• Journal of the Korean Mathematical Society
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• v.48 no.3
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• pp.499-512
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• 2011

The purpose of this paper is twofold. The first is to establish a uniqueness theorem for entire function sharing two polynomials with its ${\kappa}$-th derivative, by using the theory of normal families. Meanwhile, the theorem generalizes some related results of Rubel and Yang and of Li and Yi. Several examples are provided to show the conditions are necessary. The second is to generalize the Br$\"{u}$-ck conjecture with the idea of sharing polynomial.

• Journal of the Korean Mathematical Society
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• v.49 no.2
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• pp.395-404
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• 2012

Our first aim of this paper is to define maximal operators a-quadratic variation and of a-conditional quadratic variation for vectorvalued tree martingales and to show that these maximal operators and maximal operators of vector-valued tree martingale transforms are all sublinear operators. The second purpose is to prove that maximal operator inequalities of a-quadratic variation and of a-conditional quadratic variation for vector-valued tree martingales hold provided 2 ${\leq}$ a < $\infty$ by means of Marcinkiewicz interpolation theorem. Based on a result of reference [10] and using Marcinkiewicz interpolation theorem, we also propose a simple proof of maximal operator inequalities for vector-valued tree martingale transforms, under which the vector-valued space is a UMD space.

• Journal of the Korean Mathematical Society
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• v.47 no.1
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• pp.135-163
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• 2010

Motivated by [Science in China (Ser. A Mathematics) 36 (2006), no. 7, 721?732], this article deals with the following discrete type BVP $\LARGE\left\{{{\;{\Delta}[{\phi}({\Delta}x(n))]\;+\;f(n,\;x(n\;+\;1),{\Delta}x(n),{\Delta}x(n + 1))\;=\;0,\;n\;{\in}\;[0,N],}}\\{\;{x(0)-{\sum}^m_{i=1}{\alpha}_ix(n_i) = A,}}\\{\;{x(N+2)-\;{\sum}^m_{i=1}{\beta}_ix(n_i)\;=\;B.}}\right.$ The sufficient conditions to guarantee the existence of at least three positive solutions of the above multi-point boundary value problem are established by using a new fixed point theorem obtained in [5]. An example is presented to illustrate the main result. It is the purpose of this paper to show that the approach to get positive solutions of BVPs by using multifixed-point theorems can be extended to treat nonhomogeneous BVPs. The emphasis is put on the nonlinear term f involved with the first order delta operator ${\Delta}$x(n).

• Journal of the Korean Mathematical Society
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• v.57 no.3
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• pp.707-719
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• 2020

In this article we study almost contact manifolds admitting weakly Einstein metrics. We first prove that if a (2n + 1)-dimensional Sasakian manifold admits a weakly Einstein metric, then its scalar curvature s satisfies -6 ⩽ s ⩽ 6 for n = 1 and -2n(2n + 1) ${\frac{4n^2-4n+3}{4n^2-4n-1}}$ ⩽ s ⩽ 2n(2n + 1) for n ⩾ 2. Secondly, for a (2n + 1)-dimensional weakly Einstein contact metric (κ, μ)-manifold with κ < 1, we prove that it is flat or is locally isomorphic to the Lie group SU(2), SL(2), or E(1, 1) for n = 1 and that for n ⩾ 2 there are no weakly Einstein metrics on contact metric (κ, μ)-manifolds with 0 < κ < 1. For κ < 0, we get a classification of weakly Einstein contact metric (κ, μ)-manifolds. Finally, it is proved that a weakly Einstein almost cosymplectic (κ, μ)-manifold with κ < 0 is locally isomorphic to a solvable non-nilpotent Lie group.

• Journal of the Korean Mathematical Society
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• v.32 no.2
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• pp.251-264
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• 1995

Applications of the classical Knaster-Kuratowski-Mazurkiewicz (si-mply, KKM) theorem and the fixed point theory of multifunctions defined on convex subsets of topological vector spaces have been greatly improved by adopting the concept of convex spaces due to Lassonde [L1]. In this direction, the first author [P5] found that certain coincidence theorems on a large class of composites of upper semicontinuous multifunctions imply many fundamental results in the KKM theory.

• Journal of the Korean Mathematical Society
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• v.37 no.4
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• pp.625-643
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• 2000

In this paper we formulate an optimal control problem governed by time-delay Volterra integral equations; the problem includes control constraints as well as terminal equality and inequality constraints on the terminal state variables. First, using a special type of state and control variations, we represent a relatively simple and self-contained method for deriving new necessary conditions in the form of Pontryagin minimum principle. We show that these results immediately yield classical Pontryagin necessary conditions for control processes governed by ordinary differential equations (with or without delay). Next, imposing suitable convexity conditions on the functions involved, we derive Mangasarian-type and Arrow-type sufficient optimality conditions.

• Journal of the Korean Mathematical Society
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• v.61 no.2
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• pp.227-253
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• 2024

This paper studies the existence of weak solutions and the stability of stationary solutions to stochastic 3D globally modified Navier-Stokes equations with unbounded delays in the phase space BCL_-∞(H). We first prove the existence and uniqueness of weak solutions by using the classical technique of Galerkin approximations. Then we study stability properties of stationary solutions by using several approach methods. In the case of proportional delays, some sufficient conditions ensuring the polynomial stability in both mean square and almost sure senses will be provided.

• Research in Mathematical Education
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• v.24 no.3
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.347-360
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• 2007

In this study, we made the analysis of the relation with mathematical tests and scholastic attainments of gifted students using the results of entrance end comprehensives exams and so on in science education center for gifted youths. For this, we firstly made an analysis of correlation between math and math, math and science and science and science using the test results. And then, we interviewed four students. From this, we found followings. First, in every assessment except for those carried out during the semester in the center, we saw a very low or negative correlation between the students' grades in math and that in science. Second, in contrast to the correlations among other assessments, a high correlation of the students' grades in math and science appeared in regard of the assessments carried out during the semester in the center. Third, correlations between the grades of assessments in mathematics were much lower than that in science. Fourth, many students thought the assessments in the center were not as valuable as those in their schools, which are referred to in getting into a school of high grade. So some of the students who gained excellent grades showed a relatively low achievement. Fifth, students in the center regarded a vigorous communication and inquiry learning on enriched themes as the biggest merit of attending the center.

• The Mathematical Education
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• v.42 no.2
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• pp.203-218
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• 2003

The purpose of this study is to see what the essential characteristics are in teaching probability and statistics among various mathematical fields. we also tried to connect the study of probability and statistics education with what is needed for a science be synthetic to have its own identity as a unique research field. Since we searched for the future direction of the pedagogic study in the probability and statistics we first selected papers on probability and statistics published in (Series A), the Journal of Korea Society of Mathematical Education, and establish the following research questions. What kinds of characteristics can be found when papers on probability and statistics published in (Series A) are classified into low categories; contents of probability and statistics education, research method of the mathematics education, methods of teaming and teaching, and finally measurements and evaluation\ulcorner We classified papers into two kinds. One is related to the educational contents, consisting of the methods of learning and teaching, and of the measurement and evaluation. The other is reined to the methods of research, which is not a part of the educational curriculum but is essential for establishing the identity of mathematics education. According to the periods, papers on the curricular contents in 1960s were influenced by the New Mathematics, and papers on the curricular contents in 1980s were influenced by 'back to basic'. In 1990s, papers on methods of learning and teaching, and measurement md evaluation were increasing in number. Besides, (series A) from the Journal of Korea Society of Mathematical Education covers contents, methods of Loaming and teaching, and measurement and evaluation. And when I examined the papers on the contents of textbook of a junior high school related to the probability and statistics education and on methods of learning and teaching, 1 found that those papers occupy 1.84% in . When it comes to the methods of loaming and teaching, most of studies in (series A) are about application of concrete implement like experiment and practical application of computer programs, Through this study, I found that over-all and more active researches on probability and statistics are required and that the studies about methods of loaming and teaching must be made in diverse directions. It is needed that how students recognize probability and statistics, connection, communication and representation in probability and statistics context, too. (series A) does not have papers on methods of study. Mathematics pedagogy is a mixture of various studies - mathematical psychology, mathematical philosophy, the history of mathematics and Mathematics. So If there doesn't exist a proper method of study adequate in the situation for the mathematics education the issue of mathematics pedagogy might be taken its own place by that of other studies'. We must search for the unique method of study fur mathematics education so that mathematics pedagogy has its own identity as a study. The study concerning this aspect is needed.