• Journal of the Chungcheong Mathematical Society
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• v.24 no.1
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• pp.121-130
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• 2011

We obtain multiplicity results for the biharmonic problem with a variable coefficient semilinear term. We show that there exist at least three solutions for the biharmonic problem with the variable coefficient semilinear term under some conditions. We obtain this multiplicity result by applying the Leray-Schauder degree theory.

• Journal of the Chungcheong Mathematical Society
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• v.23 no.2
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• pp.315-321
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• 2010

Waring's problem deals with representing any nonconstant function in a set of functions as a sum of kth powers of nonconstant functions in the same set. Consider ${\sum}_{i=1}^p\;f_i(z)^k=z$. Suppose that $k{\geq}2$. Let p be the smallest number of functions that give the above identity. We consider Waring's problem for the set of linear fractional transformations and obtain p = k.

• 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.

• Research in Mathematical Education
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• v.11 no.1
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• pp.1-31
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• 2007

Recent research has documented that there is a close relationship between problem posing and problem solving in arithmetic. However, most studies investigated the relationship between problem posing and problem solving only by means of standard problem situations. In order to overcome that shortcoming, a pilot study with Chinese fourth-graders was done to investigate this relationship using a non-standard, realistic problem situation. The results revealed a significant positive relationship between students' problem posing and solving abilities. Based on that pilot study, a more extensive and systematic ascertaining study was carried out to confirm the observed relationship between problem posing and problem solving among Chinese elementary school children. Results confirmed that there was indeed a close relationship between both skills.

• Journal for History of Mathematics
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• v.22 no.3
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• pp.113-130
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• 2009

It can be said that the teaching and learning of mathematical problem solving has been greatly influenced by G. Polya. His heuristics shows down the explicit process of mathematical problem solving in detail. In contrast, Polanyi highlights the implicit dimension of the process. Polanyi's theory can play complementary role with Polya's theory. This study outlined the epistemology of Polanyi and his theory of problem solving. Regarding the knowledge and knowing as a work of the whole mind, Polanyi emphasizes devotion and absorption to the problem at work together with the intelligence and feeling. And the role of teachers are essential in a sense that students can learn implicit knowledge from them. However, our high school students do not seem to take enough time and effort to the problem solving. Nor do they request school teachers' help. According to Polanyi, this attitude can cause a serious problem in teaching and learning of mathematical problem solving.

• Industrial Engineering and Management Systems
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• v.15 no.2
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• pp.156-172
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• 2016

Complex and uncertain issues in supply chain result in integrated decision making processes in supply chains. So decentralized (distributed) decision making (DDM) approach is considered as a crucial stage in supply chain planning. In this paper, an uncertain DDM through coordination mechanism is addressed for a multi-product supply chain planning problem. The main concern of this study is comparison of DDM approach with centralized decision making (CDM) approach while some parameters of decision making are assumed to be uncertain. The uncertain DDM problem is modeled through fuzzy mathematical programming in which products' demands are assumed to be uncertain and modeled using fuzzy sets. Moreover, a CDM approach is customized and developed in presence of fuzzy parameters. Both approaches are solved using three fuzzy mathematical optimization methods. Hence, the contribution of this paper can be summarized as follows: 1) proposing a DDM approach for a multi-product supply chain planning problem; 2) Introducing a coordination mechanism in the proposed DDM approach in order to utilize the benefits of a CDM approach while using DDM approach; 3) Modeling the aforementioned problem through fuzzy mathematical programming; 4) Comparing the performance of proposed DDM and a customized uncertain CDM approach on multi-product supply chain planning; 5) Applying three fuzzy mathematical optimization methods in order to address and compare the performance of both DDM and CDM approaches. The results of these fuzzy optimization methods are compared. Computational results illustrate that the proposed DDM approach closely approximates the optimal solutions generated by the CDM approach while the manufacturer's and retailers' decisions are optimized through a coordination mechanism making lasting relationship.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.397-415
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• 2022

The purpose of this study is to analyze the discourse structure of teachers that can help students participate in class by using mathematical metaphors that can arouse students' interest and motivation. In order to achieve this goal, we observed a semester class of a career teacher who practiced pedagogy that connects students' experiences with mathematical concepts to motivate students to learn and promote participation. Among the metaphors that the study target teachers used in a variety of mathematical concepts and problem-solving processes during the semester, we extracted the two class examples that can help develop teaching methods using metaphors. Representatively selected two classes are one class example using metaphors and, the other class example using metaphors and expanding and applying problems. As a result of analysis, the structure of teacher discourse that uses metaphors and expands and applies problems by linking students' experiences with mathematical content was found to help solve a given problem and elaborate mathematical concepts. As a result of the analysis, the discourse structure of teachers using mathematical metaphors based on communication with students could provide implications for the development of teaching methods for the recovery of mathematics education.

• East Asian mathematical journal
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• v.32 no.2
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• pp.217-232
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• 2016

The purpose of this study is to investigate the assessment expertise of Mathematics' teachers, focusing on the competence in designing assessment item development. In this present research, I analysed how the teachers' competence appears in designing assessment items development when they generated problems the given problem into a new one. To examine this assumption, the following research questions were posed and investigated in the present study : How do Pre-service and In-service Teachers in primary schools develop the assessment item when generating problems the given problems into new problems? The result from the case study of metamorphosing the given problem into a new problem teachers used similar patterns switching numbers or changing units in order to develop new problems. Also, teachers in primary schools tend to develop problems as commonly as in the mathematics workbooks. In-service teachers tend to have better skills developing assessment items, but there were quite much of variability between individuals.

• Communications of the Korean Mathematical Society
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• v.27 no.2
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• pp.411-423
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• 2012

A nondifferentiable nonlinear semi-infinite programming problem is considered, where the functions involved are ${\eta}$-semidifferentiable type I-preinvex and related functions. Necessary and sufficient optimality conditions are obtained for a nondifferentiable nonlinear semi-in nite programming problem. Also, a Mond-Weir type dual and a general Mond-Weir type dual are formulated for the nondifferentiable semi-infinite programming problem and usual duality results are proved using the concepts of generalized semilocally type I-preinvex and related functions.

• The Mathematical Education
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• v.55 no.2
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• pp.209-232
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• 2016

This study analyzed the process of steps in a program introducing Renzulli's enrichment triad model and various levels of posing open-ended problems of those who participated in the program for mathematics-gifted elementary students. As results, participants showed their abilities of problem posing related to real life in a program introducing Renzulli's enrichment triad model. From eighteen mathematical responses, gifted students were generally outstanding in terms of producing problems that demonstrated high quality completion, communication, and solvability. Amongst these responses from fifteen open-ended problems, all of which showed that the level of students' ability to devise questions was varied in terms of the problems' openness (varied possible outcomes), complexity, and relevance. Meanwhile, some of them didn't show their ability of composing problem with concepts, principle and rules in complex level. In addition, there are high or very high correlations among factors of mathematical problems themselves as well as open-ended problems themselves, and between mathematical problems and open-ended problems. In particular, factors of mathematical problems such as completion, communication, and solvability showed very high correlation with relevance of the problems' openness perspectives.