• Journal of the Korean Mathematical Society
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• v.18 no.2
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• pp.149-166
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• 1982

• Bulletin of the Korean Mathematical Society
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• v.10 no.1
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• pp.33-35
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• 1973

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.41-54
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• 2002

The purpose of this study is to find out what mathematical situation means, how to pose a meaningful situation and how situation-centered teaching could be done. The obtained informations will help learners to improve their math abilities. A survey was done to investigate teachers' perception on teaching-learning in mathematics by elementary teachers. The result showed that students had to find solutions of the textbook problems accurately in the math classes, calculated many problems for the class time and disliked mathematics. We define mathematical situation. It is artificially scene that emphasize the process of learners doing mathematizing from physical world to identical world. When teacher poses and expresses mathematical situation, learners know mathematical concepts through the process of mathematizing in the mathematical situation. Mathematical situation contains many concepts and happens in real life. Learners act with real things or models in the mathematical situation. Mathematical situation can be posed by 5 steps(learners' environment investigation step, mathematical knowledge investigation step, mathematical situation development step, adaption step and reflection step). Situation-centered teaching enhances mathematical connections, arises learners' interest and develops the ability of doing mathematics. Therefore teachers have to reform textbook based on connections of mathematics, other subject and real life, math curriculum, learners' level, learners' experience, learners' interest and so on.

• Education of Primary School Mathematics
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• v.24 no.3
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• pp.157-174
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• 2021

This study analyzed the process of establishing a social structure in a third-grade mathematics classroom for one semester and explored learning processes based on various social interactions and relationships between the teacher and students. In the early phase of the semester, main foci were placed on establishing an overall social norms and basic social structure for effective mathematical learning. In the middle phase of the semester, an emphasis among students' interactions was given to exploration of mathematical concepts. Students tended to ask whatever they did not know exactly and clearly understood what to explain. In the late phase of the semester, students' individual disposition was further considered. Disciplinary personality traits including intellectual courage, honesty, consideration, and cooperation were emphasized along with mathematical exploration. Based on these research results, this study was intended to provide implications for implementing more meaningful mathematics lessons by fully considering not only mathematical connections but also social connections.

• Journal of the Korean Mathematical Society
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• v.11 no.1
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• pp.29-31
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• 1974

In the first paper of this series, [2], we investigated how the conformal change enforces the connections and gave the complete relations between connections in Einstein's $^*g^{{\lambda}{\nu}}$-unified field theory. In the current paper we wish to investigate how the vector def $$S_{{\lambda}{{\mu}}{{^\mu}}{=^{def}}S_{\lambda}$$ is transformed by the conformal change. This topics will be studied for all classes and all possible indices of inertia.

• Communications of the Korean Mathematical Society
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• v.29 no.4
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• pp.539-547
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• 2014

In this paper, we study two types 1-lightlike submanifolds M, so called lightlike hypersurface and half lightlike submanifold, of an indefinite Kaehler manifold $\bar{M}$ admitting non-metric ${\pi}$-connection. We prove that there exist no such two types 1-lightlike submanifolds of an indefinite Kaehler manifold $\bar{M}$ admitting non-metric ${\pi}$-connections.

• Bulletin of the Korean Mathematical Society
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• v.42 no.2
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• pp.405-413
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• 2005

We consider the connections $\nabla$ on the Rizza manifold (M, J, L) satisfying ${\nabla}G=0\;and\;{\nabla}J=0$. Among them, we derive a Lichnerowicz connection from the Cart an connection and characterize it in terms of torsion. Generalizing Kahler condition in Hermitian geometry, we define a Kahler condition for Rizza manifolds. For such manifolds, we show that the Cartan connection and the Lichnerowicz connection coincide and that the almost complex structure J is integrable.

• School Mathematics
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• v.2 no.2
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• pp.389-401
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• 2000

The purpose of the study is to introduce how elementary mathematics pre-sevice teachers in pre-service teacher program could use and integrate poster, a kind of instructional media, to connect mathematics knowledge to real worlds. Poster examples include such as connection to mathematicians and mathematical connections to real world as well as nature. Further, future study will continue to foster students and teachers to try to construct their alive mathematics knowledge.

• Honam Mathematical Journal
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• v.40 no.3
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• pp.529-538
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• 2018

The purpose of the present paper is to establish connections between various subclasses of analytic univalent functions by applying certain convolution operator involving Poisson distribution series. To be more precise,we investigate such connections with the classes of analytic univalent functions with positive coefficients in the open unit disk.

• Bulletin of the Korean Mathematical Society
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• v.59 no.5
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• pp.1069-1091
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• 2022

We study almost complex metallic Norden manifolds and their adapted connections with respect to an almost complex metallic Norden structure. We study various connections like special connection of the first type, special connection of the second type, Kobayashi-Nomizu metallic Norden type connection, Yano metallic Norden type connection etc., on almost complex metallic Norden manifolds. We establish classifications of almost complex metallic Norden manifolds by using covariant derivative of the almost complex metallic Norden structure and also by using torsion tensor on the canonical connections.