• Bulletin of the Korean Mathematical Society
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• v.29 no.2
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• pp.237-243
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• 1992

Let (M, g, J) be a closed Kahler manifold of complex dimension m > 1. We denote by Spec(M,g) the spectrum of the real Laplace-Beltrami operator. DELTA. acting on functions on M. The following characterization problem on the spectral rigidity of the complex projective space (CP$^{m}$ , g$_{0}$ , J$_{0}$ ) with the standard complex structure J$_{0}$ and the Fubini-Study metric g$_{0}$ has been attacked by many mathematicians : if (M,g,J) and (CP$^{m}$ ,g$_{0}$ ,J$_{0}$ ) are isospectral then is it true that (M,g,J) is holomorphically isometric to (CP$^{m}$ ,g$_{0}$ ,J$_{0}$ )\ulcorner In [BGM], [LB], it is proved that if (M,J) is (CP$^{m}$ , J$_{0}$ ) then the answer to the problem is affirmative. Tanno ([Ta]) has proved that the answer is affirmative if m .leq. 6. Recently, Wu([Wu]) has showed in a more general sense that if (M, g) and (CP$^{m}$ ,g$_{0}$ ) are (-4/m)-isospectral, m .geq. 4, and if the second betti number b$_{2}$(M) is equal to b$_{2}$(CP$^{m}$ ).

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.11 no.2
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• pp.31-40
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• 2007

What is the "new paradigm"? It is impossible express it in one or two words, but if one had to; the closest might be the "holistic approach". The expression can be justified by the fact that the conclusions above lead to a greater intermixing of mathematics with engineering and natural sciences subjects, typically expressed in the form of examples of simplified real problems. They also lead to a greater intermixing of subjects within mathematics so that the courses should have less separation e.g. between symbolic and numerical mathematics. The conclusions also lead to the spreading the mathematics courses throughout all study years, not just the first two years. Of course, this should be done with great care in order to guarantee studies that are logically linked together. The new paradigm also means that the needs arising from industrial mathematics must be taken into account in the contents of engineering mathematics courses. Such topics are e.g. multivariate methods, statistics and use of mathematical software. What are we expected to gain from the paradigm shift? The primary benefit should be in obtaining more productive engineers equipped with a better degree of mathematical preparedness for engineering problems. But in addition, it should also promote more intensive use of applied mathematics and easier communication with professional mathematicians, often needed in complicated industrial problems.?Finally, it can be noted that the new paradigm is in harmony with the basic ideas of the CDIO (Conceive - Design - Implement - Operate) initiative for producing the next generation of engineers [1]. New ideas for engineering education can be found also in the homepage of SEFI (European Society for Engineering Education) [2].

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.18 no.2
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• pp.193-207
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• 2014

In this paper we explore the emergence of the notion of compactness within its historical beginning through rigor versus intuition modes in the treatment of Dirichlet's principle. We emphasize on the intuition in Riemann's statement on the principle criticized by Weierstrass' requirement of rigor followed by Hilbert's restatement again criticized by Hadamard, which pushed the ascension of the notion of compactness in the analysis of PDEs. A brief overview of some techniques and problems involving compactness is presented illustrating the importance of this notion. Compactness is discussed here to raise educational issues regarding rigor vs intuition in mathematical studies. The concept of compactness advanced rapidly after Weierstrass's famous criticism of Riemann's use of the Dirichlet principle. The rigor of Weierstrass contributed to establishment of the concept of compactness, but such a focus on rigor blinded mathematicians to big pictures. Fortunately, Poincar$\acute{e}$ and Hilbert defended Riemann's use of the Dirichlet principle and found a balance between rigor and intuition. There is no theorem without rigor, but we should not be a slave of rigor. Rigor (highly detailed examination with toy models) and intuition (broader view with real models) are essentially complementary to each other.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.75-94
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• 2005

This study is intended to develop the criterion for evaluating the creative products that mathematically gifted students produce in their education program to enhance the development of creative productive ability. 1 distinguish the mathematical creativity with the creativity in the general domain, and make the production model of the creative mathematical product grounded on the mathematicians' work through the mathematical history. The model has the following components; the mathematical knowledge, the mathematical thinking and the mathematical inquiry skill, surrounding the resultive creative product. The students products are focused on one component of the model. Thus the criterion for the creative products is grounded on the each component of the model. According to it, teachers could evaluate the students'work, which got the validity and the reliability.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.53-75
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• 2012

When imaginary numbers were first encountered in the 16th century, mathematicians were able to calculate the imaginary numbers the same as they are today. However, it required 200 years to mathematically acknowledge the existence of imaginary numbers. The new mathematical situation that arose with a development in mathematics required a harmony of real numbers and imaginary numbers. As a result, the concept of complex number became clear. A history behind the development of complex numbers involved a process of determining a comprehensive perspective that ties real numbers and imaginary numbers in a single category, complex numbers. This came after a resolution of conflict between real numbers and imaginary numbers. This study identified the new perspective and way of mathematical thinking emerging from resolving the conflicts. Also educational implications of the analysis were discussed.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.41-52
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• 2009

Dutch mathematician Simon Stevin published De Thiende(The Tenth) in 1583. In that book Stevin suggested new numerical notation which could express all numbers. That new notation was decimal fraction system. In this article I will argue that Stevin invented new decimal fraction system with two main purposes. The explicit purpose was to invent a new system which could be used easily by practical mathematicians. The implicit purpose which cannot be found in De Thiende alone but in his other writings was to break the Aristotelian tradition which separated geometry and arithmetic which dealt continuous magnitude and discrete numbers respectively.

• Journal for History of Mathematics
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• v.26 no.2_3
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• pp.149-161
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• 2013

The history of finding solutions of linear equations went back to some thousand years ago, and has been steadily developed to solve systems of higher degree polynomials. The method to eliminate variables came into use around the 17th and 18th century. This technique has been extended to the resultant theory that was laid in the 19th century by outstanding mathematicians as Euler, Sylvester, and B$\acute{e}$zout. In this paper we discuss the historical reflection about the development of solving system of polynomials. We add a special emphasis on E. B$\acute{e}$zout who gave the first account on the resultant which is a generalization of discriminant and Gauss elimination method.

• Journal for History of Mathematics
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• v.26 no.2_3
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• pp.123-130
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• 2013

It is well known that SuanXue QiMeng has given the greatest contribution to the development of Chosun mathematics and that the topics and their presentation including TianYuanShu in the book have been one of the most important backbones in the developement. The purpose of this paper is to reveal that Zhu ShiJie emphasized decidedly mathematical structures in his SuanXue QiMeng, which in turn had a great influence to Chosun mathematicians' structural approaches to mathematics. Investigating structural approaches in Chinese mathematics books before SuanXue QiMeng, we conclude that Zhu's attitude to mathematical structures is much more developed than his precedent ones and that his mathematical structures are very close to the present ones.

• The Pure and Applied Mathematics
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• v.20 no.1
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• pp.37-50
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• 2013

In the theory of hypergeometric functions of one or several variables, a remarkable amount of mathematicians's concern has been given to develop their transformation formulas and summation identities. Here we aim at presenting explicit expressions (in a single form) of the following weighted Appell's function $F_1$: $$(1+2x)^{-a}(1+2z)^{-b}F_1\;\(c,\;a,\;b;\;2c+j;\;\frac{4x}{1+2x},\;\frac{4z}{1+2z}\)\;(j=0,\;{\pm}1,\;{\ldots},\;{\pm}5)$$ in terms of Exton's triple hypergeometric $X_9$. The results are derived with the help of generalizations of Kummer's second theorem very recently provided by Kim et al. A large number of very interesting special cases including Exton's result are also given.

• Journal for History of Mathematics
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• v.23 no.2
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• pp.59-74
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• 2010

Though considering of philosophy of mathematics can be optional to theoretical mathematicians, that of philosophy of mathematics-education is supposed to be indispensible to mathematics-educators. So it is natural for mathematics-educators to ask what kind of philosophy might be more desirable for mathematics-education. In this context, this essay reviews two kinds of major philosophy of mathematics, Platonism and formalism. However it shows that humanism could be more plausible alternative philosophy of mathematicseducation. In the course of entailing such a result it introduces an episode of lecture for Laplace-transformation as a speculative evidence from experience.