• East Asian mathematical journal
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• 제29권5호
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• pp.545-550
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• 2013

A remarkably large number of integral formulas have been investigated and developed. Certain large number of integral formulas are expressed as derivatives of some known functions. Here we choose to recall such a formula to present explicit expressions in terms of Gamma function, Psi function and Polygamma functions. Some simple interesting special cases of our main formulas are also considered. It is also pointed out that the same argument can establish explicit integral formulas for other those expressed in terms of derivatives of some known functions.

• 한국해양공학회지
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• 제18권1호
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• pp.7-9
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• 2004

Using the solution to th contour integral of the complex logarithmic function ${\oint}_cIn(z-z_{0})dz$, the following definite integral, derived from the formula to calculate the forces exerted to n circular cylinder by the discrete vortices shed from it, has been evaluated (equation omitted)

• 한국수학사학회지
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• 제24권3호
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• pp.77-94
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• 2011

본 연구에서는 리만합의 극한식과 정적분 기호 각각의 구성 요소의 의미와 상호 관계에 대한 학생들의 이해의 특징을 살펴보고, 이를 토대로 하여 정적분 기호 지도에 대한 교수학적 전략을 제안함으로써 학생들이 넓이, 부피를 나타내는 정적분 기호에 대한 올바른 심상을 형성할 수 있도록 하고자 한다. 이를 위하여 정적분 기호 탄생의 수학사적 배경과 교과서의 정적분 단원의 진술 내용을 살펴보았으며, 이를 토대로 고등학교 학생 70명을 대상으로 한 설문 조사를 분석하였다. 이 연구에서 학생들의 정적분 기호에 대한 이해의 층위를 5단계로 구분할 수 있었으며, 상위 단계일수록 학생들의 기호에 대한 심상이 정적분 기호 탄생의 역사와 관련 깊음을 알 수 있었다. 이러한 분석을 바탕으로 하여 정적분 기호 지도에 대한 교수학적 전략을 제안하였으며, 그 결과 학생들이 넓이, 부피를 구하는 정적분 기호들에 대한 올바른 심상을 형성할 수 있음을 알 수 있었다.

• 대한수학교육학회지:수학교육학연구
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• 제11권2호
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• pp.307-320
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• 2001

Traditionally, there are many inherent restrictions in highschool mathematics textbooks. They are restricted in its contents and inevitably resorted to reader's ability of intuition. So they are usually lacked logical precisions and have various differences in expressions. We are mainly concerned with the definite integral and its applications in current highschool mathematics II textbooks according to 6th curriculum. We choose 6 of them arbitrarily and survey by comparison to deduce some controversial topics among them as follows. 1) absurd metaphors in formula process 2) confusions in important notations and too much choices in terms and statements. 3) lack of precisions in - teaching hierarchy (between some contents of Physics and the applications of definite integral) - introducing a proof of theorem (fundamental theorem of Calculus I) - introducing the methods (integral substitutions 1, ll) 4) adopting small topics such as - mean value theorem of integral - integrals with variable limits. In coming 7th curriculum, highschool students in Korea are supposed to choose calculus as a whole, independent course. So we hope that the suggested controversial topics are to be referred by authors to improve the preceding Mathematics ll textbooks and for teachers to use them for better mathematics education.

• East Asian mathematical journal
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• 제32권1호
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• pp.43-46
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• 2016

The Clausen function $Cl_2$(x) arises in several applications. A large number of indefinite integrals of logarithmic or trigonometric functions can be expressed in closed form in terms of $Cl_2$(x). Very recently, Choi and Srivatava [3] and Choi [1] investigated certain integral formulas associated with $Cl_2$(x). In this sequel, we present an interesting new definite integral formula for the Clausen function $Cl_2$(x) by using a known relationship between the Clausen function $Cl_2$(x) and the generalized Zeta function ${\zeta}$(s, a). Also an interesting integral representation for the Catalan constant G is considered as one of two special cases of our main result.