• Education of Primary School Mathematics
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• v.6 no.1
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• pp.29-40
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• 2002

Fairy-tales give students opportunities to build connections between a problem-solving situation and mathematics as well as to communicate solutions through writing, symbols, and diagrams. Therefore, the purpose of this paper is to introduce how to use fairy-tales in elementary mathematics classroom in order to develope student's mathematical concepts and process in terms of the following areas: ⑴ reconstructing literature ⑵ understanding concepts ⑶ problem posing activity. To be useful, mathematics should be taught in contexts that are meaningful and relevant to learners. Therefore using fairy-tales as a vehicle to teach mathematics gives students a chance to develope mathematics understanding in a natural, meaningful way, and to enhance problem posing and problem solving ability. Further, future study will continue to foster how fairy-tales literatures will enhance children's mathematics knowledge and influence on their mathematics performance.

• Journal of the Korean Mathematical Society
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• v.53 no.5
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• pp.1183-1210
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• 2016

During the past four decades or so, due mainly to a wide range of applications from natural sciences to social sciences, the so-called fractional calculus has attracted an enormous attention of a large number of researchers. Many fractional calculus operators, especially, involving various special functions, have been extensively investigated and widely applied. Here, in this paper, in a systematic manner, we aim to establish certain image formulas of various fractional integral operators involving diverse types of generalized hypergeometric functions, which are mainly expressed in terms of Hadamard product. Some interesting special cases of our main results are also considered and relevant connections of some results presented here with those earlier ones are also pointed out.

• Bulletin of the Korean Mathematical Society
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• v.46 no.1
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• pp.135-146
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• 2009

In the present note we study the properties of weak Armendariz rings, and the connections among weak Armendariz rings, Armendariz rings, reduced rings and IFP rings. We prove that a right Ore ring R is weak Armendariz if and only if so is Q, where Q is the classical right quotient ring of R. With the help of this result we can show that a semiprime right Goldie ring R is weak Armendariz if and only if R is Armendariz if and only if R is reduced if and only if R is IFP if and only if Q is a finite direct product of division rings, obtaining a simpler proof of Lee and Wong's result. In the process we construct a semiprime ring extension that is infinite dimensional, from given any semi prime ring. We next find more examples of weak Armendariz rings.

• Journal of the Korean Mathematical Society
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• v.46 no.5
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• pp.1027-1040
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• 2009

A ring R is called IFP, due to Bell, if ab = 0 implies aRb = 0 for a, b $\in$ R. Huh et al. showed that the IFP condition is not preserved by polynomial ring extensions. In this note we concentrate on a generalized condition of the IFPness that can be lifted up to polynomial rings, introducing the concept of quasi-IFP rings. The structure of quasi-IFP rings will be studied, characterizing quasi-IFP rings via minimal strongly prime ideals. The connections between quasi-IFP rings and related concepts are also observed in various situations, constructing necessary examples in the process. The structure of minimal noncommutative (quasi-)IFP rings is also observed.

• Journal of the Korean Mathematical Society
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• v.56 no.1
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• pp.39-52
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• 2019

The aim of this paper is to introduce the notions of (quasi) weakly almost periodic point, measure center and minimal center of attraction of amenable group actions, explore the connections of levels of the orbit's topological structure of (quasi) weakly almost periodic points and study chaotic dynamics of transitive systems with full measure centers. Actually, we showed that weakly almost periodic points and quasiweakly almost periodic points have distinct orbit's topological structure and proved that there exists at least countable Li-Yorke pairs if the system contains a proper (quasi) weakly almost periodic point and that a transitive but not minimal system with a full measure center is strongly ergodically chaotic.

• Bulletin of the Korean Mathematical Society
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• v.56 no.5
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• pp.1219-1233
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• 2019

Let $E{\rightarrow}M$ be an arbitrary vector bundle of rank k over a Riemannian manifold M equipped with a fiber metric and a compatible connection $D^E$. R. Albuquerque constructed a general class of (two-weights) spherically symmetric metrics on E. In this paper, we give a characterization of locally symmetric spherically symmetric metrics on E in the case when $D^E$ is flat. We study also the Einstein property on E proving, among other results, that if $k{\geq}2$ and the base manifold is Einstein with positive constant scalar curvature, then there is a 1-parameter family of Einstein spherically symmetric metrics on E, which are not Ricci-flat.

• East Asian mathematical journal
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• v.37 no.3
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• pp.319-331
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• 2021

In this paper, we aim to introduce two new families of analytic and bi-univalent functions associated with the Attiya's operator, which is defined by the Hadamard product of a generalized Mittag-Leffler function and analytic functions on the open unit disk. Then we estimate the second and third coefficients of the Taylor-Maclaurin series expansions of functions belonging to these families. Also, we investigate Fekete-Szegö problem for these families. Some relevant connections of certain special cases of the main results with those in several earlier works are also pointed out. Two naturally-arisen problems are given for further investigation.

• Communications of the Korean Mathematical Society
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• v.37 no.4
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• pp.1025-1039
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• 2022

For given non-negative real numbers 𝛼_k with ∑^m_k=1 𝛼_k = 1 and normalized analytic functions f_k, k = 1, …, m, defined on the open unit disc, let the functions F and Fn be defined by F(z) := ∑^m_k=1 𝛼_kf_k(z), and F_n(z) := n^-1 ∑^n-1_j=0 e^-2j𝜋i/nF(e^2j𝜋i/nz). This paper studies the functions f_k satisfying the subordination zf'_k(z)/F_n(z) ≺ h(z), where the function h is a convex univalent function with positive real part. We also consider the analogues of the classes of starlike functions with respect to symmetric, conjugate, and symmetric conjugate points. Inclusion and convolution results are proved for these and related classes. Our classes generalize several well-known classes and the connections with the previous works are indicated.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2007.06a
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• pp.7-19
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• 2007

During the past 20 years, a small but potentially powerful initiative has established itself in the mathematics education landscape: Mathematics Across the Curriculum (MAC). This curricular reform movement was designed to address a serious problem: Not only are students unable to demonstrate understanding of mathematical ideas and their applications, but also they harbor misconceptions about the meaning and purpose of mathematics. This paper chronicles the brief history of the MaC movement. The sections of the paper correspond loosely tn the typical steps one might take to solve a mathematics problem. The Problem Takes Shape presents a discussion of the social and economic forces that led to the need for increased articulation between mathematics and other fields in the American educational system. Understanding the Problem presents the potential value of exploiting these connections throughout the curriculum and the obstacles such action might encounter. Devising a Plan provides an overview of the support systems provided to early MAC initiatives by government and professional organizations. Implementing the Plan contains a brief description of early collegiate programs, their approaches and their differences. Extending the Solution details the adoption of MAC principles to the K-12 sector and throughout the world. The paper concludes with Retrospective, a brief discussion of lessons learned and possible next steps.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.473-495
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• 2011

Across the secondary school, students deal with the algebraic conditions like as identity, inverse, commutative law, associative law and distributive law. The algebraic structures, group, ring and field, are determined by these algebraic conditions. But the conditioning of these algebraic structures are not mentioned at all, as well as the meaning of the algebraic structures. Thus, students is likely to be considered the algebraic conditions as productions from the number sets. In this study, we systematize didactically the meanings of algebraic conditions and algebraic structures, considering connections between the number systems and the solutions of the equation. Didactically systematizing is to construct the model for student's natural mental activity, that is, to construct the stream of experience through which students are considered mathematical concepts as productions from necessities and high probability. For this purpose, we develop the program for the gifted, which its objective is to teach the meanings of the number system and to grasp the algebraic structure conceptually that is guaranteed to solve equations. And we verify the effectiveness of this developed program using didactical experiment. Moreover, the program can be used in ordinary students by replacement the term 'algebraic structure' with the term such as identity, inverse, commutative law, associative law and distributive law, to teach their meaning.