropriate for other cultures. In this study, the instrument was translated into Korean and carefully reviewed by Korean mathematics teacher education professors. Analysis of the review indicated that eight out of the 21 items were appropriate while the others needed to be revised. Items were identified as inappropriate due to awkwardness, multiple meanings, tense disagreements, and vagueness. These items were modified to better fit the Korean context. The instrument was revised with two versions: one for elementary and the other for secondary pre service teachers.

• The Mathematical Education
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• v.51 no.2
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• pp.95-114
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• 2012

This study examines the use of ill-structured problem to help the 4th graders' problem solving and reasoning. It appears that children with good understanding of problem situation tend to accept the situation as itself rather than just as texts and produce various results with extraction of meaningful variables from situation. In addition, children with better understanding of problem situation show AR (algorithmic reasoning) and CR (creative reasoning) while children with poor understanding of problem situation show just AR (algorithmic reasoning) on their reasoning type.

• The Pure and Applied Mathematics
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• v.19 no.1
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• pp.7-21
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• 2012

The fuzzy time series is introduced by Song and Chissom([8]) to construct a pattern for time series with vague or linguistic value. Many methods using the interval and fuzzy logical relationship related with historical data have been suggested to enhance the forecasting accuracy. But they do not fully reflect the fluctuation of historical data. Therefore, we propose the interval rearranged method to reflect the fluctuation of historical data and to improve the forecasting accuracy of fuzzy time series. Using the well-known enrollment, the proposed method is discussed and the forecasting accuracy is evaluated. Empirical studies show that the proposed method in forecasting accuracy is superior to existing methods and it fully reflects the fluctuation of historical data.

• The Pure and Applied Mathematics
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• v.19 no.1
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• pp.23-35
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• 2012

Given a set ${\Omega}$ and the notion of bipolar valued fuzzy sets, the concept of a bipolar ${\Omega}$-fuzzy sub-semigroup in semigroups is introduced, and related properties are investigated. Using bipolar ${\Omega}$-fuzzy sub-semigroups, bipolar fuzzy sub-semigroups are constructed. Conversely, bipolar ${\Omega}$-fuzzy sub-semigroups are established by using bipolar fuzzy sub-semigroups. A characterizations of a bipolar ${\Omega}$-fuzzy sub-semigroup is provided, and normal bipolar ${\Omega}$-fuzzy sub-semigroups are discussed. How the homomorphic images and inverse images of bipolar ${\Omega}$-fuzzy sub-semigroups become bipolar ${\Omega}$-fuzzy sub-semigroups are considered.

• Research in Mathematical Education
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• v.15 no.3
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• pp.261-294
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• 2011

The purpose of this research is to analyze Korean teacher textbook use and explore the effective use of textbooks. The researcher surveyed teachers to obtain information relative to their dispositions and views of textbook use, and a subset interviewed to obtain additional insight about these views. For the sample, 278 elementary school teachers were surveyed and a group interview was conducted with 6 teachers. The results showed that many teachers teach all the students simply by following the textbook content. These results suggest that for effective us of textbooks, teachers need to understand how to reconstruct the textbook within an understanding of the textbook authors' intension for the textbook content.

• Research in Mathematical Education
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• v.15 no.3
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• pp.251-259
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• 2011

Metaphor is the main representations of teachers' practical knowledge, which can help students to understand mathematics better. Through the recording and quantitative analysis of video cases of expert teachers in mathematics classroom, there are some results after analysis: 1) Teachers use many metaphors in the classroom and most of that are structural-ontological metaphors, which takes a certain period of time. 2) Teachers use the metaphors mainly in the teaching process of introduce and explore by the form of question-answer. 3) During the process of concept teaching, the metaphors from the real-world examples can promote the students have more motivation to study. During the process of procedure teaching, the metaphors from similar materials can promote the students to understand the operational skill better.

• Research in Mathematical Education
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• v.15 no.3
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• pp.295-310
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• 2011

Teachers' attitudes and beliefs are related to teaching practices and are dependent upon their teaching domain. The present study compares conceptual models of creative student oriented teaching practices of mathematics teachers in two OECD countries, South Korea and Turkey to provide an insight for teacher educators and policy makers. Teaching and Learning International Survey 2008 (TALIS 2008) data are used to test the fit of a path analysis model with a subsample of l337 middle school mathematics teachers ($N_{Korea}$ = 562 vs. $N_{Turkey}$ = 775). The study showed that Turkish teachers were younger and less experienced, whereas Korean teachers were better educated. Despite the statistical differences in attitudes, beliefs and practices between countries, it was found that the teaching practices of mathematics teachers in both countries were more complex than to be explained only through attitudes and beliefs.

• Research in Mathematical Education
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• v.14 no.3
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• pp.219-231
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• 2010

Mathematically, a proof is to create a convincing argument through logical reasoning towards a given proposition or a given statement. Mathematics educators have been working diligently to create environments that will assist students to perform proofs. One of such environments is the use of dynamic-geometry-software in the classroom. This paper reports on a case study and intends to probe into students' own thinking, patterns they used in completing certain tasks, and the extent to which they have utilized technology. Their tasks were to explore the shape-to-shape, shape-to-part, and part-to-part interrelationships of geometric objects when dealing with certain geometric problem-solving situations utilizing dissection-motion-operation (DMO).

• Research in Mathematical Education
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• v.14 no.3
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• pp.233-247
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• 2010

The article deals with the perceptions of Mathematics as a language of pre-service teachers of Mathematics in a College of Education in Israel. The formal language of studying in the College of Education is Hebrew. The goals of the study were to examine the perceptions of pre-service teachers on the following issues: the language components involved in learning Mathematics, the basic cognitive skills required for learning Mathematics, and the perception of Mathematics as a language (PML). Findings indicated that due to new attitudes in mathematical training, pre-service teachers of Mathematics perceived Mathematics as a language regarding all language components.