• East Asian mathematical journal
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• v.26 no.2
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• pp.233-249
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• 2010

It seems that it is critical to comprehend mathematics as a tool subject in order to understand a number of calculations in the professional subjects in the vocational high schools. This study is designed to determine "how much mathematics is connected to specialized subjects in terms of mathematical content at vocational high schools". To investigate the research questions, this study examined the connections between the mathematical topics included in professional subjects and those of mathematics subjects in the vocational high school. In the end, this study suggest that is should be necessary to make new mathematics textbook which reflects the reality and needs of the present vocational high school students.

• The Pure and Applied Mathematics
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• v.5 no.1
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• pp.33-44
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• 1998

This paper is concerned with the existence of mutiple positive solution of (equation omitted) with Dirichlet boundary condition.

• The Mathematical Education
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• v.54 no.1
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• pp.1-11
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• 2015

The purpose of this study was to provide fundamental data and implication for forming desirable viewpoint of mathematics lesson critique and for improvement of expertise in lesson by compare and analyze the viewpoint of mathematics lesson critique of pre-service and in-service teachers. For the achievement of the purpose, The lesson critique materials of each 25 pre-service and in-service mathematics teachers were collected and arranged, and compare and analyze the viewpoint of mathematics lesson critique of pre-service and in-service teachers by using the standard for analyzing viewpoint of lesson critique composed of two categories, five main codes and 18 sub codes. The results of this study, both pre-service and in-service teachers have tendency for criticising lesson focusing on the practice rather than plan of lesson and both pre-service and in-service teachers showed evaluative reaction in most of critical statements and used positive ones rather than negative ones. The only pre-service teachers, though minor of them, showed non-evaluative reaction in criticising class and most of the statements were just description and explanation without any their own judgement for the scenes and activities of lessons and most of pre-service teachers have tendency to include reflection and introspection for their own class in lesson critique.

• Korean Journal of Mathematics
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• v.23 no.4
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• pp.619-630
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• 2015

This paper is devoted to investigate the multiple solutions for a class of the cooperative elliptic system involving subcritical Sobolev exponents on the bounded domain with smooth boundary. We first show the uniqueness and the negativity of the solution for the linear system of the problem via the direct calculation. We next use the variational method and the mountain pass theorem in the critical point theory.

• Korean Journal of Mathematics
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• v.17 no.3
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• pp.299-314
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• 2009

We investigate the multiple nontrivial solutions of the asymmetric beam equation $u_{tt}+u_{xxxx}=b_1[{(u + 2)}^+-2]+b_2[{(u + 3)}^+-3]$ with Dirichlet boundary condition and periodic condition on t. We reduce this problem into a two-dimensional problem by using variational reduction method and apply the Mountain Pass theorem to find the nontrivial solutions of the equation.

• Korean Journal of Mathematics
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• v.16 no.3
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• pp.309-322
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• 2008

We prove the existence of infinitely many solutions of the nonlinear higher order elliptic equation with Dirichlet boundary condition $(-{\Delta})^mu=q(x,u)$ in ${\Omega}$, where $m{\geq}1$ is an integer and ${\Omega}{\subset}{R^n}$ is a bounded domain with smooth boundary, when q(x,u) satisfies some conditions.

• Korean Journal of Mathematics
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• v.18 no.2
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• pp.201-211
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• 2010

We investigate the number of the nontrivial solutions of the nonlinear biharmonic equation with Dirichlet boundary condition. We give a theorem that there exist at least three nontrivial solutions for the nonlinear biharmonic problem. We prove this result by the finite dimensional reduction method and the shape of the graph of the corresponding functional on the finite reduction subspace.

• International Journal of Reliability and Applications
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• v.13 no.1
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• pp.49-56
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• 2012

Using total time on test transform (TTT), a new approach is taken for testing exponentiality versus the unknown age, exponential better than equilibrium life in convex ordering (EBELC). Selected critical values are tabulated for sample size n =2(2)50 and powers of the test are estimated for some commonly used distributions in reliability. Finally real example is presented to illustrate the theoretical results.

• The Mathematical Education
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• v.40 no.2
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• pp.253-263
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• 2001

Developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recent performance based on assessment has focused on the teaching and learning environment in school, emphasizing student's self construction of their learning and its process. Because of this reason, people related to mathematics education including math teachers are taught to recognize the fact that the degree of students'acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) should be estimated formally in math class. However, due to the lack of an evaluation tool for estimating the degree of their thinking skills, efforts at evaluating student's degree of mathematics thinking skills and strategy acquisition failed. Therefore, in this paper, mathematical thinking was studied, and using the results of study as the fundamental basis, mathematical thinking process model was developed according to three types of mathematical thinking - fundamental thinking skill, developing thinking skill, and advanced thinking strategies. Finally, based on the model, evaluation factors related to essential thinking skills such as analogy, deductive thinking, generalization, creative thinking requested in the situation of solving mathematical problems were developed.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.487-507
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• 2011

Despite the recent increased attention to mathematics teacher education there have been lack of empirical studies on how to teach teachers. A study of mathematics instruction for prospective teachers can be conducted either by a teacher educator's critical reflection on her teaching or by observation of others' teaching practices. This paper was from the author's observation of a mathematics instruction course for future elementary teachers at the University of California at Irvine. As such this paper described in detail how the course was implemented throughout the quarter and drew implications for a teacher preparation program in Korea. As the course had a specific purpose of promoting future teachers' expertise in mathematics instruction and employed various strategies that were different from a typical university course, this paper is expected to provide teacher educators with the insight of an alternative teaching style and to provoke discussion of how to connect theory to practice for effective teacher education.