• Research in Mathematical Education
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• v.7 no.3
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• pp.125-137
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• 2003

At a time when mathematics is becoming more important in our everyday lives and more relevant in applications in industry and the emerging technologies, there are signs of a decrease in numbers of students and their interest in the subject. Teachers must be encouraged to take a new approach to generating enthusiasm amongst students by showing them that mathematics is an integral part of the future. To achieve this, opportunities for renewal of teachers' knowledge and updating of skills should be made available. In this paper, emphasis is placed on mathematics in the real world and how it can be used to develop the more general skills such as self-teaching and communication which are an essential part of preparation for entry into higher education or the workplace.

• Research in Mathematical Education
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• v.19 no.3
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• pp.177-193
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• 2015

Mathematical creativity, an important goal in mathematics education, can be promoted through an integrated learning environment where students explore mathematics with other subject areas such as science, technology, engineering and art. Establishing such learning environments is not a trivial task. Therefore, this creates a need for the development of instructional resources promoting meaningful integration. This paper focuses on integration of the fields of mathematics and music. Beginning with some of the historical discoveries and views of the connections between mathematics and music, this paper attends to several musical concepts correlating to middle school mathematical content and then provides ideas for teaching.

• School Mathematics
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• v.19 no.3
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• pp.617-638
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• 2017

In order to make a connection in teaching similar concepts between mathematics and science in teaching similar concepts, this paper analyzed the contents related to capacity, volume, weight, and mass in the mathematics and science textbooks aligned with the national elementary curriculum. We first explored when to present such topics in both textbooks, and then analyzed in what ways the topics were addressed in terms of quantitative comparison, vocabulary, units of measurement, measurement, tools for measurement, estimation, and connections to real life. The results of this study showed that there were some aspects emphasized in common both in mathematics and science textbooks. The analysis of this study also demonstrated subtle but considerable differences according to the characteristics of two subject matters. Based on these results, this paper provides implications for elementary school teachers to consider in teaching capacity, volume, weight, and mass through mathematics and science lessons.

• Journal of applied mathematics & informatics
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• v.7 no.1
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• pp.115-124
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• 2000

For a finite group G, #Cent(G) denotes the number of cen-tralizers of its clements. A group G is called n-centralizer if #Cent( G) = n. and primitive n-centralizer if #Cent(G) = #Cent(${\frac}{G}{Z(G)$) = n. In this paper we compute the number of distinct centralizers of some finite groups and investigate the structure of finite groups with Qxactly SLX distinct centralizers. We prove that if G is a 6-centralizer group then ${\frac}{G}{Z(G)$${\cong}D_8$,$A_4$, $Z_2{\times}Z_2{\times}Z_2$ or $Z_2{\times}Z_2{\times}Z_2{\times}Z_2$.

• Journal of the Korean Data and Information Science Society
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• v.21 no.4
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• pp.629-639
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• 2010

This paper shows that mathematics and statistics are not only a necessity but a strategic element in contributing for the competitiveness of field of S/W and H/W. First, a survey was conducted to investigate the perceived importance of mathematics and statistics to the specialists of the field. Second, computer programming was implemented in university mathematics courses to understand the educational effect related to problem solving ability. Third, a educational case in which mathematics and statistics in S/W and H/W subject were combined was analyzed. Lastly, an effective plan for mathematics and statistics education in the field of S/W and H/W will be presented.

• Journal of applied mathematics & informatics
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• v.1 no.1
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• pp.43-48
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• 1994

There are some difficulties in applying the Pearson's Chi-Square Test for the continuous distribution. The problems include how to form class intervals for the test of fit how to employ in the test when the estimators of parameters are obtained from the ungrouped sample so on. In order to solve these problems we use the generalized minimum Chi-Square technique which is a test free of the complications associated with the Peason's Chi-Square test. This paper show how to apply the goodness of fit tests based on generalized minimum Chi-Square technique to the extreme values.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.87-99
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• 2003

As the development of computer science discrete mathematics has been developed accordingly. Discrete mathematics is one of the vital element for the development of the computer and IT technologies since it is the theoretical basis for these field of technologies. Currently, according the Seventh Curriculum Standards in Mathematics, high school students may participate in the class of discrete mathematics as one of their optional curriculum. However, discrete mathematics is a new to the most students in high school. Therefore, the teaching methods for the class of discrete mathematics must be carefully designed so that students acknowledge the importance of this new subject. For this purpose, we first show that why the algorithm is needed and then analyze the problem involved in the method of the traditional matrix multiplications. Finally, we suggest two matrix multiplication algorithms which are more efficient than the traditional method.

• Journal of applied mathematics & informatics
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• v.39 no.1_2
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• pp.173-196
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• 2021

This paper treats a retrial queue with phase type retrial times and a threshold type-policy, where each server is subject to breakdowns and repairs. Upon a server failure, the customer whose service gets interrupted will be handed over to another available server, if any; otherwise, the customer may opt to join the retrial orbit or depart from the system according to a Bernoulli trial. We analyze such a multi-server retrial queue using the recently introduced threshold-based retrial times for orbiting customers. Applying the matrix-analytic method, we carry out the steady-state analysis and report a few illustrative numerical examples.

• The Mathematical Education
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• v.53 no.3
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• pp.357-381
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• 2014

This study analyzed the cases of three teacher communities participating in an innovative professional development program and clarified the characteristics and the process of lessons for mathematics-oriented convergence that were developed and applied during the program. Each of the teacher communities designed and implemented lessons according to the context of each community and the concept of lessons for mathematics-oriented convergence were developed and refined. The lessons developed by the three teacher communities were characterized as convergence problem posing lessons using technology, convergence of various subject content focused on mathematical concepts through team teaching, and convergence lessons according to students' achievement levels. The program contributed to teacher community activities by proving sustainable professional development in the area of convergence education, a connection between the content of their professional development and the context of the field, and opportunities for active participation in the process of developing and implementing the convergence lessons.

• Journal of applied mathematics & informatics
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• v.27 no.1_2
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• pp.79-87
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• 2009

This paper deals with the multipoint boundary value problem for one dimensional p-Laplacian $({\phi}_p(u'))'(t)$ + f(t,u(t)) = 0, $t{\in}$ (0, 1), subject to the boundary value conditions: u'(0) - $\sum\limits^n_{i=1}{\alpha_i}u({\xi}_i)$ = 0, u'(1) + $\sum\limits^n_{i=1}{\alpha_i}u({\eta}_i)$ = 0. Using a fixed point theorem for operators on a cone, we provide sufficient conditions for the existence of multiple (at least three) positive solutions to the above boundary value problem.