• The Pure and Applied Mathematics
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• v.12 no.3 s.29
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• pp.223-228
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• 2005

In 2001, Choi, Harsh & Rathie [Some summation formulas for the Appell's function $F_1$. East Asian Math. J. 17 (2001), 233-237] have obtained 11 results for the Appell's function $F_1$ with the help of Gauss's summation theorem and generalized Kummer's summation theorem. We aim at presenting 22 more results for $F_1$ with the help of the generalized Gauss's second summation theorem and generalized Bailey's theorem obtained by Lavoie, Grondin & Rathie [Generalizations of Whipple's theorem on the sum of a $_3F_2$. J. Comput. Appl. Math. 72 (1996), 293-300]. Two interesting (presumably) new special cases of our results for $F_1$ are also explicitly pointed out.

• Journal of the Korean Chemical Society
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• v.55 no.5
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• pp.875-881
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• 2011

This study examined factors influencing college science learning from the perspectives of college students and high school science teachers. Using a survey created based on focus group interviews, college science majors and high school science teachers rated various factors of high school learning that positively influenced college science learning. Findings suggested that the perceptions differed by college major: the physics major students considered math proficiency and logical thinking skills as the important factors; chemistry major students and biology major students considered English proficiency and basic scientific knowledge as the most important factors. Both college students and science teachers emphasized basic science knowledge and math proficiency. However, differences between the two groups were also found in that the students perceived more need to learn about experimentation than the teachers whereas the teachers had a priority in increasing advanced science content.

• East Asian mathematical journal
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• v.31 no.4
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• pp.547-568
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• 2015

The purpose of this study is to analyze whether statistics and statistical education of intensive courses at the teachers college can improve elementary pre-service teacher' statistical attitudes. Findings on this study are as follows: First, there was meaningful difference in the elementary pre-service teacher' attitudes with significant level of 0.05. This proved that statistics and statistical education of intensive courses at the teachers college was effective on improving elementary pre-service teacher' attitudes. Second, there was meaningful difference in the pre-service math teacher' conception in the 2009 reformed curriculum for elementary mathematics.

• The Mathematical Education
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• v.52 no.2
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• pp.149-161
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• 2013

This study was to focus on analyzing about the composition of storytelling in the first graders' math textbooks of the middle school, which were recently implemented. The textbooks published by three well known publishing companies were chosen and three graduate students had scored the frequency of the problems according to three types of storytelling. As the results, in areas of mathematics, Number & Operation(44.23%), Letters & Formula(44.53%), Function(46.53%), Probability(41.67%), Geometry(46.23%) showed to have storytelling in balance. The type of 'explosion of mathematical history(EMH)' was shown in geometry most, the type of 'connection to daily life(CDL)' in statistics most, and the type of integration of disciplines(ID)' in geometry most in 5 math areas. Among three types of storytelling, the type of EMH was shown fewer that other 2 types. If we develop more problems in this type, students would study mathematics in-depth according to Freudenthal's principle of historical reinvention.

• The Mathematical Education
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• v.49 no.3
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• pp.329-341
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• 2010

In this paper, we analyzed the freshmen's achievements on general mathematics their GPA based on 'basic mathematics diagonal test score'. Also, we studied the achievements of students who were not passed the 'Basic Mathematics Diagonal Test (BMDT)' and had to take supplementary lessons to improve their mathematics abilities four times a week during the first semester of academic year 2008 in Mokpo National University. Before taking college entrance exam, high school students had to choose two types of scholastic area. One is on 'Ga' or 'Na' in mathematics and the other is on Natural Science or Social Science. According to the types, we classified the freshman-Ga or Na and NS or SS. We found some facts. First, a few of Ga and NS freshmen had low score on the BMDT. Second, Na and NS freshman got higher score than Na and SS freshmen on the BMDT. Third, Ga and NS freshmen who passed the BMDT got higher score on the general mathematics than those who failed the BMDT. Finally, there are correlations between achievements of general mathematics and a curriculum of freshmen who were passed test after taking supplementary lessons.

• The Pure and Applied Mathematics
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• v.10 no.2
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• pp.133-144
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• 2003

The aim of this paper is to prove some common fixed point theorems for the class of compatible maps to larger class of weakly compatible maps without appeal to continuity in Monger spaces and we also give a set of alternative conditions in place of completeness of the space. We improve and extend the results of Dedeic & Sarapa ［A common fixed point theorem for three mappings on Monger spaces. Math. Japon. 34 (1989), no. 6,919-923］ and Rashwan & Hedar ［On common fixed point theorems of compatible mappings in Monger spaces. Demonstratio Math. 31 (1998), no. 3, 537-546］.

• Journal of Engineering Education Research
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• v.25 no.4
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• pp.35-41
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• 2022

In order to enhance basic competencies for freshmen at engineering college, whose learning ability is gradually declining, a new course was developed to review basic mathematics and physics through a process of collecting opinions from fellow professors. Tests in six fields of math and physics with the same problems showed the correct answer rate rose from 24.8% at the beginning of the semester to 59.0% at the end of the semester after operating the course developed. According to the survey, the students' self-evaluated confidence on the basic competencies in 16 fields of math and physics showed a significant increase. Students with high confidence in basic competencies also received high actual grades. General high school graduates' confidence point in basic competencies improved from 54.7 at the beginning to 75.3 points at the end of the semester, while specialized high school graduates' enhanced from 38.3 to 64.0 which is higher than that of general high school graduates at the beginning of the semester.

• Research in Mathematical Education
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• v.27 no.3
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• pp.409-430
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• 2024

In this paper, we describe a framework developed by synthesizing and combining scholarship from the fields of equity in mathematics education and effective integration of technology in the classroom. This framework allows researchers, educators, and teachers to examine the potential of technology-enhanced mathematics lessons to advance equity along six identified dimensions. We share a case study of a research lesson that applied this framework and implemented technology as an equity lever by allowing students to explore social justice issues using a suite of technology tools. Implications for mathematics teacher educators and researchers are discussed as ways the framework can be used to promote the equitable integration of technology.

• Journal of the Chungcheong Mathematical Society
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• v.34 no.3
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• pp.295-306
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• 2021

The general sextic functional equation is a generalization of many functional equations such as the additive functional equation, the quadratic functional equation, the cubic functional equation, the quartic functional equation and the quintic functional equation. In this paper, motivating the method of Găvruta [J. Math. Anal. Appl., 184 (1994), 431-436], we will investigate the stability of the general sextic functional equation.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.41-48
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• 2019

The purpose of this study is to examine how academic achievement in college math courses differ depending on when the course takes place. As a result, based on years of data analyses on students' academic achievement, it was affirmed that achievement levels differ due to environmental factors despite the diverse efforts of instructors and students. By further analyzing the causes of these differences, this study suggests solutions for improving the different academic achievement levels.