• Journal of applied mathematics & informatics
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• v.17 no.1_2_3
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• pp.747-757
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• 2005

A physical variable is customarily thought of as a function. Another way of describing a physical variable is to specify it as a functional, whose special type is called a distribution. It turns out that the distribution concept provide a better mechanism for analyzing certain physical phenomena than does the function concept. By using wavelets with high regularity we give a resolution of functions with slow growth.

• Journal of applied mathematics & informatics
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• v.32 no.5_6
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• pp.791-805
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• 2014

In this article, we investigate third order three-point fuzzy boundary value problem to using a generalized differentiability concept. We present the new concept of solution of third order three-point fuzzy boundary value problem. Some illustrative examples are provided.

• School Mathematics
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• v.3 no.2
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• pp.267-279
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• 2001

The aim of this study is to examine the number concept of middle school student at grade 9. The research problems of this study are "Can the students classify the various number correctly\ulcorner", "How do the students understand the proposition related to the number concept\ulcorner", and "How do the students know the definition of rational number, irrational number, and real number\ulcorner". In order to examine these problems, we analyze the students' responses about the questions related to the number concept. The result of this examination is that the number concept of students is very insufficient and lacking.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.85-102
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• 2000

The concept of variables is central to mathematics teaching and learning in junior and senior high school. Understanding the concept provides the basis for the transition from arithmetic to algebra and necessary for the meaningful use of all advanced mathematics. Despite the importance of the concept, however, much has been written in the last decade concerning students' difficulties with the concept. This Thesis is based on research to investigate the hypothesis that LOGO programming will contribute to 6th grader' learning of variables. The aim of the research were to; .investigate practice on pupils' understanding of variables before the activity with a computer; .identify functions of LOGO programming in pupils' using and understanding of variable symbols, variable domain and the relationship between two variable dependent expressions during the activity using a computer; .investigate the influence of pupils' mathematical belief on understanding and using variables. The research consisted predominantly of a case study of 6 pupils' discourse and activities concerning variable during their abnormal lessons and interviews with researcher. The data collected for this study included video recordings of the pupils'work with their spoken language.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.199-213
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• 2011

The factors contributing to learning can be broadly classified into four different groups; Learner's characteristic variable, Instructor's characteristic variable, Learning task characteristic variable and environmental characteristic variable. And the first thing we need to do here is understanding of learner's characteristics among those factors in order to devise a plan for education. Accordingly, the purpose of this study is to find out what impact the affective traits (self-concept learning habits learning attitude), one of the learner's features, have on the mathematics-learning achievement and to seek for a good teaching method with reference to elementary school students' learning accomplishments and attitudes. For this, a questionnaire survey was conducted of 78 students of two fifth-grade classes in an elementary school located in South Chungcheong Province in this study. In consequence, it has been shown that the mathematics-learning achievement has the greatest relevance to the self-concept in connection with mathematics followed by the self-concept in connection with learning, the learning habits relating to mathematics, the attitude towards mathematics, the learning habits concerning studies and the attitude towards learning.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.25-43
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• 2009

The fraction concept consists of various meanings and is one of the abstract and difficult in elementary school mathematics. This study intends to find out the implication for introducing the fraction concept by comparing mathematics textbooks of Korea and Singapore. Both countries' students peformed well in recent TIMMSs. Some implications are as follows; The term 'equal' is not defined and the results of various 'equal partitioning' activities can not easily examined in Korea's mathematics textbook. And contexts of introducing fractions as a quotient and a ratio are unnatural in Korea's mathematics textbook in comparison with Singapore's mathematics textbook. So these ideas should be reconsidered in order to seek the direction for improvement of it. And Korea's textbooks need the emphasis on the fraction as a measure and on constructing fraction concept by unit fraction.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.73-92
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• 2004

The paper surveys various attempts to use the concept of 'fundamental ideas' -Bruner's concept- as a tool for organizing mathematics teaching and research in mathematics education. One of the characteristics of fundamental ideas in mathematics is their correspondence to the history of mathematics; therefore in forming out contents and methods in mathematics education, the history of mathematics may be serve as an interesting aspect. It is demonstrated by the example of mean values.

• The Mathematical Education
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• v.46 no.4
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• pp.445-464
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• 2007

On considering the mathematical creativity of the gifted in mathematics, some points should be reflected such as the characteristics of leaners, the gifted and of domain-special facts in mathematics. And the clear view of mathematical creativity of the gifted in mathematics makes a way to define the meanings of creative-productive ability and of creative products. Therefore to explicate the concept of mathematical creativity of the gifted in mathematics, researcher reviewed literacies of the concept of creativity in general fields, classical mathematicians, and school mathematics. In conclusion, first, mathematical creativity of the gifted in mathematics should be considered on the aspects of subject-mathematics, object-the gifted, and performing-gifted education. Second, it contains advanced problem solving matters on the school mathematics curriculum but reflect the process of recovery and reinvent and it is suggested in [fig.1] and [fig.2].

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.287-313
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• 2005

The decimal fraction concept plays an important role in understanding the real number which is one of the major concepts in school mathematics. In the school mathematics of Korea, the decimal fraction is treated merely as a sort of name of the common fraction, while many other important aspects of the decimal fraction concept are ignored. In consequence students fail to understand the decimal fraction concept properly, and merely consider it as a kind of number for formal computation. Preceding studies also identified students' narrow understanding of the decimal fraction concept. But none of them succeeded in clarifying the essences of the decimal fraction concept, which are crucial for discussing the didactical problems of it. In this study we attempted a didactical analysis of the decimal fraction concept and disclosed the roots of didactical problems and presented measures for its improvement. First, we attempted a phenomenological analysis of the decimal fraction concept and extracted 9 elements of the decimal fraction concept. Second, we has analyzed of the essence of the decimal fraction concept more clearly by relating it to the situations where it functions and its representations. For this we tried to construct the conceptual field of the decimal fraction. Third, we categorized he developmental levels of the decimal fraction concept from the aspect of external manifestation of the internal order. On the basis of these results, we attempted hierarchical structuring of the elements of the decimal fraction concept. And using the results of such a didactical analysis on the decimal number concept we analyzed the mathematics curriculum and textbooks of our country, investigated levels of students' understanding of the decimal fraction concept, and disclosed related problems. Finally we suggested directions and measures for the improvement of teaching decimal fraction concept.

• 제어로봇시스템학회:학술대회논문집
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• 2003.10a
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• pp.458-461
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• 2003

This paper presents a concept on seat assignment systems. The concept is based on the assumption that customers or passengers prefer to select seats at their own choosing and allowing them to do so would fragment remaining seats. This undesirable condition may make a group of people intending to be seated together unable to find a sufficient number of consecutive seats. The concept proposed is to set aside a number of seats when the map of available seats is shown for customer's selection. A number of functions are created to allot seats to be visible for choosing according to the number and locations of the remaining seats and the number in the group of the passengers. Passengers' preferences such as window or aisle seating, front seating are taken into accounts. A primitive example of seat assignment system of a Boeing 717 aircraft, assuming the number of passengers in a group being 1, 2 or 3, is given based on the concept.