• Journal of the Korean School Mathematics Society
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• v.21 no.2
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• pp.91-111
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• 2018

Junior college students in located Eup-Myeon areas commonly fail to meet the basic standards of mathematics. This leads students to lack basic knowledge and to have difficulties in studying their majors. In addition, students often lose their interest in the study and eventually leave school or drop out, while some have difficulties in their life at work. To remedy and solve these problems, the country proposes National Competency Standards(NCS). The basic occupational competencies proposed in NCS are essential occupational abilities required to successfully perform the job. I want to apply mathematical ability, which is one of the basic occupational competencies, to mathematics education of junior college. Applying NCS mathematical ability to junior college students, I would like to examine the effectiveness of the NCS mathematical ability course. The purpose of this study is to find out the way of education of desirable mathematical ability and to raise basic academic ability and interest in mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.4 no.1
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• pp.1-19
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• 2000

This paper aims to enhance students' interest in the use of calculators in mathematics education and promote their use of calculators in real-life situations. Towards these ends, problem types and instructional models developed for the efficient utilization of calculators. The instructional models focus on teaching mathematics relying on the path through which expert teachers have gone through to gain relevant knowledge. By developing problem types and instructional models suitable for calculator use, We can contribute to a better attainment of instructional goals in mathematics education. The instructional models and problem types will aid teachers in making decisions about instructional development plan and basic features of instructional activities. The use of a new medium will also lead to increased interest and confidence in learning, thus contributing to the enhancement of students' ego.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.541-552
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• 2018

The purpose of this study was to investigate the effects of 'problem posing from mathematical problems' on the students' affective domain of mathematics, and to conduct evaluation and management of teachers' respectively. The quantitative and qualitative approaches were combined to analyze the changes in the affective achievement of all the students and individual students in the study. The conclusions of this study are as follows: First, problem-posing class improved the problem-solving ability and meaningful experience in the learning activity itself, thus improving students' self-confidence, interest, value, and desire to learn. Second, The students' affective domain of mathematics should be emphasized, and systematic evaluation and management should be carried out from the first grade of middle school to high school senior in mathematics. Third, it is necessary to present and disseminate them in detail on the national-level to evaluation system and method of affective domain of mathematics. Therefore, the teacher should actively implement the problem-posing teaching and learning in the classroom lesson and help students' affective achievement. and teachers need to measure and manage the affective achievement of all students on a regular basis.

• Journal of the Korean School Mathematics Society
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• v.4 no.1
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• pp.91-101
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• 2001

Nowadays the number of students that is losing their interest as well as learning desire in mathematics is increasing because of lack of logical thought creative power and abstract expression that present-day mathematics requires by reason of discrepancy of extreme scholastic ability by speciality of mathematics. In these conditions, we reduce the number of learning depression by bringing about learning desire or learning interest on mathematics, and students learn effective learning methods to be voluntary learning of discovery themselves that studies basic concepts, principles, rules through logical thought of students to solve difference of scholastic ability, thus we assumed that debate studies through small group activities in ability group would be one of ways to improve learning power, so the results of our research are as follows; 1. Debate studies through small group activities were very effective because of reinforcing the achivement level of students. 2. By this learning method, an individual or cooperrative learning was fostered, and lively discussions were accomplished. And learning attitudes of students were changed by the extension of cooperative learning abilities through advices or by themselves. 3. A personal opinion is payed regard by accepting an individual idea in the process of making questions. Learners can correct wrong concepts in the process of correcting wrong answers. So if we apply above-mentioned studies with easy contents from the lower grades, the effectiveness would increase as learners go to the higher grade. According to the results of various researches as follows; "The teaching-learning method oriented coopperative debate studies is effective to find solutions to mathematical problems." If small group activities are applied in the educational situation to search the course of a desirable cooperation learning through small group activities to improve scholastic abilities for a discoverable problem-solving power. I think that the teaching-learning method oriented cooperative debate studies is one of the most desirable methods to increase the problem-solving ability.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.223-248
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• 2005

This study is to survey and analyze the opinion of teachers about the relevance of educational content in the 7th mathematics curriculum. For the purpose of this study, we analyze the result of the questionnaire survey which consists in the question about the relevance(Quantity, level, validity) of educational content in the 7th mathematics curriculum. 515 elementary school teachers, 314 middle school teachers, and 323 high school teachers are participated in this survey. 75 percent of elementary school teachers think that the educational quantity must be reduced for the relevance of educational content. So do 50 percent of secondary school teachers. Both of them think that the number of topic must be reduced for the relevance. In special, this study shows that the response rate about the object which is related with interest is very low compared with any other mathematics education objects. So, it is necessary to pay more attention to the object which is related with interest.

• Journal of the Korean Data and Information Science Society
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• v.24 no.4
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• pp.737-753
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• 2013

Interest rate options embedded in life insurance products provide policyholders with minimum guaranteed rates credited to the corresponding surrender values. This paper discusses current low-interest environment and several types of interest rate options embedded in life insurance products. In addition, this paper shows profit structures of the life insurance products and calculates values of the interest rate options under stochastic interest model and the corresponding VaR (value at risk). Finally, some implications are discussed.

• Bulletin of the Korean Mathematical Society
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• v.50 no.2
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• pp.611-626
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• 2013

In the paper we study the finite-time ruin probability in a general risk model with constant interest force, in which the claim sizes are pairwise quasi-asymptotically independent and arrive according to an arbitrary counting process, and the premium process is a general stochastic process. For the case that the claim-size distribution belongs to the consistent variation class, we obtain an asymptotic formula for the finite-time ruin probability, which holds uniformly for all time horizons varying in a relevant infinite interval. The obtained result also includes an asymptotic formula for the infinite-time ruin probability.

• Journal of applied mathematics & informatics
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• v.9 no.2
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• pp.879-890
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• 2002

In this paper we consider open queueing system with a Poisson arrival process which have a finite upper bound on the arrival rate for which the system is stable. Interpolation approximations for quantities of interest, such as moments of the sojourn time distribution, have previously been developed for such systems, utilizing exact light and heavy traffic limits. These limits cannot always be easily computed for complex systems. Thus we consider an interpolation approximation where all of the relevant information is estimated via simulation. We show that all the relevant information can in fact be simultaneously estimated in a single regenerative simulation at any arrival rate. In addition to light and heavy traffic limits, both the quantity of interest and its derivative (with respect to the arrival rate) are estimated at the arrival rate of the simulation. All of the estimates are then combined, using a least squares procedure, to provide an interpolation approximation.

• Journal of the Korean Mathematical Society
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• v.53 no.1
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• pp.187-199
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• 2016

The r-ary number sequences given by $$(b^{(r)}_n)_{n{\geq}0}=\Large{\frac{1}{(r-1)n+1}}(^{rn}_n)$$ are analogs of the sequence of the Catalan numbers ${\frac{1}{n+1}}(^{2n}_n)$. Their history goes back at least to Lambert [8] in 1758 and they are of considerable interest in sequential testing. Usually, the sequences are considered separately and the generalizations can go in several directions. Here we link the various r first by introducing a new combinatorial structure related to GR trees and then algebraically as well. This GR transition generalizes to give r-ary analogs of many sequences of combinatorial interest. It also lets us find infinite numbers of combinatorially defined sequences that lie between the Catalan numbers and the Ternary numbers, or more generally, between $b^{(r)}_n$ and $b^{(r+1)}_n$.

• The Mathematical Education
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• v.24 no.2
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• pp.27-34
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• 1986

At present, Japanese textbooks of mathematics for elementary and secondary schools are thorized by the Ministry of Education. In former days, this system was also in effect for mentary schools until 1905 and for secondary schools until 1944. this article we discuss the start and the change of this system until 1905 and its influences the textbooks of mathematics. The main interest of the system was originally to prevent the textbooks from having the pressions which have the fear of breaking laws, disturbing the public morals or mistaking real facts. The interest changed to assure that the textbooks might comply with the ional standards of teaching syllabuses. And the standards such as the ones of the sizes of ers in the textbooks were made public one after another. The comments attached to the textbooks which applied for the authorization often pointed out use of unsuitable concrete numbers. The comments were often concerned with the difficulty words or sentenses for elementary schools and with the incorrectness of mathematical contents secondary schools. We conclude that the system encouraged the rapid modernization and regularization of Japanese tbooks during this period. We may note that there was a tendency not to adopt an extremely usual trial into the textbooks.