• Research in Mathematical Education
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• v.7 no.1
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• pp.1-10
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• 2003

This research reviewed literatures on proof in mathematics education. Several views of proof can be classified (and identified) such as psychological approach (Platonism, empiricism), structural approach (logicism, formalism, intuitionism) and social approach (ontology, axiomatic systems). All these views of proof are valuable in mathematics education society. The concept of proof can be found in the form of analytic knowledge not of constructive knowledge. Human beings developed their knowledge in the sequence of constructive knowledge to analytic knowledge. Therefore, in mathematics education, the curriculum of mathematics should involve the process of cognitive knowledge development.

• Journal of applied mathematics & informatics
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• v.27 no.5_6
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• pp.1473-1479
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• 2009

We introduce the resistant length and examine its properties. We also consider the geometric applications of resistant length to the boundary behavior of analytic functions, conformal mappings and derive the theorem in connection with the fundamental sequences, purely geometric problems. The method of resistant length leads a simple proofs of theorems. So it shows us the usefulness of the method of resistant length.

• The Transactions of the Korean Institute of Electrical Engineers P
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• v.53 no.3
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• pp.129-133
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• 2004

As In DS/CDMA(direct sequence code division multiple access) system, the system capacity is limited by multiple access interference(MAI), and self-interference(SI) resulting from the multi-path propagation of the desired user signal. This paper, which the approximated analytic chip waveforms are nearly the same as the computer generated chip waveforms are shown. And then, the BER(Bit Error Rate) performances in CDMA system using the approximated analytic chip waveforms are shown.

• IE interfaces
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• v.14 no.3
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• pp.247-254
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• 2001

As current postal automation is limited to dispatch and arrival sorting, delivery sequence sorting is performed manually by each postman. It not only acts as a bottleneck process in the overall mailing process but is expensive operation. To cope with this problem effectively, delivery sequence sorting automation is required. The important components of delivery sequence sorting automation system are sequence sorter and Hangul OCR which function is to extract the address of delivery point. DSI database will be interfaced to both Hangul OCR and sequence sorter for finding the accurate delivery sequence number and stacker number. The objectives of this research are to develop DSI(Delivery Sequence Information) database prototype and client application for managing information effectively. For database requirements collection and analysis, we draw all possible sorting plans, and apply the AHP(Analytic Hierarchy Process) method to determine the optimal one. And then, we design DSI database schema based on the optimal one and implement it using Oracle RDBMS. In addition, as address information in DIS database consist of hierarchical structure which has its correspondence sequence number, so it is important to reorganize sequence information accurately when address information is inserted, deleted or updated. To increase delivery accuracy, we reflect this point in writing application.

• East Asian mathematical journal
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• v.32 no.4
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• pp.443-464
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• 2016

The purpose of ths study is to compare and analyze the sequence of teaching multiplication facts in the elementary school mathematics. Generally, the multiplication in the elementary school mathematics is composed of the followings; concepts of multiplication, situations involving multiplication, didactical models for multiplication, and multiplication strategies for teaching multiplication facts. This study is focusing to multiplication facts, especially to the sequence of teaching and multiplication strategies. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2009 revised curriculum) and the 9 foreign elementary mathematics textbooks(Japan, China, Germany, Finland, Hongkong etc.). As results of comparative investigation, the sequence of teaching multiplication facts is reconsidered on a basis of elementary students' mathematical thinking. And the connectivity of multiplication facts is strengthened in comparison with the foreign elementary mathematics textbooks. Finally multiplication strategies for teaching multiplication facts are discussed for more understanding and reasoning the principles of multiplication facts in the elementary school mathematics.

• Korean Journal of Mathematics
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• v.27 no.2
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• pp.505-514
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• 2019

In this paper we study the approximation properties of a continuous function by the sequence of (p, q)-Bernstein operators for q > p > 1. We obtain bounds of (p, q)-Bernstein operators. Further we prove that if a continuous function admits an analytic continuation into the disk $\{z:{\mid}z{\mid}{\leq}{\rho}\}$, then $B^n_{p,q}(g;z){\rightarrow}g(z)(n{\rightarrow}{\infty})$ uniformly on any compact set in the given disk $\{z:{\mid}z{\mid}{\leq}{\rho}\}$, ${\rho}>0$.

• Communications of the Korean Mathematical Society
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• v.20 no.4
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• pp.723-729
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• 2005

Let F be a non-trivial non-Archimedian field. The sequence spaces $\Gamma\;(F)\;and\;{\Gamma}^{\ast}(F)$ were defined and studied by Soma-sundaram[4], where these spaces denote the spaces of entire and analytic sequences defined over F, respectively. In 1997, these spaces were generalized by Mursaleen and Qamaruddin[1] by considering an arbitrary sequence $U\;=\;(U_k),\;U_k\;{\neq}\;0 \;(\;k\;=\;1,2,3,{\cdots})$. They characterized some classes of infinite matrices considering these new classes of sequences. In this paper, we further generalize the above mentioned spaces and define the spaces $\Gamma(u,\;F,\;{\Delta}),\;{\Gamma}^{\ast}(u,\;F,\;{\Delta}),\;l_p(u,\;F,\;{\Delta})$), and $b_v(u,\;F,\;{\Delta}$). We also study some matrix transformations on these new spaces.

• Journal of Mechanical Science and Technology
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• v.16 no.6
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• pp.785-798
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• 2002

A reliable analytic model that predicts the surface profile of the exit cross section of workpiece in round-oval (or oval-round) pass sequence is established. The presented model does not require any plasticity theory but needs the only geometric information on workpiece and roll groove. Formulation is based on the linear interpolation of the radius of curvature of an incoming workpiece and that of roll groove in the roll axis direction when the maximum spread of workpiece is known beforehand. The validity of the analytic model is examined by hot rod rolling experiment with the roll gap, specimen size, design parameter of oval groove and steel grade changed. Results revealed that the cross sectional shapes predicted by the model were in good agreement with those obtained experimentally. We found that the analytic model not only has simplicity and accuracy for practical usage but also saves a large amount of computational time in comparison with finite element method.

• Bulletin of the Korean Mathematical Society
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• v.51 no.3
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• pp.659-666
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• 2014

Let $\mathcal{A}$ be the class of analytic functions f in the open unit disk $\mathbb{U}$={z : ${\mid}z{\mid}$ < 1} with the normalization conditions $f(0)=f^{\prime}(0)-1=0$. If $f(z)=z+\sum_{n=2}^{\infty}a_nz^n$ and ${\delta}$ > 0 are given, then the $T_{\delta}$-neighborhood of the function f is defined as $$TN_{\delta}(f)\{g(z)=z+\sum_{n=2}^{\infty}b_nz^n{\in}\mathcal{A}:\sum_{n=2}^{\infty}T_n{\mid}a_n-b_n{\mid}{\leq}{\delta}\}$$, where $T=\{T_n\}_{n=2}^{\infty}$ is a sequence of positive numbers. In the present paper we investigate some problems concerning $T_{\delta}$-neighborhoods of function in various classes of analytic functions with $T=\{2^{-n}/n^2\}_{n=2}^{\infty}$. We also find bounds for $^{\delta}^*_T(A,B)$ defined by $$^{\delta}^*_T(A,B)=jnf\{{\delta}&gt;0:B{\subset}TN_{\delta}(f)\;for\;all\;f{\in}A\}$$ where A, B are given subsets of $\mathcal{A}$.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.373-394
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• 2016

The "Figure Equation" chapter of current high school curriculum prevents students from relating the concept with what they studied in middle school Euclidean geometry. Woo(1998) concerns that the curriculum introduces the concept merely in algebraic ways without providing students with opportunities to relate it with their prior understanding of geometry, which is based on Euclidean one. In the present study, a sequence of GeoGebra-embedded-geometry lessons was designed so that students could be introduced to and solve problems of the Analytic Geometry by triggering their prior understanding of the Euclidean Geometry which they had learnt in middle school. The study contributes to the field of mathematics education by suggesting a sequence of geometry lessons where students could introduce to the coordinate geometry meaningfully and conceptually in high school.