• The Pure and Applied Mathematics
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• v.23 no.1
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• pp.35-51
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• 2016

We establish coincidence point theorem for g-nondecreasing mappings satisfying generalized nonlinear contraction on partially ordered metric spaces. We also obtain the coupled coincidence point theorem for generalized compatible pair of mappings F, G : X² → X by using obtained coincidence point results. Furthermore, an example is also given to demonstrate the degree of validity of our hypothesis. Our results generalize, modify, improve and sharpen several well-known results.

• The Pure and Applied Mathematics
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• v.23 no.1
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• pp.73-96
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• 2016

We establish a coupled coincidence point theorem for generalized com-patible pair of mappings under generalized nonlinear contraction on a partially or-dered metric space. We also deduce certain coupled fixed point results without mixed monotone property of F : X × X → X . An example supporting to our result has also been cited. As an application the solution of integral equations are obtained here to illustrate the usability of the obtained results. We improve, extend and generalize several known results.

• Research in Mathematical Education
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• v.19 no.2
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• pp.117-139
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• 2015

For the purpose of determining neurophysiological mechanism of math anxiety, we conducted an EEG measurement for 22 sixth grade elementary students including 11 students with high math anxiety (HMA group), and 11 students with low math anxiety (LMA group). We found that in HMA group, delta wave was significantly generated from the right frontal lobe, and in LMA group, four paths are clearly connected while they perform math tasks (right inferior occipital gyrus ${\leftrightarrow}$ left superior parietal lobule /left middle frontal gyrus ${\leftrightarrow}$ left inferior parietal lobule /left middle frontal gyrus ${\leftrightarrow}$ right inferior parietal lobule / right middle frontal gyrus ${\leftrightarrow}$ right inferior parietal lobule). According to the above results we suggest that math anxiety is related to emotions associated with pain, reduces working memory and has a negative effect on math performance.

• Research in Mathematical Education
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• v.19 no.2
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• pp.141-153
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• 2015

This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

• Research in Mathematical Education
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• v.19 no.3
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• pp.155-174
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• 2015

The goal of this study was to examine the three components of a laboratory class cycle that empowered teachers to change their teaching practices. Six teachers and their administrator in an elementary school in the southeastern United States participated in the study. All the teachers were interviewed, and their mathematics lessons were observed at the end of each cycle of laboratory classes. The study revealed how planning, observing, and critiquing mathematics lessons as a team assisted the teachers' learning and teaching. We identified opportunities for the teachers to experiment with different teaching approaches, and we found that support from the team and from the school were key factors for the laboratory class cycle to function effectively.

• 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.