• Kyungpook Mathematical Journal
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• v.58 no.4
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• pp.789-799
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• 2018

The purpose of the present paper is to discuss the geometrical properties of the Vaisman-Gray manifold (VG-manifold) of a pointwise holomorphic sectional conharmonic tensor (PHT-tensor). Furthermore, the necessary and sufficient conditions required for the VG-manifold to admit such a PHT-tensor have been determined. In particular, under certain conditions, we have established that the aforementioned manifold was an Einstein manifold.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.381-393
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• 2007

The study focuses on what to consider and do for the improvement of math education of Korean Universities by comparing freshmen and seniors of department of math education in their beliefs in mathematics and math. education. The major comparing topics in the beliefs are composed of perception of mathematics as a science, learning methods of mathematics, teaching methods of mathematics, and roles and qualifications of math. teachers. The results of the study show that junior students tend to be more positive in their beliefs, especially in math education area than that of mathematics, compared to the freshmen. It implies that how important the role of topics covered in math education during college years is for changing the future teachers' beliefs in math and math education more positively. The supposed influencing contents of the curriculum of math. education are composed of learning reflection method based on problem-based learning, understanding mathematics as originated from the real world, mathematical pedagogy, text analysis, practice in classroom, and understanding various concepts in math. education area.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.3-10
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• 2014

How to teach calculus is an important issue since Calculus is the first mathematics in college curriculum which highly influences other subjects including Physics, Engineering Mathematics like differential equations, and other engineering major subjects. This study suggests that a class model of Engineering Mathematics include Calculus review test so that students can study for themselves Calculus 'outside Calculus class'. First of all, a systematic process of administrating a review test is presented. Secondly, scores of the Calculus review test is statistically analyzed to confirm that ability in Calculus is highly correlated to their achievements in Engineering mathematics. Through a survey, it is confirmed that students in Engineering Mathematics study Calculus for themselves as they think Calculus review test is helpful.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.281-289
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• 2010

Experiment teaching is an important part for science and engineering colleges, teaching through different pilot projects: First, help students to consolidate the theory of operation; second, trail students the capacity and the ability to solve practical problems. Improve students the curriculum of learning, and promote the formation of students to discover and solve the problem. of the basic quality in training students hands-on ability and ability to innovate, while guiding them to develop the attitude of scientific truth-seeking, the style of rigorous and thorough and the spirit of unity and coordination.

• Research in Mathematical Education
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• v.14 no.4
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• pp.323-332
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• 2010

It is the development of a mathematics teachers' teaching knowledge that manifests a mathematics teacher's professional knowledge growth. It is becoming a direct and effective approach of conversion of mathematical knowledge into the knowledge of mathematics teaching. Through the investigation, the study revealed that the knowledge conversion process of mathematics teachers in middle school is restricted by three aspects including eight factors. From this point, the authors have structured the path and model on influencing factors of middle school Mathematics Teaching Knowledge Conversion (MPCK), and discuss the mechanism of the transformation process.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.513-532
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• 2015

In order to suggest desirable management of college mathematics for freshmen in middle level engineering college, we analyse the change of mathematics recognition between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In A university, 2011 year and 2015 year engineering freshmen were taken basic mathematical ability test and given the survey for the recognition of mathematics and college mathematics. Research results are as follows: First of all, middle level engineering freshmen were poor at basic mathematical ability. The change of mathematics recognition appeared in the level of mathematics ability and the effort for college mathematics class. Moreover middle level engineering freshmen recognize college mathematics as a basic subject for engineering and hope teacher-directed learning in college mathematics class. For the success of college mathematics in engineering college, this study suggests basic mathematical ability test and the survey for the recognition of mathematics and college mathematics. We also suggest that college mathematics class must be focused on basic mathematical ability improvement and self-directed learning.

• The Pure and Applied Mathematics
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• v.14 no.2 s.36
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• pp.49-62
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• 2007

In this paper, the oscillation and existence of nonoscillatory solutions of odd order difference equations with nonlinear neutral terms are studied respectively. Some new criteria are established. Furthermore, some examples are given to illustrate the advance of our results.

• Research in Mathematical Education
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• v.12 no.3
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• pp.167-177
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• 2008

The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.

• Research in Mathematical Education
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• v.13 no.2
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• pp.91-101
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• 2009

The mathematics curriculum reform has been carried out for almost five years (2004-2008) in the mainland China. But the teaching and learning in mathematics classrooms still are traditional in nature. Analyzing from the cultural angle, some reasons can be found: the orientation of teachers' role, teaching, and learning, the relationships between a teacher and the students, understanding the mathematics, and examination.

• The Mathematical Education
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• v.49 no.3
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• pp.329-341
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• 2010

In this paper, we analyzed the freshmen's achievements on general mathematics their GPA based on 'basic mathematics diagonal test score'. Also, we studied the achievements of students who were not passed the 'Basic Mathematics Diagonal Test (BMDT)' and had to take supplementary lessons to improve their mathematics abilities four times a week during the first semester of academic year 2008 in Mokpo National University. Before taking college entrance exam, high school students had to choose two types of scholastic area. One is on 'Ga' or 'Na' in mathematics and the other is on Natural Science or Social Science. According to the types, we classified the freshman-Ga or Na and NS or SS. We found some facts. First, a few of Ga and NS freshmen had low score on the BMDT. Second, Na and NS freshman got higher score than Na and SS freshmen on the BMDT. Third, Ga and NS freshmen who passed the BMDT got higher score on the general mathematics than those who failed the BMDT. Finally, there are correlations between achievements of general mathematics and a curriculum of freshmen who were passed test after taking supplementary lessons.