• Korean Journal of Mathematics
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• v.27 no.3
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• pp.743-765
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• 2019

Conceptual and procedural knowledge of integration is necessary not only in calculus but also in real analysis, complex analysis, and differential geometry. However, students show not only focused understanding of procedural knowledge but also limited understanding on conceptual knowledge of integration. So they are good at computation but don't recognize link between several concepts. In particular, Riemann sum is helpful in solving applied problem, but students are poor at understanding structure of Riemann sum. In this study, we try to investigate understanding on conceptual and procedural knowledge of integration and to analyze errors. Conducting experimental class of Riemann sum, we investigate the understanding of Riemann sum structure and so present the implications about improvement of integration teaching.

• Honam Mathematical Journal
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• v.36 no.2
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• pp.467-472
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• 2014

With the properties of Riemann zeta function, we find an asymptotic formula of the sum for the absolute value of M$\ddot{o}$bius function, $\sum_{n{\leq}x}{\mid}{\mu}(n){\mid}$, using Dirichlet inversion formula.

• Research in Mathematical Education
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• v.7 no.2
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• pp.101-117
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• 2003

In this paper, we give examples of models we have created for use in university mathematics courses. We explain the concept of linear transformation, investigate the roles of each component of 2 ${\times}$ 2 and 3 ${\times}$ 3 transformation matrices, consider the relation between sound and trigonometry, visualize the Riemann sum, the volume of surfaces of revolution and the area of unit circle. This paper illustrates how one can use Mathematica to visualize abstract mathematical concepts, thus enabling students to understand mathematics problems effectively in class. Development of these kinds of teaching and learning models can stimulate the students' curiosity about mathematics and increase their interest.

• Journal for History of Mathematics
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• v.20 no.4
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• pp.71-84
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• 2007

J. Bernoulli first discovered the method which one can produce those formulae for the sum $S_n(k)=\sum_{{\iota}=1}^n\;{\iota}^k$ for any natural numbers k. After then, there has been increasing interest in Bernoulli and Euler numbers associated with Riemann zeta functions. Recently, Kim have been studied extended q-Bernoulli numbers and q-Euler numbers associated with p-adic q-integral on $\mathbb{Z}_p$, and sums of powers of consecutive q-integers, etc. In this paper, we investigate for the historical background and evolution process of the sums of powers of consecutive q-integers and discuss for Euler zeta functions subjects which are studying related to these areas in the recent.

• The Mathematical Education
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• v.57 no.2
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• pp.157-177
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• 2018

The students in secondary schools have been taught calculus as an important subject in mathematics. The order of chapters-the limit of a sequence followed by limit of a function, and differentiation and integration- is because the limit of a function and the limit of a sequence are required as prerequisites of differentiation and integration. Specifically, the limit of a sequence is used to define definite integral as the limit of the Riemann Sum. However, many researchers identified that students had difficulty in understanding the concept of definite integral defined as the limit of the Riemann Sum. Consequently, they suggested alternative ways to introduce definite integral. Based on these researches, the definition of definite integral in the 2015-Revised Curriculum is not a concept of the limit of the Riemann Sum, which was the definition of definite integral in the previous curriculum, but "F(b)-F(a)" for an indefinite integral F(x) of a function f(x) and real numbers a and b. This change gives rise to differences among ways of introducing definite integral and explaining the relationship between definite integral and area in each textbook. As a result of this study, we have identified that there are a variety of ways of introducing definite integral in each textbook and that ways of explaining the relationship between definite integral and area are affected by ways of introducing definite integral. We expect that this change can reduce the difficulties students face when learning the concept of definite integral.

• Bulletin of the Korean Mathematical Society
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• v.45 no.2
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• pp.277-283
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• 2008

The paper deals with the values at the negative integers of a certain Dirichlet series related to the Riemann zeta function and with the expression of these values in terms of Bernoulli numbers.

• Communications of the Korean Mathematical Society
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• v.11 no.1
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• pp.139-145
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• 1996

We show how some interesting results involving series summation and the digamma function are established by means of Riemann-Liouville operator of fractional calculus. We derive the relation $$ \frac{\Gamma(\lambda)}{\Gamma(\nu)} \sum^{\infty}_{n=1}{\frac{\Gamma(\nu+n)}{n\Gamma(\lambda+n)}_{p+2}F_{p+1}(a_1, \cdots, a_{p+1},\lambda + n; x/a)} = \sum^{\infty}_{k=0}{\frac{(a_1)_k \cdots (a_{(p+1)}{(b_1)_k \cdots (b_p)_k K!} (\frac{x}{a})^k [\psi(\lambda + k) - \psi(\lambda - \nu + k)]}, Re(\lambda) > Re(\nu) \geq 0 $$ and explain some special cases.

• Korean Journal of Mathematics
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• v.18 no.2
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• pp.167-174
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• 2010

In this paper, we investigate the possibility of $2{\pi}$-periodic continuous function approximation by periodic neural networks. Using the Riemann sum and the quadrature formula, we show the capability of a periodic neural network approximation.

• Journal of the Korean Mathematical Society
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• v.55 no.5
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• pp.1207-1220
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• 2018

The generalized hyperharmonic numbers $h^{(m)}_n(k)$ are defined by means of the multiple harmonic numbers. We show that the hyperharmonic numbers $h^{(m)}_n(k)$ satisfy certain recurrence relation which allow us to write them in terms of classical harmonic numbers. Moreover, we prove that the Euler-type sums with hyperharmonic numbers: $$S(k,m;p):=\sum\limits_{n=1}^{{\infty}}\frac{h^{(m)}_n(k)}{n^p}(p{\geq}m+1,\;k=1,2,3)$$ can be expressed as a rational linear combination of products of Riemann zeta values and harmonic numbers. This is an extension of the results of Dil [10] and $Mez{\ddot{o}}$ [19]. Some interesting new consequences and illustrative examples are considered.

• Bulletin of the Korean Mathematical Society
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• v.33 no.1
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• pp.107-110
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• 1996

Usng the Pochhammer symbol $(\lambda)_n$ given by $$ (1.1) (\lambda)_n = {1, if n = 0 {\lambda(\lambda + 1) \cdots (\lambda + n - 1), if n \in N = {1, 2, 3, \ldots}, $$ we define a general double hypergeometric series by [3, pp.27] $$ (1.2) F_{q:s;\upsilon}^{p:r;u} [\alpha_1, \ldots, \alpha_p : \gamma_1, \ldots, \gamma_r; \lambda_1, \ldots, \lambda_u;_{x,y}][\beta_1, \ldots, \beta_q : \delta_1, \ldots, \delta_s; \mu_1, \ldots, \mu_v; ] = \sum_{l,m = 0}^{\infty} \frac {\prod_{j=1}^{q} (\beta_j)_{l+m} \prod_{j=1}^{s} (\delta_j)_l \prod_{j=1}^{v} (\mu_j)_m)}{\prod_{j=1}^{p} (\alpha_j)_{l+m} \prod_{j=1}^{r} (\gamma_j)_l \prod_{j=1}^{u} (\lambda_j)_m} \frac{l!}{x^l} \frac{m!}{y^m} $$ provided that the double series converges.