• Journal of applied mathematics & informatics
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• v.32 no.3_4
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• pp.511-527
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• 2014

This paper provides a new application similar to the Local Defect Correction (LDC) technique to solve Poisson problem -u"(x) = f(x) with Dirichlet boundary conditions. The exact solution is supposed to have high activity in some region of the domain. LDC is combined with a fourth order compact scheme which is recently developed in Abbas (Num. Meth. Partial differential equations, 2013). Numerical tests illustrate the interest of this application.

• Kyungpook Mathematical Journal
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• v.55 no.1
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• pp.41-50
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• 2015

The purpose of this paper is to prove some results which are of independent interest and related to additive maps on ${\sigma}$-prime rings. Further, examples are given to demonstrate that the restrictions imposed on the hypotheses of these results are not superfluous.

• Kyungpook Mathematical Journal
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• v.47 no.4
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• pp.495-500
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• 2007

The aim of this paper is to derive a fractional derivative of the multivariable H-function of Srivastava and Panda [7], associated with a general class of multivariable polynomials of Srivastava [4] and the generalized Lauricella functions of Srivastava and Daoust [9]. Certain special cases have also been discussed. The results derived here are of a very general nature and hence encompass several cases of interest hitherto scattered in the literature.

• Kyungpook Mathematical Journal
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• v.53 no.1
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• pp.143-148
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• 2013

The theory of generalized Bessel functions is reformulated within the framework of an operational formalism using the multiplier representation of the Lie group $T_3$ as suggested by Miller. This point of view provides more efficient tools which allow the derivation of generating functions of generalized Bessel functions. A few special cases of interest are also discussed.

• Journal of applied mathematics & informatics
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• v.23 no.1_2
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• pp.563-570
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• 2007

There has been a considerable research interest in medical communities for neuronal fiber tracking with magnetic resonance diffusion tensor imaging(DTI). DTI data have abundant structural boundaries that need to be preserved during interpolation to facilitate fiber tracking. Sigmoid function has been used in recent papers but the sigmoid function still is not good enough to be served as an positive interpolation in mathematical point of view. In this paper, we construct and provide two families positive cardinal interpolation functions.

• Journal of applied mathematics & informatics
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• v.23 no.1_2
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• pp.205-214
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• 2007

Over the years, there has been increasing interest in solving mathematical problems with the aid of computers. The main purpose of this paper is to investigate the roots of the q-Bernoulli polynomials $B_{n,q}{^r}(x)$ for values of the index n by using computer. Finally, we consider the reflection symmetries of the q-Bernoulli polynomials $B_{n,q}{^r}(x)$.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.5 no.2
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• pp.17-23
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• 2001

The evaluation of a few of the smallest eigenpairs of large symmetric eigenvalue problem is of great interest in many physical and engineering applications. A deflation-preconditioned conjugate gradient(PCG) scheme for a such problem has been shown to be very efficient. In the present paper we provide the numerical stability of a deflation-PCG with partial shifts.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.47-57
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• 2000

The purpose of this study is to investigate the degree of anxiety factors for learning mathematics and look into the reason of anxiety of mathematics and show the method of eliminating negative and anxious factors in elementary school, secondary school and high school. To have learner take an interest in learning mathematics, develop the positive attitude about learning mathematics and maximize the effect of learning of mathematics, three kinds of hypotheses are established as follows: 1. There would be difference in anxiety factor of learning mathematics according to elementary school, secondary school and high school. 2. There would be difference in anxiety factor of learning mathematics according to sex. 3. There be difference in anxiety factor of learning mathematics according to the level of achievement. The results of this study are as follows: 1. Hypotheses I was testified. The anxiety factor between mathematics learning and mathematics teacher was significant difference according to elementary school, secondary school and high school. 2. Hypotheses II was testified. The result of hypotheses II was significant difference only in high school. The anxiety factor of mathematics teacher was significant difference according to boy student and girl student. 3. Hypotheses III was testified. The anxiety factor of mathematics, teacher and test was significant difference only in elementary school and high school.

• East Asian mathematical journal
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• v.31 no.4
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• pp.421-444
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• 2015

The study conducted a survey on mathematics teachers' perception about the mathematics curriculum and carried out a field survey of schools' compliance of the 2009 revised mathematics curriculum. The questionnaires were distributed to and collected from 36 mathematics teachers in 22 middle and high schools. According to the results of the study, it was found that most mathematics teachers had low interest in and did not feel the necessity and importance of revising the mathematic curriculum. This was because that the necessity and direction of the curriculum revision was not well understood by secondary school teachers, thanks to a hasty revamping. In addition, schools are organizing and operating their own educational programs with the focus on the college entrance exams, regardless of the guidelines of the current revised curriculum.

• The Mathematical Education
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• v.53 no.1
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• pp.41-55
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• 2014

In recent years, there has been increasing interest in the pedagogical importance of counter-examples that contradict statements about mathematics education research and the curriculum revision process for high school mathematics courses. Using a literature research method, this study analyzed views about counter-examples according to a method of approach to statements and the classification of counter-examples and their criteria. The study also described the learnability of the content of counter-examples presented in Korean secondary school mathematics textbooks. The results showed that generating many counter-examples enables learners to understand mathematical concepts exactly, construct links between mathematical contents, and have flexible thoughts about mathematical objects. Considering the learnability of counter-examples, the contents of counter-examples in school mathematics textbooks are needed for mathematics teachers and students to generate numerous counter-examples and verify the justification of generating counter-examples in various manners.