• The Mathematical Education
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• v.57 no.3
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• pp.311-328
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• 2018

In school mathematics, the concept of an average is not a concept that is limited to a unit of statistics. In particular, high school students will learn about arithmetic mean and geometric mean in the process of learning absolute inequality. In calculus learning, the concept of average is involved when learning the concept of average speed. The arithmetic mean is the same as the procedure used when students mean the test scores. However, the procedure for obtaining the geometric mean differs from the procedure for the arithmetic mean. In addition, if the arithmetic mean and the geometric mean are the discrete quantity, then the mean rate of change or the average speed is different in that it considers continuous quantities. The average concept that students learn in school mathematics differs in the quantitative nature of procedures and objects. Nevertheless, it is not uncommon to find out how students construct various mathematical concepts into mathematical knowledge. This study focuses on this point and conducted the interviews of the students(three) in the second grade of high school. And the expression of students in the process of average concept formation in arithmetic mean, geometric mean, average speed. This study can be meaningful because it suggests practical examples to students about the assertion that various scholars should experience various properties possessed by the average. It is also meaningful that students are able to think about how to construct the mean conceptual properties inherent in terms such as geometric mean and mean speed in arithmetic mean concept through interview data.

• Journal of the Society of Naval Architects of Korea
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• v.42 no.2 s.140
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• pp.98-104
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• 2005

The mathematical models of hydrodynamic force and moment acting on a ship at low speed range should be established differently from the ones at nominal cruising speed range since a ship moves with large drift angle or rotates in a stationary position. We modified widely used Yoshimura's cross flow model in order to apply the system identification method to estimate parameters in the model. The apparatus and the procedure of free running model test were suggested so that the parameters in the model be estimated. The validity of our proposing modified model and test procedure was confirmed by comparison with the results of simulated model test.

• Honam Mathematical Journal
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• v.28 no.4
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• pp.521-531
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• 2006

In this paper, we construct a procedure of Maple programming for (0, 1)-matrix with a prescribed permanent, $1,2,...,2^{n-1}$. An application of such construction is given, and we obtain the some results of (0, 1)-matrices with the permanent less than or equal to n! by replacing elements 0's by 1's.

• Journal of the Chungcheong Mathematical Society
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• v.25 no.3
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• pp.521-526
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• 2012

In this paper, we present a explicit procedure to compute a basis for the spaces of cuspforms of weight 2 on $X_0(N)$ which consists of eigenforms for the Atkin-Lehner involutions.

• Honam Mathematical Journal
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• v.36 no.1
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• pp.11-27
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• 2014

In this paper, we propose closures for multi-phase flow models, which satisfy boundary conditions and conservation constraints. The models governing the evolution of the fluid mixing are derived by applying an ensemble averaging procedure to the microphysical equations characterized by distinct phases. We consider compressible multi species multi-phase flow with surface tension and transport.

• Journal of the Chungcheong Mathematical Society
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• v.3 no.1
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• pp.97-101
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• 1990

For testing a hypothesis $H:{\theta}={\theta}_1$, vs $A:{\theta}={\theta}_2$ (${\theta}_1$ < ${\theta}_2$, we obtain a truncated sequential bayes procedure which minimizes the average sample size between ${\theta}_1$ and ${\theta}_2$.

• Korean Journal of Mathematics
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• v.22 no.1
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• pp.169-180
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• 2014

In this study, we consider the informal and formal definition of limit on the basis of middle and high school curriculum, and then analyze the reason of difficulties experienced when sophomores learn the formal definition(${\epsilon}-{\delta}$ procedure) of limit. We conducted teaching of the formal definition of limit with sophomores and analyzed their errors which were appeared when they applied to limits problems. In addition, we try to improve the understanding of ${\epsilon}-{\delta}$ procedure of the limit taught in analysis.

• The Mathematical Education
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• v.57 no.4
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• pp.453-475
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• 2018

This study examines how elementary students understand fractions with operations conceptually and how they perform procedures in the division of fractions. We attempted to look into students' understanding about fractions with divisions in regard to mathematical proficiency suggested by National Research Council (2001). Mathematical proficiency is identified as an intertwined and interconnected composition of 5 strands- conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. We developed an instrument to identify students' understanding of fractions with multiplication and division and conducted the survey in which 149 6th-graders participated. The findings from the data analysis suggested that overall, the 6th-graders seemed not to understand fractions conceptually; in particular, their understanding is limited to a particular model of part-whole fraction. The students showed a tendency to use memorized procedure-invert and multiply in a given problem without connecting the procedure to the concept of the division of fractions. The findings also proposed that on a given problem-solving task that suggested a pathway in order for the students to apply or follow the procedures in a new situation, they performed the computation very fluently when dividing two fractions by multiplying by a reciprocal. In doing so, however, they appeared to unable to connect the procedures with the concepts of fractions with division.

• Journal of the Korean Mathematical Society
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• v.39 no.6
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• pp.913-930
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• 2002

For curved crack problems in plane elasticity, subjected to the traction conditions on the crack faces, we present a system of boundary integral equations. The procedure is based on the indirect boundary integral method in terms of real variables. For efficient mathematical analysis, we decompose the singular kernel into the Cauchy singular part and the regular one. As a result, solvability of the presented system is proved and availability of the present approach is shown by the numerical example of a circular arc crack.

• East Asian mathematical journal
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• v.23 no.3
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• pp.361-370
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• 2007

The notion of problem-solving in mathematics education effects mathematics teachers notice and its importance in mathematics is getting better. The purpose of this thesis is to consider the mathematical reasoning for improving the ability of problem solving. It is necessary that notion, enforcement method, procedure and evaluation standard of performance assessment should be explained to students. The teachers, improvements of specialty for class and evaluation as well as systematic reeducation for performance assessment are essential.