• The Mathematical Education
• /
• v.53 no.4
• /
• pp.509-524
• /
• 2014

This study was to investigate the types of errors and the frequency of errors to understand students' solving process on the descriptive items with the students of an excellent high school which located in a non-leveling local school district of Gyunggi Province. All 11 items were developed in the equation of a circle and 120 students who attended this high school participated in solving them. The result showed a tendency as follows: Logically invalid inference(Type A, 38.83%) of errors, Omission error of the problem solving process(Type B, 25%), Technical error(Type C, 15.67%), Wrong conclusion(Type D, 11.94%), Use of wrong theorem(Type E, 5.97%), and Use of wrong picture(Type F, 2.61%). The logically invalid inference the students showed with a largest tendency was made because of the lack of reflection. This meant that this error could be corrected in a little treatment of carefulness.

• Journal of the Korean Mathematical Society
• /
• v.33 no.1
• /
• pp.69-79
• /
• 1996

• Bulletin of the Korean Mathematical Society
• /
• v.52 no.3
• /
• pp.809-823
• /
• 2015

This paper is devoted to presenting a MacWilliams type identity for m-spotty RT weight enumerators of byte error control codes over finite commutative Frobenius rings, which can be used to determine the error-detecting and error-correcting capabilities of a code. This provides the relation between the m-spotty RT weight enumerator of the code and that of the dual code. We conclude the paper by giving three illustrations of the results.

• Bulletin of the Korean Mathematical Society
• /
• v.49 no.2
• /
• pp.367-372
• /
• 2012

Taking the integrated Chebyshev-type counting function of the appropriate order, we improve the error term in Park's prime geodesic theorem for hyperbolic manifolds with cusps. The obtained estimate coincides with the best known result in the Riemann surfaces case.

• Journal of the Chungcheong Mathematical Society
• /
• v.22 no.3
• /
• pp.367-374
• /
• 2009

The errors take place in the communication channel but they are often burst-error types. From properties of the Fi-bonacci code, it is not difficult to detect the burst-errors accompanying with this code. Fibonacci codes for correcting the double-burst-error patterns are presented. Given the channel length with the double-burst-error type, Fibonacci code correcting these errors is constructed by a simple formula.

• Journal of applied mathematics & informatics
• /
• v.29 no.5_6
• /
• pp.1409-1420
• /
• 2011

In this paper we present an operational method for solving linear Volterra-Fredholm integral equations (VFIE). The method is con- structed based on three matrices with simple structures which lead to a simple and high accurate algorithm. We also present an error estimation and demonstrate accuracy of the method by numerical examples.

• The Mathematical Education
• /
• v.42 no.3
• /
• pp.419-423
• /
• 2003

The main purpose of this paper is to investigate effects of skewness and kurtosis on the one-sample test. We have found that type I error brought about a little bit change which is ignorable in relation to kurtosis. Also the change of type I error was completely based on skewness under the same size of the sample. We conclude that using t-test is more similar to robust than using z-test. In introductory statistics classes where data analysis includes techniques for detecting skewness, we recommend the t-test when skewness is smaller than the value 1 to the one-sample test for a mean when the variances is unknown using the probability of a type I error as the criterion of interest.

• Bulletin of the Korean Mathematical Society
• /
• v.48 no.1
• /
• pp.95-104
• /
• 2011

We improve some inequalities of Ostrowski-like type and further generalize them.

• Bulletin of the Korean Mathematical Society
• /
• v.49 no.4
• /
• pp.829-850
• /
• 2012

In this paper, we adopt symmetric interior penalty discontinuous Galerkin (SIPG) methods to approximate the solution of nonlinear viscoelasticity-type equations. We construct finite element space which consists of piecewise continuous polynomials. We introduce an appropriate elliptic-type projection and prove its approximation properties. We construct semidiscrete discontinuous Galerkin approximations and prove the optimal convergence in $L^2$ normed space.

• Communications of Mathematical Education
• /
• v.26 no.1
• /
• pp.85-108
• /
• 2012

The comprehensive implication in justification activity that includes the proof in the elementary school level where the logical and formative verification is hard to come has to be instructed. Therefore, this study has set the following issues. First, what is the mathematical justification type shown in the Number and Operations, and Geometry? Second, what are the errors shown by students in the justification process? In order to solve these research issues, the test was implemented on 62 third grade elementary school students in D City and analyzed the mathematical justification type. The research result could be summarized as follows. First, in solving the justification type test for the number and operations, students evenly used the empirical justification type and the analytical justification type. Second, in the geometry, the ratio of the empirical justification was shown to be higher than the analytical justification, and it had a difference from the number and operations that evenly disclosed the ratio of the empirical justification and the analytical justification. And third, as a result of analyzing the errors of students occurring during the justification process, it was shown to show in the order of the error of omitting the problem solving process, error of concept and principle, error in understanding the questions, and technical error. Therefore, it is prudent to provide substantial justification experiences to students. And, since it is difficult to correct the erroneous concept and mistaken principle once it is accepted as familiar content that it is required to find out the principle accepted in error or mistake and re-instruct to correct it.