• Communications of Mathematical Education
• /
• v.25 no.2
• /
• pp.451-472
• /
• 2011

In this paper we studied problem solving related with geometric interpretation of algebraic expressions. We analyzed algebraic expressions, related these expressions with geometric interpretation. By using geometric interpretation we could find new approaches to solving mathematical problems. We suggested new problem solving methods related with geometric interpretation of algebraic expressions.

• Structural Engineering and Mechanics
• /
• v.5 no.5
• /
• pp.491-505
• /
• 1997

This paper deals with the formulation and solution of a wide class of structures, in the presence of both geometric and material nonlinearities, as a particular mathematical programming problem. We first present key ideas for the nonholonomic (path dependent) rate formulation for a suitably discretized structural model before we develop its computationally advantageous stepwise holonomic (path independent) counterpart. A feature of the final mathematical programming problem, known as a nonlinear complementarity problem, is that the governing relations exhibit symmetry as a result of the introduction of so-called nonlinear "residuals". One advantage of this form is that it facilitates application of a particular iterative algorithm, in essence a predictor-corrector method, for the solution process. As an illustrative example, we specifically consider the simplest case of plane trusses and detail in particular the general methodology for establishing the static-kinematic relations in a dual format. Extension to other skeletal structures is conceptually transparent. Some numerical examples are presented to illustrate applicability of the procedure.

• East Asian mathematical journal
• /
• v.29 no.4
• /
• pp.449-466
• /
• 2013

This paper started from a question: Can it help a student solve the problem to give supports in point of view of a teacher knowing the solution. We performed a case study to get an answer for the question. We analysed a case which students do not make full use of data in the mathematical problem from this point of view of the mental representation. We examined closely the cause for not making full use of data. We got that the wrong mental representation which the students get from data in the problem lead to not making full use of data. We knew that it is insufficient to present the data not making use of. To help a student truly, it is necessary to give a aid based on a student's mental representation. From the conclusion of study, We got that figuring out student's mental representation is important and hope that many investigation about student's mental representation for various problem occur with frequency.

• Journal of the Korean Mathematical Society
• /
• v.59 no.2
• /
• pp.311-335
• /
• 2022

This paper treats Merton's classical portfolio optimization problem for a market participant who invests in safe assets and risky assets to maximize the expected utility. When the state process is a d-dimensional Markov diffusion, this problem is transformed into a problem of solving a Hamilton-Jacobi-Bellman (HJB) equation. The main purpose of this paper is to solve this HJB equation by a deep learning algorithm: the deep Galerkin method, first suggested by J. Sirignano and K. Spiliopoulos. We then apply the algorithm to get the solution to the HJB equation and compare with the result from the finite difference method.

• Journal of Gifted/Talented Education
• /
• v.8 no.2
• /
• pp.69-89
• /
• 1998

The purpose of this study is to develop a test which can be used in identification of the gifted students in the area of mathematics. This study was carried out for two years from 1996. Mathematical giftedness is, in this study, regarded as a result of interaction of mathematical thinking ability, mathematical creativity, mathematical task committment, background knowledge. This study presumed that mathematical thinking ability is composed of seven thinking abilities: intuitive insights, ability for information organization, ability for visualization, ability for mathematical abstraction, inferential thinking ability(both inductive and deductive thinking abilities), generalization and application ability, and reflective thinking. This study also presupposed that mathematical creativity is composed of 3 characteristics: fluency, flexibility, originality. The test for mathematical creative problem solving ability was developed for primary, middle, and high school students. The test is composed of two parts: the first part is concentrated more on divergent thinking, while the second part is more on convergent thinking. The major targets of the test were the students whose achievement level in mathematics belong to top 15~20% in each school. The goodness of the test was examined in the aspects of reliability, validity, difficulty, and discrimination power. Cronbach $\alpha$ was in the range of .60~.75, suggesting that the test is fairly reliable. The validity of the test was examined through the correlation among the test results for mathematical creative problem solving ability, I. Q., and academic achievement scores in mathematics and through the correlation between the scores in the first part and the scores in the second part of the test for mathematical creative problem solving ability. The test was found to be very difficult for the subjects. However, the discrimination power of the test was at the acceptable level.

• The Mathematical Education
• /
• v.54 no.3
• /
• pp.207-222
• /
• 2015

Mathematics preservice teachers' Mathematical Content Knowledge ("MCK") includes not only knowledge for mathematics, but also academic knowledge for school mathematics and mathematical process knowledge. We can consider the items in PISA 2012 as suitable tools to assess process knowledge as well as mathematical content knowledge because these items are developed by competent international educational experts. Therefore, the responses to items with the low percentage of correct answers in conjunction with the mathematical contents were analyzed with focus on FMC. The results showed the reasoning competency in responses using the conditions of the problem and of understanding the conditions after reading the complex problems within the context (i.e. the reasoning and argumentation competency, and communication competency) requires improvements. Furthermore the results indicated the errors due to a lack of ability of devising strategies for problem solving. Based on the foregoing results, the implications towards the directions of the education for the preservice mathematics teachers have been derived.

• Bulletin of the Korean Mathematical Society
• /
• v.50 no.1
• /
• pp.275-283
• /
• 2013

In this paper we investigate an initial boundary value problem of a logarithmic wave equation. We establish the global existence of weak solutions to the problem by using Galerkin method, logarithmic Sobolev inequality and compactness theorem.

• Communications of the Korean Mathematical Society
• /
• v.29 no.3
• /
• pp.415-420
• /
• 2014

We give explicit formulas, without using the Poisson integral, for the functions that are C-harmonic on the unit disk and restrict to a prescribed polynomial on the boundary.

• Communications of the Korean Mathematical Society
• /
• v.29 no.3
• /
• pp.463-478
• /
• 2014

We find criteria for symmetrized monomials to be non-hit in the $\mathcal{A}_2$-algebra of symmetric polynomials in three variables, where $\mathcal{A}_2$ is the mod 2 Steenrod algebra.

• Journal of the Korean Mathematical Society
• /
• v.44 no.1
• /
• pp.139-150
• /
• 2007

We investigate an optimal portfolio selection problem with transaction costs when an illiquid asset pays cash dividends and there are constraints on the illiquid asset holding. We provide closed form solutions for the problem, and by using these solutions we illustrate interesting features of optimal policies.