• Journal of Educational Research in Mathematics
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• 제12권3호
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• pp.389-408
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• 2002

This paper is based on a teaching experiment research conducted in a differential equations course at Ewha Womans University. The purpose of this paper lies in seeking a new direction in the teaching and learning of college mathematics by applying RME's theoretical essence to the teaching of differential equations. For this purpose, the emergent procedure had to be carefully considered before to analyzing the existing problems in teaching differential equations and alternative access to reformed differential equations. Methods of developmental research, ideas concerning teaching procedure and instructional design are offered. This research demonstrates that a deeper understanding of differential equations by students can be achieved with the instructional design which reflects the RME theory.

• Journal of the Chungcheong Mathematical Society
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• 제26권3호
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• pp.501-516
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• 2013

The well-known Vlasov-Poisson equation describes plasma physics as nonlinear first-order partial differential equations. Because of the nonlinear condition from the self consistency of the Vlasov-Poisson equation, many problems occur: the existence, the numerical solution, the convergence of the numerical solution, and so on. To solve the problems, a viscosity term (a second-order partial differential equation) is added. In a viscosity term, the Vlasov-Poisson equation changes into a parabolic equation like the Fokker-Planck equation. Therefore, the Schauder fixed point theorem and the classical results on parabolic equations can be used for analyzing the Vlasov-Poisson equation. The sequence and the convergence results are obtained from linearizing the Vlasove-Poisson equation by using a fixed point theorem and Gronwall's inequality. In numerical experiments, an implicit first-order scheme is used. The numerical results are tested using the changed viscosity terms.

• Journal of applied mathematics & informatics
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• 제6권1호
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• pp.31-50
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• 1999

We revisit the problems of testing three-factor classifica-tion models with a single observation per cell. A common approach in analyzing such nonreplicated data is to omit the highest order in-teraction and regard it as error. This paper discusses the use of a multiplicative model(See and Smith 1996 and 1998) which is applied on residuals in order to separate the variablility due to three-factor interaction from what is counted as random error. in particualr to test the significance of the interaction term we derived an approxi-mated distribution of the likelihood ratio test statistic based on the quadrilinear model known as Tucher's three-mode principal compo-nent model. The derivation utilizes the distribution of the eignevalues of the Wishart matrix.

• Journal of applied mathematics & informatics
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• 제30권5_6호
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• pp.749-757
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• 2012

We consider the M/PH,G/1 queue with two classes of customers in which class-1 customers have deterministic impatience time and have preemptive priority over class-2 customers who are assumed to be infinitely patient. The service times of class-1 and class-2 customers have a phase-type distribution and a general distribution, respectively. We obtain performance measures of class-2 customers such as the queue length distribution, the waiting time distribution and the sojourn time distribution, by analyzing the busy period of class-1 customers. We also compute the moments of the queue length and the waiting and sojourn times.

• East Asian mathematical journal
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• 제34권2호
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• pp.85-101
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• 2018

The purpose of this paper is to investigate counting-based and collection-based computation of the elementary mathematics textbook in Korea and United States of America. As a results, we will provide some suggestive points through how to use and activity of number line, decomposing number, counting, grouping and so on by analyzing counting and collection-based computation in the elementary mathematics textbook of Korea and United States of America.

• Journal of applied mathematics & informatics
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• 제27권3_4호
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• pp.567-579
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• 2009

Recently, Peng et al. proposed a primal-dual interior-point method with new search direction and self-regular proximity for LP. This new large-update method has the currently best theoretical performance with polynomial complexity of O($n^{\frac{q+1}{2q}}\;{\log}\;{\frac{n}{\varepsilon}}$). In this paper we use this search direction to propose a primal-dual interior-point method for convex quadratic programming (QP). We overcome the difficulty in analyzing the complexity of the primal-dual interior-point methods for convex quadratic programming, and obtain the same polynomial complexity of O($n^{\frac{q+1}{2q}}\;{\log}\;{\frac{n}{\varepsilon}}$) for convex quadratic programming.

• East Asian mathematical journal
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• 제36권2호
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• pp.203-227
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• 2020

This study is observed in this paper that how the mathematical beliefs of elementary pre-service teachers are reflected in planning and implementing actual mathematics classes. The subjects for this study are senior students at the university of education. After examining their mathematical beliefs and analyzing their actual mathematics classes in a teaching practicum, the following conclusions are drawn. First, the mathematical beliefs of elementary pre-service teachers have generally shown in a similar tendency. The beliefs formed by the students' experience and the beliefs established in the course of preparing to become teachers have coexisted. Second, the teachers' belief in learning mathematics and the teaching practices are largely inconsistent. Third, when elementary pre-service teachers plan and implement their mathematic classes, they are influenced by their guidance teachers and students as well as their own mathematical beliefs.

• The Mathematical Education
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• 제40권1호
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• pp.93-102
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• 2001

The world we live in is called the age of information. Thus communication and computers are doing the central role in it. When one studies the mathematical problem, the use of tools such as computers, calculators and technology is available for all students, and then students are actively engaged in reasoning, communicating, problem solving, and making connections with mathematics, between mathematics and other disciplines. The use of technology extends to include computer algebra systems, spreadsheets, dynamic geometry software and the Internet and help active learning of students by analyzing data and realizing mathematical models visually. In this paper, we explain concepts of transformation, linear transformation, congruence transformation and homothety, and introduce interesting, meaningful and visual models for teaching of a plane transformation geomeoy which are obtained by using Mathematica. Moreover, this study will show how to visualize linear transformation for student's better understanding in teaching a plane transformation geometry in classroom. New development of these kinds of teaching-learning methods can simulate student's curiosity about mathematics and their interest. Therefore these models will give teachers the active teaching and also give students the successful loaming for obtaining the concept of linear transformation.

• Journal of Gifted/Talented Education
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• 제20권2호
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• pp.461-486
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• 2010

By learning math, constructing math problems helps us to improve analytical thinking ability and have a positive attitude and competency towards math leaning. Especially, gifted students should create math problems under certain circumstances beyond the level of solving given math problems. In this study, I examined the math problems made by the gifted students after the process of raising questions and discussing them for themselves by doing origami. I intended to get suggestions by analyzing of problem posing strategy and method facilitating the thinking of mathematics gifted students in an origami program.

• Kyungpook Mathematical Journal
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• 제53권4호
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• pp.661-680
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• 2013

The eigenvalue problems arise in the analysis of stability of traveling waves or rest state solutions are currently dealt with, using the Evans function method. In the literature, it had been shown that, use of this method is not straightforward even in very simple examples. Here an extended "variational" method to solve the eigenvalue problem for the higher order dierential equations is suggested. The extended method is matched to the well known variational iteration method. The criteria for validity of the eigenfunctions and eigenvalues obtained is presented. Attention is focused to find eigenvalue and eigenfunction solutions of the Kuramoto-Slivashinsky and (K[p,q]) equation.