• Bulletin of the Korean Mathematical Society
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• v.44 no.2
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• pp.337-350
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• 2007

Given a collection of complex numbers ${\gamma}{\equiv}\{{\gamma}ij\}$ $(0{\leq}i+j{\leq}2n,\;|i-j|{\leq}n)$ with ${\gamma}00>0\;and\;{\gamma}ji=\bar{\gamma}ij$, we consider the moment problem for ${\gamma}$ in the case of n=2, which is referred to Embry quartic moment problem. In this note we give a partial solution for the nonsingular case of Embry quartic moment problem.

• Journal of the Korean Mathematical Society
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• v.43 no.1
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• pp.87-98
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• 2006

In this paper, a class of constrained inverse eigenvalue problem for antisymmetric matrices and their optimal approximation problem are considered. Some sufficient and necessary conditions of the solvability for the inverse eigenvalue problem are given. A general representation of the solution is presented for a solvable case. Furthermore, an expression of the solution for the optimal approximation problem is given.

• Research in Mathematical Education
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• v.9 no.2 s.22
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• pp.125-133
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• 2005

This paper investigates student conceptual understanding and application on algebra using problem-based curricula. Seven principles which National Research Council announced were considered because these seven principles all involved in the development of a deep conceptual understanding. A problem-based curriculum itself provides a significant contribution to improving student learning. A problem-based curriculum encourages students to obtain a more conceptual understanding in algebra. From the results the national curriculum developers in Korea consider the problem-based curriculum.

• The Mathematical Education
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• v.60 no.2
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• pp.229-247
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• 2021

Students' mathematical thinking is represented via various forms of outcomes, such as written response and verbal expression, and teachers could infer and respond to their mathematical thinking by using them. This study analyzed 39 elementary teachers' competency to notice students' problem-solving strategies containing mathematical errors in fraction addition and subtraction with uncommon denominators problems. Participants were provided three types of students' problem-solving strategies with regard to fraction addition and subtraction problems and asked to identify and interpret students' mathematical understanding and errors represented in their artifacts. Moreover, participants were asked to design additional questions and problems to correct students' mathematical errors. The findings revealed that first, teachers' noticing competency was the highest on identifying, followed by interpreting and responding. Second, responding could be categorized according to the teachers' intentions and the types of problem, and it tended to focus on certain types of responding. For example, in giving questions responding type, checking the hypothesized error took the largest proportion, followed by checking the student's prior knowledge. Moreover, in posing problems responding type, posing problems related to student's prior knowledge with simple computation took the largest proportion. Based on these findings, we suggested implications for the teacher noticing research on students' artifacts.

• Bulletin of the Korean Mathematical Society
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• v.35 no.3
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• pp.473-484
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• 1998

We consider a finite difference approximation to a singular boundary value problem arising in the study of a nonlinear circular membrane under normal pressure. It is proved that the rate of convergence is $O(h^2)$. To obtain the solution of the finite difference equation, an iterative scheme converging monotonically to the solution of the finite difference equation is introduced. And the numerical experiment of this method is given.

• Research in Mathematical Education
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• v.15 no.4
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• pp.357-371
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• 2011

In mathematical problem solving, students may make various errors. In order to draw useful lessons from the errors, and then correct them, we surveyed 24 eighth-grade students' performances in geometrical problem solving according to Casey's hierarchy of errors. It was found that: 1. Students' effect can lead to errors at the stage of "comprehension", "strategy selection", and "skills manipulation"; and 2. Students' geometric schemas also influenced their strategy selection".

• Bulletin of the Korean Mathematical Society
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• v.55 no.4
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• pp.1161-1178
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• 2018

In this paper, we consider the Cauchy problem for a class of nonlinear sixth-order wave equation. The global existence and the finite time blow-up for the problem are proved by the potential well method at both low and critical initial energy levels. Furthermore, we present some sufficient conditions on initial data such that the weak solution exists globally at supercritical initial energy level by introducing a new stable set.

• Communications of the Korean Mathematical Society
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• v.20 no.4
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• pp.837-847
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• 2005

We consider multiobjective fractional programming problems with generalized invexity. An equivalent multiobjective programming problem is formulated by using a modification of the objective function due to Antczak. We give relations between a multiobjective fractional programming problem and an equivalent multiobjective fractional problem which has a modified objective function. And we present modified vector saddle point theorems.

• Journal of the Korean Operations Research and Management Science Society
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• v.18 no.2
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• pp.147-156
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• 1993

Recently a new concept of shadow prices, called average shadow price, has been developed. This paper provides a dual problem and the corresponding duality theorems justifying this new shadow price. The general duality framework is used. As an important secondary result, a new reduced class of price function, the pp. h.-class, has been developed for the general duality theory. This should be distinguished from other known reductions achieved in some specific areas of mathematical programming, in that it sustains the strong duality property in all the mathematical programs. The new general dual problem suggested with this pp. h.-class provides, as an optimal solution, the average shadow prices.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.297-312
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• 2009

We study the process of horizontal and vertical mathematization on the polyhedron problems through the history of mathematics, computer experiments, problem posing, and justifications. In particular, we explore the Hamilton cycle problem, coloring problem, and folding net construction on the Archimedean and Catalan polyhedrons. In this paper, we present our mathematical results on the polyhedron problems, and we also present some unsolved problems that we found. We found that the history of mathematics and mathematical experiments are very useful in such R&E exploration as polyhedron problem posing and solving project.