• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.6 no.1
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• pp.91-107
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• 2002

This paper presents two new self-scaling variable-metric algorithms. The first is based on a known two-parameter family of rank-two updating formulae, the second employs an initial scaling of the estimated inverse Hessian which modifies the first self-scaling algorithm. The algorithms are compared with similar published algorithms, notably those due to Oren, Shanno and Phua, Biggs and with BFGS (the best known quasi-Newton method). The best of these new and published algorithms are also modified to employ inexact line searches with marginal effect. The new algorithms are superior, especially as the problem dimension increases.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.559-566
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• 2014

This is to understand the neurological dynamic cognitive processes of math learning based on the abstract mappings( level A2), abstract systems(level A3), and single principles(level A4), which are principles of Fischer's cognitive development theory. Math learning requires flexibility to adapt existing brain function in selecting new neurophysiological activities to learn desired knowledge. This study suggests a general statistical framework for the identification of neurological patterns in different abstract learning change with optimal support. We expected that functional brain networks derived from a simple math learning would change dynamically during the supportive learning associated with different abstract levels. Task based patterns of the brain structure and function on representations of underlying connectivity suggests the possible prediction for the success of the supportive learning.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.91-106
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• 2015

The purpose of this study were to develop a M-STEAM program for first grades in elementary school and investigate the effects of the program on their learning motivation for the math subject and creative personality. For those purpose, this study set the following research questions. Research Question 1 : How will a M-STEAM program be devised applicable to first grades in elementary school? Research Question 2 : What kind of effect does a M-STEAM program have on the learning motivation and creative personality of students? The findings were as follows: First, lesson contents were reorganized by keeping the Unit 3 in the second semester of first grade in the current math curriculum under the convergence theme of "Build an environment friendly future city" to which the STEAM elements were added. Developed program promoted mathematical thinking ability for problem solving in the process of operating the number of blocks. Through the M-STEAM program, convergence thinking was created from a new perspective by exerting creativity in such process. Second, the STEAM program had effects on the learning motivation and creative personality of first graders in math subject. The t-test results show that the STEAM program developed in this study increased the fun and interest of students, helped with their concentration, and promoted their understanding of mathematical concepts. Therefore the M-STEAM program had positive impacts on the learning motivation and creative personality of first graders in math learning.

• Bulletin of the Korean Mathematical Society
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• v.46 no.6
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• pp.1151-1152
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• 2009

In this short notice, we prove a new result about the dth power residue symbol of function fields, by modifying the method of W. Kohnen in the paper published in Bull. Korean Math. Soc. 45 (2008), no. 2, 273-275.

• Journal of the Korean Mathematical Society
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• v.57 no.4
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• pp.1053-1057
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• 2020

We indicate that some results in [2] are wrong, and obtain some new results on them.

• Korean Journal of Mathematics
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• v.31 no.1
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• pp.121-122
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• 2023

• Communications of the Korean Mathematical Society
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• v.38 no.3
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• pp.725-731
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• 2023

Following the new description of an oriented full transformation on a finite chain given recently by Higgins and Vernitski in [4], in this short note we present a refinement of this description which is extendable to partial transformations and to injective partial transformations.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2007.04a
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• pp.175-178
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• 2007

We give a geometrical interpretation of the interval-valued fuzzy set. So, based on the geometrical background, we propose new distance measures between interval-valued fuzzy sets and compare these measures with distance measures proposed by Burillo and Bustince and Grzegorzewski, respectively. Furthermore, we extend three methods for measuring distances between interval-valued fuzzy sets to interval-valued intuitionistic fuzzy sets.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.269-280
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• 2010

What is learning in the math classroom? Does a new term need to be coined for learning? Is the term over-used and it has lost it meaning? The responses of one hundred four teacher candidates and graduate students were coded using the five levels researcher designed rubric which was modeled after Bloom's Taxonomy for depth of knowledge. The effects of understanding learning include the preparation of lesson plans, classroom instruction, the guiding of student learning, and the professional development of teacher leaders.

• Korean Journal of Mathematics
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• v.21 no.4
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• pp.401-419
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• 2013

Let $n{\geq}0$ be an arbitrary integer. We define the class of almost n-simply presented abelian p-groups. It naturally strengthens all the notions of almost simply presented groups introduced by Hill and Ullery in Czechoslovak Math. J. (1996), n-simply presented p-groups defined by the present author and Keef in Houston J. Math. (2012), and almost ${\omega}_1-p^{{\omega}+n}$-projective groups developed by the same author in an upcoming publication [3]. Some comprehensive characterizations of the new concept are established such as Nunke-esque results as well as results on direct summands and ${\omega}_1$-bijections.