• Korean Journal of Mathematics
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• v.6 no.2
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• pp.173-181
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• 1998

The local behaviors of the Hopf bifurcation in the free boundary problem satisfying the zero flux boundary condition was examined in [3]. In this paper, we shall examine the global behaviors for this problem and shall apply the center-index theory to show the globality.

• School Mathematics
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• v.13 no.1
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• pp.189-206
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• 2011

This study is to setup a mathematics PBL model that is right for elementary students. PBL models are developed and applied to actual courses and analyzed. So, a specific plan and practical understanding of PBL mathematics textbooks will be presented. But in order for this to happen, first the mathematics PBL model, that can realize 7th revised curriculum's goal, needs to setup and divided into knowledge, skill and attitude domains. Through this study, the general PBL model and the PBL model appropriate for elementary mathematics was amended and supplemented, this was then applied to courses and analyzed, and the below conclusions were realized. First, mathematical idealization stage is needed for mathematical PBL model. Since an elementary student is shortcoming in problem understanding and mathematical activity, a middle step that allows the student to understand the problem situation mathematizing and find a solution mathematically is desperately needed. Therefore, in this study, we named it the mathematical idealization stage and had it setup. Second, a mathematics information collection stage needs to be prepared for a successful PBL. Through this stage, the students will have an opportunity to gather the necessary information needed and restructure it to solve the problem. Third, the organization stage in mathematical PBL model needs to be strengthened. PBL is not just completed, through the best use of mathematics subject matter to solve the problem. Organization time is needed to allow the students to grow to a more deepened and advanced level. In conclusion, there is significance in providing a specific plan for mathematical PBL model, which can be seen through this study on applying and analyzing elementary mathematics and appropriate PBL models.

• The Mathematical Education
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• v.47 no.2
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• pp.113-133
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• 2008

This study is to develop the methods of specifying teaching that can consider individual differences in middle school geometry education. The purpose of this study is to decide the variations causing individual differences and to find the proper learning methods considering the variations. Through literature review, this study made it clear that the matter of individual difference is just the matter of talent and examined what factors make up mathematical talents. On the basis of the result, five important variations and fourteen subordinate factors were determined. I researched into the learning methods that consider the determined subordinate factors using the 'congruence' unit of middle school textbooks and developed specific learning methods for each of the subordinate factors through specific congruence problem solving situations. This study can be summarized as follows : I researched the studies of mathematical ability conducted by several educators and psychologists. This research is divided into the early study and the developed study of mathematical ability. Through this study five specific variations were determined. And fourteen subordinate factors have been made from the determined variations. The specific learning methods based on individual differences was developed according to the fourteen subordinate factors on the basis of middle school textbooks of Korea, Gusev's textbook, problem books of Russia, and etc.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.541-563
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• 2014

The purpose of this study is to investigate how the curriculum, in which pre-service teachers experience mathematical process and develop assessment items and standards through the process experience in a mathematical essay course, affects the pre-service teachers and suggest its implications for teacher education. Fourty nine pre-service teachers, registered at a mathematical essay course in a K university in Seoul, developed mathematical essay problems and their assessment standards, and their developed processes were analyzed. According to the analysis results, first, mathematical essay problems developed by the fifty students reflect components of mathematical processes. Especially, one characteristic in revising assessment items shows that pre-service teachers considered not only justification process through different levels of difficulty and mathematical reasoning, but also logical descriptions through problem solving, when they worked on group discussions and examined middle school and high school students' responses. Second, while pre-service teachers developed rubrics for their assessment items and revised the rubrics based on students' responses, they established assessment standards which employed mathematical process by focusing on problem solving process rather than results and considering students' unexpected problem solving. The results imply a concrete method in planning and executing a mathematical essay course which makes use of mathematical process in teacher education.

• Communications of the Korean Mathematical Society
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• v.17 no.4
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• pp.565-576
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• 2002

본 개관에서는 Ambrosetti-Prodi형의 해의 다중존재성에 관하여 살펴볼 것이다.

• Journal of the Korean Mathematical Society
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• v.31 no.2
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• pp.245-254
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• 1994

• Communications of the Korean Mathematical Society
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• v.12 no.4
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• pp.921-933
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• 1997

An Ambrosetti-Prodi type multiplicity result for periodic-Dirichlet problem to semilinear parabolic equation is treated.

• Journal of the Korean Mathematical Society
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• v.27 no.2
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• pp.239-244
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• 1990

• Journal of the Korean Mathematical Society
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• v.8 no.1
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• pp.19-23
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• 1971

• Journal of the Korean Mathematical Society
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• v.37 no.2
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• pp.245-251
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• 2000

Assume that two boundaries of worm domains, which are parpametrizd by harmonic functions, are CR equivalent. Then we determine the Taylor expansion of CR equivalence mapping and get a relation of harmonic functions.