• Title/Summary/Keyword: Education Example

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FUZZY SEMIREGULARIZATION SPACES

  • Kim, Yong-Chan;Park, Jin-Won
    • Bulletin of the Korean Mathematical Society
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    • v.37 no.2
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    • pp.387-400
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    • 2000
  • We introduce the fuzzy semiregularization space induced by a fuzzy topological space and investigate some properties of fuzzy semiregularization spaces. We give an example of a fuzzy semiregularization space that is not a fuzzy semiregular space.

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INFLUENCE ANALYSIS OF CHOLESKY DECOMPOSITION

  • Kim, Myung-Geun
    • Journal of applied mathematics & informatics
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    • v.28 no.3_4
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    • pp.913-921
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    • 2010
  • The derivative influence measure is adapted to the Cholesky decomposition of a covariance matrix. Formulas for the derivative influence of observations on the Cholesky root and the inverse Cholesky root of a sample covariance matrix are derived. It is easy to implement this influence diagnostic method for practical use. A numerical example is given for illustration.

ORTHOGONAL TWO-DIRECTION REFINABLE FUNCTION OF ORDER 3

  • KWON, SOON-GEOL
    • Journal of applied mathematics & informatics
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    • v.37 no.3_4
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    • pp.307-315
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    • 2019
  • In this paper we construct orthogonal two-direction scaling function of order 3 and corresponding wavelet function. In this paper we propose a different approach using orthogonal symmetric/antisymmetric multiwavelets of order 3. An example for constructing orthogonal two-direction scaling function of order 3 and corresponding wavelet function is given.

A Study on Authentic Assessment Model and Example Tools Development of Mathematics Teaching and Learning (수학교육의 교수-학습 참평가 모형 및 예시 도구 개발 - 프로젝트법을 중심으로 -)

  • Son, Jung-Hwa;Kang, Ok-Gi
    • School Mathematics
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    • v.14 no.1
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    • pp.109-134
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    • 2012
  • The purpose of this study is to develop authentic assessment model and example tools of mathematics teaching and learning. By reviewing literature researches, we set up the definition of authentic assessment in mathematics education, checked the criterian of authentic assessment tasks and mathematical activities. We searched various assessment models of mathematics teaching and learning, project assessment proceeding model, and criterian of project assessment, and checked various project tasks of the authentic assessment. And we developed authentic assessment model and example tools of mathematics teaching and learning. The model is applied project tasks in the form of being integrated with class to high school students, with high school mathematics especially. Furthermore, we carried the test of content validity for a validity of developed tasks for experts in studies of mathematics education. The result is that authentic assessment model and example tools of mathematics teaching and learning has an significance in mathematics education and can be used to judge whether students are doing 'real' mathematics or not, keeping the applicability in the form of being integrated with class.

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