• Nonlinear Functional Analysis and Applications
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• v.26 no.2
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• pp.303-322
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• 2021

The concepts of new classes of mappings are introduced in the spaces which are more general space than the usual metric spaces. The existence and uniqueness of common fixed points and fixed point results are established in the setting of complete complex valued b-metric spaces. An illustration is given by establishing the existence of solution of periodic differential equations in the framework of a complete complex valued b-metric spaces.

• East Asian mathematical journal
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• v.26 no.1
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• pp.59-67
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• 2010

In this paper, we suggest and analyze some three step iterative scheme for finding the common elements of the set of the solutions of the extended general variational inequalities involving three operators and the set of the fixed points of nonexpansive mappings. We also consider the convergence analysis of suggested iterative schemes under some mild conditions. Since the extended general variational inequalities include general variational inequalities and several other classes of variational inequalities as special cases, results obtained in this paper continue to hold for these problems. Results obtained in this paper may be viewed as a refinement and improvement of the previously known results.

• Nonlinear Functional Analysis and Applications
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• v.28 no.4
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• pp.1035-1049
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• 2023

Approximation of functions of Lipschitz and Zygmund classes have been considered by various researchers under different summability means. In the proposed study, we investigated an estimation of the order of convergence of a function associated with Hardy-Littlewood series in the weighted Zygmund class W(Z^(𝜔)_r)-class by applying Euler-Hausdorff summability means and subsequently established some (presumably new) results. Moreover, the results obtained here represent the generalization of several known results.

• Journal of applied mathematics & informatics
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• v.26 no.5_6
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• pp.877-888
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• 2008

This paper deals with some new nonlinear delay and weakly singular integral inequalities of Gronwall-Bellman type. These results generalize the inequalities discussed by Xiang and Kuang [19]. Several other inequalities proved by $Medve{\check{d}}$ [15] and Ou-Iang [17] follow as special cases of this paper. This work can be used in the analysis of various problems in the theory of certain classes of differential equations, integral equations and evolution equations. A modification of the Ou-Iang type inequality with delay is also treated in this paper.

• Nonlinear Functional Analysis and Applications
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• v.27 no.1
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• pp.99-110
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• 2022

The main object of this paper is to provide necessary and sufficient conditions for the generalized Struve functions of first kind to be in the classes 𝒮(k, λ) and 𝒞(k, λ). Furthermore, we give conditions for the integral operator 𝓛(m, c, z) = ∫^z₀(2 - u_p(t))dt to be in the class 𝒞^*(k, λ). Several corollaries and consequences of the main results are also considered.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.67-77
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• 1999

The purpose of this study was to design models of CAI programs for the graphing of quadratic functions. In order to achieve this aim, I researched the relationship between mathematics educations computer programing, and theoretical approaches of CAI. The CAI program, which was developed based on my research was then positively applied to the mathematics education class in a middle school. First of all, I selected two classes -An experimental class and a comparative class. The experimental class was taught using the CAI program and the comparative class was taught by conventional methods of instruction. The results of this study are as follows: 1. The class taught by using the CAI program scored higher academic achievement than the class taught by conventional methods of instruction. 2. The analysis of the two classes' academic scores shows that the instruction using CAI program is more effective than that by conventional methods in improving students' academic achievement. The followings are suggestion for developing CAI programs and students' understanding through this study. 1. Non computer specialists will require a few months to develope an effect CAI program. Thus, development of easier, more clearly defined and flexible models must be constructed. 2. Teachers should be eager to use pre-existing models to motivate their students irregardless of their own development of programs. 3. School should provide computer rooms with a perfect net work in proportion to class size. 4. CAI programs can make students understand faster and more directly than blackboard examples. However, inconsideration of mathematical characteristics, arithmetic by hand is more effective for the students' memory retention. Computers is an effective tool of instruction. But it is most effective when used in conjunction with other methods that complement its use.

• East Asian mathematical journal
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• v.36 no.2
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• pp.173-201
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• 2020

Mathematical modeling has been emphasized because it offers important opportunities for students to both apply their learning of mathematics to a situation and to explore the mathematics involved in the context of the situation. However, unlike its importance, mathematical modeling has not been grounded in typical mathematics classes because teachers do not have enough understanding of mathematical modeling and they are skeptical to implement it in their lessons. The current study analyzed the data, such as video recordings, slides, and surveys for teachers, collected in four lessons of teacher education in terms of mathematical modeling. The study reported different kinds of tasks that are authentic with regards to mathematical modeling. Furthermore, in teacher education, teachers' identities have separated a mode as learners and a mode as teachers and conflicts and intentional transition were observed. Analysis of the surveys shows what teachers think about mathematical modeling with their understanding of it. In teacher education, teachers achieved different kinds of modeling tasks and experience them which are helpful to enact mathematical modeling in their lessons. However, teacher education also needs to specifically offer what to do and how to do it for their lessons.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.155-171
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• 2024

This study compared and analyzed students' reasoning processes and justification methods when introducing the concept of "the sum of angles in a triangle" in mathematics classes with a focus on both measurement and geometric aspects. To confirm this, the research was conducted in a 4th-grade class at H Elementary School in Suwon, Gyeonggi-do, South Korea. The conclusions drawn from this study are as follows. First, there is a significant difference when introducing "the sum of angles in a triangle" in mathematics classes from a measurement perspective compared to a geometric perspective. Second, justifying the statement "the sum of angles in a triangle is 180°" is more effective when explained through a measurement approach, such as "adding the sizes of the three angles gives 180°," rather than a geometric approach, such as "the sum of the angles forms a straight angle." Since elementary students understand mathematical knowledge through manipulative activities, the level of activity is connected to the quality of mathematics learning. Research on this reasoning process will serve as foundational material for approaching the concept of "the sum of angles in a triangle" within the "Geometry and Measurement" domain of the Revised 2022 curriculum.

• The Pure and Applied Mathematics
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• v.31 no.2
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• pp.131-158
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• 2024

This study investigates the impact of precautionary measures, such as isolating exposed individuals, wearing masks, and maintaining physical distance, on preventing infectious disease. A deterministic SEIQHRV epidemic model is employed for this purpose. The model's positivity, boundedness, disease-free, and endemic equilibrium points are identified. A sensitivity test assesses the impact of preventive measures on infected classes. Results show that a basic reproduction number less than unity drives disease eradiction, while a higher unity value encourages the adoption of preventive measures.

• Knowledge Management Research
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• v.17 no.3
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• pp.207-225
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• 2016

Recently, flipped learning is being highlighted especially at the college of engineering because of its self-directed learning which direction matches that of the engineering education system. Although many engineering professors have tended to apply the flipped learning to their classes, they experienced a number of significant problems and challenges in practical implementing. By using TRIZ method as a tool for creative problem solving, that have been developed and applied in many fields ranging from engineering as well as management, this study aims to solve the education dilemma between learning efficiency and learning effectiveness, create a new concept of the flipped learning based on the solutions, and then explore its educational feasibility for successfully adopting it to engineering courses. This study suggests an instructional design for implementing the flipped learning according to the characteristics of engineering classes and then designs a new model of the flipped learning according to that procedure. Also, based on the empirical results in applying a new flipped learning model to the applied mathematics, this paper proposes several guidelines for the successful application of flipped learning in the future.