• Research in Mathematical Education
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• v.10 no.1 s.25
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• pp.13-31
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• 2006

This paper uses a composite difficulties model developed by the author (Bao 2002a, 2002b) to compare the characteristics of two sample mathematics tests in China and UK. The initial findings were described through five difficulty factors on several difficulty levels. According the initial findings, the author then tries to analyze the styles of mathematics problem-solving and the curriculum backgrounds in these two countries.

• Journal of applied mathematics & informatics
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• v.22 no.1_2
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• pp.387-401
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• 2006

This paper deals with the problem of a ratio-dependent prey- predator model with combined harvesting. The existence of steady states and their stability are studied using eigenvalue analysis. Boundedness of the exploited system is examined. We derive conditions for persistence and global stability of the system. The possibility of existence of bionomic equilibria has been considered. The problem of optimal harvest policy is then solved by using Pontryagin's maximal principle.

• Journal of applied mathematics & informatics
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• v.38 no.3_4
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• pp.335-349
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• 2020

We present inverse soft rough sets by using inverse soft sets and soft rough sets. We study different approaches for inverse soft rough set and examine the relationships between them. We also discuss and explore the basic properties for these approaches. Moreover we develop an algorithm following these concepts and apply it to a decision-making problem to demonstrate the applicability of the proposed methods.

• Journal of applied mathematics & informatics
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• v.27 no.3_4
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• pp.875-883
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• 2009

At least two positive solutions of a first-order periodic boundary value problem with impulse are obtained by establishing a new cone and the theorem of fixed point index. And at the end of this paper we give an example to illustrate the application of our main results.

• Bulletin of the Korean Mathematical Society
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• v.61 no.2
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• pp.451-467
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• 2024

We solve the Björling problem for zero mean curvature surfaces in the three-dimensional light cone. As an application, we construct and classify all rotational zero mean curvature surfaces.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.143-159
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• 2018

Since the mathematics learning achievement level is closely related to problem-solving ability, it is necessary to understand the relationship between problem-solving ability and meta-affect ability from the point of view of general mathematics learning ability. In this study, we compared the frequency analysis and the case analysis of the functional aspects of the meta-affect in elementary school students' problem-solving processes according to mathematics learning achievement level in parallel with frequency analysis and case analysis. In other words, the frequency of occurrence of meta-affect, the frequency of meta-affective type, and the frequency of meta-functional types of meta-affect were compared and analyzed according to the mathematics learning achievement level in the collaborative problem-solving activities of small group members with similar mathematics learning achievement level. In addition, we analyzed the representative cases of meta-affect by meta-functional types according to the mathematics learning achievement level in detail. As a result, meta-affect in problem-solving processes of the upper level group acted as relatively various types of meta-functions compared to the lower level group. And, the lower level group, the more affective factors acted in the problem-solving processes.

• East Asian mathematical journal
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• v.35 no.1
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• pp.41-50
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• 2019

This paper is dealt with one-dimensional elliptic jumping problem with nonlinearities crossing n eigenvalues. We get one theorem which shows multiplicity results for solutions of one-dimensional elliptic boundary value problem with jumping nonlinearities. This theorem is that there exist at least two solutions when nonlinearities crossing odd eigenvalues, at least three solutions when nonlinearities crossing even eigenvalues, exactly one solutions and no solution depending on the source term. We obtain these results by the eigenvalues and the corresponding normalized eigenfunctions of the elliptic eigenvalue problem and Leray-Schauder degree theory.

• Korean Journal of Mathematics
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• v.21 no.2
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• pp.117-124
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• 2013

We investigate the existence of weak solutions for the biharmonic boundary value problem with nonlinear term decaying at the origin. We get a theorem which shows the existence of nontrivial solutions for the biharmonic boundary value problem with nonlinear term decaying at the origin. We obtain this result by reducing the biharmonic problem with nonlinear term to the biharmonic problem with bounded nonlinear term and then approaching the variational method and using the mountain pass geometry for the reduced biharmonic problem with bounded nonlinear term.

• Korean Journal of Mathematics
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• v.20 no.4
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• pp.533-540
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• 2012

We consider the multiplicity of the solutions for the elliptic boundary value problem with $C^1$ nonlinear term decaying at the origin. We get a theorem which shows the existence of the nontrivial solution for the elliptic problem with $C^1$ nonlinear term decaying at the origin. We obtain this result by reducing the elliptic problem with the $C^1$ nonlinear term to the el-liptic problem with bounded nonlinear term and then approaching the variational method and using the mountain pass geometry for the reduced the elliptic problem with bounded nonlinear term.

• Research in Mathematical Education
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• v.15 no.2
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• pp.159-179
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• 2011

This paper reports on the learning journeys in mathematical problem solving of 21 teachers enrolled on a Masters of Education course entitled Discrete Mathematics and Problem Solving. It draws from the reports written by these teachers on their personal journeys: the commonalities and differences among them in terms of how they look at their own problem solving experiences, what language they employ in talking about problem solving, and what impact the course has on their views about problem solving. One particular aspect of problem solving instruction, a pedagogical innovation called the Practical Worksheet, is addressed in some detail. These graduate students are full-time mathematics teachers with at least two years of classroom experience. They include primary and secondary teachers.