• 한국수학교육학회지시리즈A:수학교육
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• 제57권4호
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• pp.477-491
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• 2018

In this paper we study in-service teachers' and pre-service teachers' recognition the domain in the problem concerning the continuity of a function. By a questionnaire survey we find out that most of in-service teachers and pre-service teachers are understanding the continuity of a function as explained in high school mathematics textbook, in which the continuity was defined by and focused on comparing the limit with the value of the function. We also notice that this kind of definition for the continuity of a function makes them trouble to figure out whether a function is continuous at an isolated point, and to determine that a given function is continuous on a region by not considering its domain explicitly. Based on these results we made several suggestions to improve for in-service teachers and pre-service teachers to understand the continuity of a function more exactly, including an introduction of a more formal words usage such as 'continuous on a region' in high school classroom.

• 충청수학회지
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• 제31권1호
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• pp.43-46
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• 2018

It is concerned with the continuity of the Hardy-Little wood maximal function between the classical Lebesgue spaces or the Orlicz spaces. A new approach to the continuity of the Hardy-Littlewood maximal function is presented through the observation that the continuity is closely related to the existence of solutions for a certain type of first order ordinary differential equations. It is applied to verify the continuity of the Hardy-Littlewood maximal function from $L^p({\mathbb{R}}^n)$ to $L^q({\mathbb{R}}^n)$ for 1 ${\leq}$ q < p < ${\infty}$.

• East Asian mathematical journal
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• 제39권2호
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• pp.119-139
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• 2023

Most of calculus and real analysis are concerned with the study on continuous functions. Because of self-sustaining concept caused by everyday language, continuity has difficulties. This kind of viewpoint is strengthened with that teacher explains continuity by graph drawn ceaselessly and so finally confused with mathematics concept which is continuity and connection. Thus such a concept image of continuity becomes to include components which create conflicts. Therefore, we try to analyze understanding of continuity on university students by using the concept image as an analytic tool. We survey centering on problems which create conflicts with concept definition and image. And we investigate that difference of definition in continuous function which handles in calculus and analysis exists and so try to present various results on university students' understanding of continuity concept.

• East Asian mathematical journal
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• 제19권2호
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• pp.241-249
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• 2003

In [11] the feeble continuity is introduced and then the weak and strong forms of feeble(or, equivalently $\alpha$-continuity) continuity are studied. In this note, we introduce a type of function called a slightly $\alpha$-continuous function and study several properties of it

• 대한수학교육학회지:수학교육학연구
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• 제27권4호
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• pp.727-745
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• 2017

본 연구는 함수의 연속성에 대한 학문수학의 개념과 학생들의 인식의 차이를 탐구하기 위해, 아리스토텔레스의 연속 개념 및 함수의 연속성의 역사적 발달과정을 고찰하였다. 연속의 본질을 찾고자 했던 아리스토텔레스는 연속을 '분할 불가능한 하나의 전체'로 특징지었다. 19세기 이전 수학자들은 공간에 기초하여 함수의 연속성을 생각하였지만, 19세기 해석학의 산술화 이후 연속 개념은 현대적인 ${\epsilon}-{\delta}$ 정의로 나타났으며, 여러 학자들은 이 과정을 혁명적이라고 생각하였다. 학생들은 아리스토텔레스의 연속 개념 및 산술화 이전 수학자들과 유사한 관점으로 함수의 연속성을 생각하는 경향이 있었으며, 따라서 학생들의 개념을 단순히 오류로 보는 것은 무리가 있다. 함수의 연속성에 대한 본 연구는, 학생들의 오개념으로 인지되고 있는 것들은 때때로 오류라기보다는 역사적으로 존재해왔던 하나의 패러다임적 사고로서 볼 수 있음을 고찰하였다.

• East Asian mathematical journal
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• 제35권2호
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• pp.239-257
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• 2019

The purpose of this study is to show that the topology is closely related to some subjects learned in school mathematics and then to give motivations for learning of the topology. To do this, it is showed that the topology is an abstracted device that deal with structure of limit and continuity introduced in school mathematics. This study took a literature study. The results of this study are as follows. First, the formal definition of general topology to structure open sets was examined. The nearness relation together with the closure operation was introduced and used to characterize for construction of general topology. Second, as definitions for continuity of function, we considered the intuitive definition, definition, structured definitions using open intervals and definition using open sets and then we investigated their roles. We also examined equivalent definition using the nearness relation which is helpful to understand continuity of function. Third, the sequence and its limit are treated in terms of continuous functions having the set of natural numbers and its extended set as domains. From these, it can be concluded that the convergence of sequence and the continuity of function are identified as functions that preserve the nearness relation and that the topology is a specialized tool for dealing with convergence and continuity.

• Journal of applied mathematics & informatics
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• 제40권5_6호
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• pp.1167-1179
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• 2022

In this paper, we obtain some subsets of real numbers (ℝ) on which a fractional part function is defined as a real-valued continuous function. This gives rise to the analysis of the continuous properties of the fractional part function as a real-valued function. The analysis of fractional part function is helpful in the study of the dynamics of circle.

• 한국멀티미디어학회논문지
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• 제24권1호
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• pp.13-20
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• 2021

A Wasserstein GAN(WGAN), optimum in terms of minimizing Wasserstein distance, still suffers from inconsistent convergence or unexpected output due to inherent learning instability. It is widely known some kinds of restriction on the discriminative function should be considered to solve such problems, which implies the importance of Lipschitz continuity. Unfortunately, there are few known methods to satisfactorily maintain the Lipschitz continuity of the discriminative function. In this paper we propose techniques to stably maintain the Lipschitz continuity of the discriminative function by adding effective regularization terms to the objective function, which limit the magnitude of the gradient vectors of the discriminator to one or less. Extensive experiments are conducted to evaluate the performance of the proposed techniques, which shows the single-sided penalty improves convergence compared with the gradient penalty at the early learning process, while the proposed additional penalty increases inception scores by 0.18 after 100,000 number of learning.

• 대한수학회보
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• 제52권6호
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• pp.1777-1795
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• 2015

In this paper, we establish sufficient conditions for the solution set of parametric generalized vector mixed quasivariational inequality problem to have the semicontinuities such as the inner-openness, lower semicontinuity and Hausdorff lower semicontinuity. Moreover, a key assumption is introduced by virtue of a parametric gap function by using a nonlinear scalarization function. Then, by using the key assumption, we establish condition ($H_h$(${\gamma}_0$, ${\lambda}_0$, ${\mu}_0$)) is a sufficient and necessary condition for the Hausdorff lower semicontinuity, continuity and Hausdorff continuity of the solution set for this problem in Hausdorff topological vector spaces with the objective space being infinite dimensional. The results presented in this paper are different and extend from some main results in the literature.

• 대한수학교육학회지:수학교육학연구
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• 제15권1호
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• pp.39-56
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• 2005

Tall & Vinner(1981)의 연구는 개념 학습에 관한 중요한 패러다임을 제공함으로 써, 다양한 내용 영역과 학교급에 대하여 반복적으로 수행되어 왔다. 이 연구에서는 상위 집단 학생들의 함수의 연속에 대한 이해라는 관점에서 Tall & Vinner(1981)의 연구를 반복 수행하였으며, 그 결과를 분석함으로써 우리나라 상위 집단 학생들의 고유한 특성을 도출하고자 하였다. 우리나라의 상위 집단 학생들은 함수의 연속을 용어의 구어적 의미나 시각적인 심상에 의존하여 이해하기보다는 개념정의와 직접 관련지어 파악하는 경향이 있었다. 학생들이 보여준 개념이미지는 5가지 유형으로 분류되었으며, 이를 통하여 이후의 학습에서 상위 집단 학생들이 부딪힐만한 인지적 갈등 상황이 어떤 것인지 간접적으로 파악할 수 있었다.