• Journal of the Chungcheong Mathematical Society
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• v.23 no.1
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• pp.29-35
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• 2010

In this note, we will prove a new equilibrium existence theorem for a compact acyclic strategic game by using Begle's fixed point theorem.

• Bulletin of the Korean Mathematical Society
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• v.40 no.2
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• pp.301-307
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• 2003

The purpose of this paper is to give a generalization of the quasi fixed-point theorem due to Lefebvre, and prove a new existence theorem of equilibrium in a generalized quasi-game.

• Bulletin of the Korean Mathematical Society
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• v.13 no.2
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• pp.67-70
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• 1976

• Journal of the Korean Mathematical Society
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• v.14 no.2
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• pp.197-205
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• 1978

• Journal of The Korean Association of Information Education
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• v.5 no.3
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• pp.321-328
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• 2001

Generally, a Learning Games made based on Off-line. But Today, Web based learning has been used for many educational system by aid of the development of internet technique. If Off-line learning game serviced by On-line learning game, can provide learner with interesting and growing learner's study will. In this paper, I design the Mathematical of Elementary school Roll playing game for learning based on On-line. This is matched the point of On-line game with the point of Learning. A Learner's mathematical technic will be improve by The Mathematical On-line Roll playing game for Elementary school student. A student's ability of self directed learning and solving problem is expended too.

• The Mathematical Education
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• v.43 no.1
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• pp.87-96
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• 2004

For finding the optimal strategy in Blackout game which was introduced in the homepage of popular mono "Beautiful mind", we develope a mathematical proof and an algorithm with a software. We only use the concept of basis and knowledge of basic linear algebra. This process can be extended to the fullsize Go table problem and shows why we have to study mathematics at the college level.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.95-110
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• 2001

What characteristics of computer games encourage persistence, engagement, and learning for both girls and boys\ulcorner The purpose in conducting this research was to identify characteristics of computer games that engage all children-girls and boys- in significant mathematical learning. A set of criteria for evaluating gender fair computer games was developed. Much of this research had involved observing children playing computer games in pairs and small groups. Two game softwares were analyzed by way of dialogues that occurred with the games.

• East Asian mathematical journal
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• v.32 no.4
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• pp.545-563
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• 2016

The aim of this study was to observe processes and implication to a given program for the 20 gifted children grade 5 by making the number from 1 to 100 with natural numbers 4,4,9 and 9. Revelation of creativity, mathematical tendency of students and meaningful responses were observed by the qualitative records of this game activity and the analysis of result. The major result of a study is as follows: The mathematical creativities of students were revealed and developed by this activity. And the mathematical attitude were changed and developed, so student could actively participate. And students could experience collaborative and social composition learning by presentations and discussion, competition with a permissive atmosphere and open-game rule. It was meaningful that mathematical ideas (negative number, square root, factorial, [x]: the largest integer not greater than x, absolute value, percent, exponent, logarithm etc.) were suggested and motivated by students themselves.

• Journal of the Korean Mathematical Society
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• v.59 no.6
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• pp.1185-1201
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• 2022

Feller introduced an unfair-fair-game in his famous book [3]. In this game, at each trial, player will win 2^k yuan with probability p_k = 1/2^kk(k + 1), k ∈ ℕ, and zero yuan with probability p₀ = 1 - Σ^∞_k=1 p_k. Because the expected gain is 1, player must pay one yuan as the entrance fee for each trial. Although this game seemed "fair", Feller [2] proved that when the total trial number n is large enough, player will loss n yuan with its probability approximate 1. So it's an "unfair" game. In this paper, we study in depth its convergence in probability, almost sure convergence and convergence in distribution. Furthermore, we try to take 2^k = m to reduce the values of random variables and their corresponding probabilities at the same time, thus a new probability model is introduced, which is called as the related model of Feller's unfair-fair-game. We find out that this new model follows a long-tailed distribution. We obtain its weak law of large numbers, strong law of large numbers and central limit theorem. These results show that their probability limit behaviours of these two models are quite different.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.481-491
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• 2006

Diffy is a simple mathematical puzzle that provides elementary-school students with subtraction practice. The idea appears to have originated in the late nineteenth century with E. Ducci of Itali. Thirty years ago Professor J. Copley of the University of Houston introduced the diffy game to teachers in elementary schools and it widely spreaded out. During the diffy activity we naturally guess many interesting conjectures. First, does diffy always end? Second, does the head of diffy always exist? Third, for an arbitrary given natural number n, is there any possible method to find the diffy with the given length n? In this study I give the necessary and sufficient condition for the existence of the head of diffy. Using this condition I classify all possible heads of diffy and provide an algorithm to find the diffy with any given length n. With this algorithm I find four natural numbers with diffy length 200. To ensure my numbers are correct, I make a diffy program for Mathematica and check they are correct. I suggest the diffy game is good for enlarging the mathematical thinking to all graded students, especially gifted and talented students, It will produce rational consideration and synthetic judgement.