• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.15 no.1
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• pp.1-17
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• 2011

A new method for option pricing based on the trinomial tree method is introduced. The new method calculates the local average of option prices around a node at each time, instead of computing prices at each node of the trinomial tree. Local averaging has a smoothing effect to reduce oscillations of the tree method and to speed up the convergence. The option price and the hedging parameters are then obtained by the compact scheme and the Richardson extrapolation. Computational results for the valuation of European and American vanilla and barrier options show superiority of the proposed scheme to several existing tree methods.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.453-473
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• 2018

In this study, we analyzed the contents of speed concept presented in Korean, Japanese, Singapore, and American elementary mathematics textbooks, and drew implications for the teaching of speed concept in elementary schools. We developed a textbook analysis framework by theoretical discussions on the characteristics of the speed concept based on the proportional relationship and the previous researches on the speed in elementary mathematics. We analyzed the textbooks of four countries and drew some suggestions for improving the teaching of speed concept in Korean elementary schools.

• Research in Mathematical Education
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• v.14 no.3
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• pp.249-262
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• 2010

Large Midwest university faculty members proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The survey measuring students' attitudes toward mathematics were obtained for both groups of students. The inquiry-based teaching affected students' attitudes toward mathematics (p < 0.07, ES = 3.07). Especially, students who had preexisting low attitudes toward mathematics were significantly affected by treatment (p < 0.02, ES = 0.02), while the treatment positively affected African American students overall at p < 0.08 (ES = 0.58).

• East Asian mathematical journal
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• v.29 no.4
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• pp.355-392
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• 2013

Generally school algebra is to start with introducing variables and algebraic expressions, which have major cognitive obstacles to students in the transfer from arithmetic to algebra. But the recent studies in the teaching school algebra argue the algebraic thinking from an early algebraic point of view. We compare the Korean elementary mathematics textbooks with Americans from this perspective. First, we discuss the history of school algebra in the school curriculum. And Second, we investigate the recent studies in relation to early algebra. We clarify the goals of this study(the importance of early algebra in the elementary school) through these discussions. Next we examine closely the number sense in the arithmetic and the symbol sense in the algebra. And we conclude that the operation sense can connect these senses within early algebra using the algebraic thinking. Finally, we compare the elementary mathematics books between Korean and American according to the components of the operation sense. In this comparative study, we identify a possibility of teaching algebraic thinking in the elementary mathematics and early algebra can be introduced to the elementary mathematics textbooks from aspects of the operation sense.

• Journal of applied mathematics & informatics
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• v.18 no.1_2
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• pp.171-182
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• 2005

An analysis of the non-homogeneous term involved in the free surface condition for second order wave diffraction on a pair of cylinders is presented. In the computations of the nonlinear loads on offshore structures, the most challenging task is the computation of the free surface integral. The main contribution to this integrand is due to the non-homogeneous term present in the free surface condition for second order scattered potential. In this paper, the free surface condition for the second order scattered potential is derived. Under the assumption of large spacing between the two cylinders, waves scattered by one cylinder may be replaced in the vicinity of the other cylinder by equivalent plane waves together with non-planner correction terms. Then solving a complex matrix equation, the first order scattered potential is derived and since the free surface term for second order scattered potential can be expressed in terms of the first order potentials, the free surface term can be obtained using the knowledge of first order potentials only.

• Journal of applied mathematics & informatics
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• v.26 no.1_2
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• pp.45-60
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• 2008

Here we consider the evaluation of the the dynamic component of the second order force due to wave diffraction by a circular cylinder analytically and numerically. The cylinder is fixed, vertical, surface piercing in water of finite uniform depth. The formulation of the wave-structure interaction is based on the assumption of a homogeneous, ideal, incompressible, and inviscid fluid. The nonlinearity in the wave-structure interaction problem arises from the free surface boundary conditions, namely, dynamic and kinematic free surface boundary conditions. We expand the velocity potential and free surface elevation functions in terms of a small parameter and then consider the second order diffraction problem. After deriving the pressure using Bernoulli's equation, we obtain the analytical expression for the dynamic component of the second order force on the cylinder by integrating the pressure over the wetted surface. The computation of the dynamic force component requires only the first order velocity potential. Numerical results for the dynamic force component are presented.

• Journal of the Korean Mathematical Society
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• v.52 no.1
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• pp.97-111
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• 2015

Let R be a commutative ring with $1{\neq}0$. In this paper, we introduce the concept of weakly 2-absorbing primary ideal which is a generalization of weakly 2-absorbing ideal. A proper ideal I of R is called a weakly 2-absorbing primary ideal of R if whenever a, b, $c{\in}R$ and $0{\neq}abc{\in}I$, then $ab{\in}I$ or $ac{\in}\sqrt{I}$ or $bc{\in}\sqrt{I}$. A number of results concerning weakly 2-absorbing primary ideals and examples of weakly 2-absorbing primary ideals are given.

• Journal of applied mathematics & informatics
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• v.26 no.5_6
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• pp.877-888
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• 2008

This paper deals with some new nonlinear delay and weakly singular integral inequalities of Gronwall-Bellman type. These results generalize the inequalities discussed by Xiang and Kuang [19]. Several other inequalities proved by $Medve{\check{d}}$ [15] and Ou-Iang [17] follow as special cases of this paper. This work can be used in the analysis of various problems in the theory of certain classes of differential equations, integral equations and evolution equations. A modification of the Ou-Iang type inequality with delay is also treated in this paper.

• Journal of the Korean Mathematical Society
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• v.55 no.5
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• pp.1031-1043
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• 2018

Let R be a commutative ring with $1{\neq}0$, I a proper ideal of R, and m and n positive integers. In this paper, we define I to be a weakly (m, n)-closed ideal if $0{\neq}x^m\;{\in}I$ for $x{\in}R$ implies $x^n{\in}I$, and R to be an (m, n)-von Neumann regular ring if for every $x{\in}R$, there is an $r{\in}R$ such that $x^mr=x^n$. A number of results concerning weakly(m, n)-closed ideals and (m, n)-von Neumann regular rings are given.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.35-55
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• 2000

There seems to be a public consensus that the content of Korean mathematics textbooks is extensive and of a high level of difficulty. However, such judgment is the result of a generalization based on individual experience or on the results from comparisons of the international levels of achievement. Therefore, a more objective and stricter approach to the determination of the quantity and level of difficulty of mathematics content is necessary. For this purpose, this study has compared the content of Koreas 6th and 7th junior high school curriculums, and the Korean mathematics curriculum to textbooks of the United States, which has a considerable influence on the making of Korean mathematics textbooks. First of all, a comparison of Koreas 6th and 7th junior high school mathematics curriculums showed a slight reduction in the total quantity of content, as more content was deleted than was added in the 7th curriculum. However, given the fact that the number of hours of mathematics classes has been reduced, the reduction in content cannot be regarded as anything more than a simple reflection of the reduction in hours, proving that the 7th curriculum has not met its revision objective of reducing the content by 30%. Meanwhile, the comparison of the United States junior high school mathematics textbooks to Korea's 7th curriculum showed that the 7th grade content in the United States was much broader, encompassing content which in Korea ranged from the 2nd grade of elementary school to the 2nd year of junior high school. Therefore, on the surface, it may appear that the overall level of content in the American mathematics textbook is lower than that of the Korean. However, there are several cafes, such as statistics and probability, where certain content was more difficult and introduced at an earlier grade in the United States than in Korea. In fact, it can be said that Korea students tend to find content of the mathematics textbooks to be harder than they actually are because they are delivered as a mere aggregate of algorithms, with little consideration to its application in their everyday lives. In this respect, there is much room for improvement on the mathematics textbooks of Korea.