• East Asian mathematical journal
• /
• v.29 no.5
• /
• pp.545-550
• /
• 2013

A remarkably large number of integral formulas have been investigated and developed. Certain large number of integral formulas are expressed as derivatives of some known functions. Here we choose to recall such a formula to present explicit expressions in terms of Gamma function, Psi function and Polygamma functions. Some simple interesting special cases of our main formulas are also considered. It is also pointed out that the same argument can establish explicit integral formulas for other those expressed in terms of derivatives of some known functions.

• Journal of Educational Research in Mathematics
• /
• v.11 no.2
• /
• pp.307-320
• /
• 2001

Traditionally, there are many inherent restrictions in highschool mathematics textbooks. They are restricted in its contents and inevitably resorted to reader's ability of intuition. So they are usually lacked logical precisions and have various differences in expressions. We are mainly concerned with the definite integral and its applications in current highschool mathematics II textbooks according to 6th curriculum. We choose 6 of them arbitrarily and survey by comparison to deduce some controversial topics among them as follows. 1) absurd metaphors in formula process 2) confusions in important notations and too much choices in terms and statements. 3) lack of precisions in - teaching hierarchy (between some contents of Physics and the applications of definite integral) - introducing a proof of theorem (fundamental theorem of Calculus I) - introducing the methods (integral substitutions 1, ll) 4) adopting small topics such as - mean value theorem of integral - integrals with variable limits. In coming 7th curriculum, highschool students in Korea are supposed to choose calculus as a whole, independent course. So we hope that the suggested controversial topics are to be referred by authors to improve the preceding Mathematics ll textbooks and for teachers to use them for better mathematics education.

• Journal for History of Mathematics
• /
• v.25 no.1
• /
• pp.71-88
• /
• 2012

The purpose of this study is to find the way to build the concept image about natural logarithm and the method is using definite integral in calculus under GeoGebra environment. When the students approach to natural logarithm, need to use dynamic program about the definite integral in calculus. Visible reasoning process through using dynamic program(GeoGebra) is the most important part that make the concept image to students. Also, for understand mathematical concept to students, using GeoGebra environment in dynamic program is not only useful but helpful method of teaching and studying. In this article, about graph of natural logarithm using the definite integral, to explore process of understand and to find special feature under GeoGebra environment. And it was obtained from a survey of undergraduate students of mathmatics. Also, relate to this process, examine an aspect of students, how understand about connection between natural logarithm and the definite integral, definition of natural logarithm and mathematical link of e. As a result, we found that undergraduate students of mathmatics can understand clearly more about the graph of natural logarithm using the definite integral when using GeoGebra environment. Futhermore, in process of handling the dynamic program that provide opportunity that to observe and analysis about process for problem solving and real concept of mathematics.

• Communications of the Korean Mathematical Society
• /
• v.11 no.1
• /
• pp.33-41
• /
• 1996

In this article, all the universal totally positive integral ternary lattices over $Q(\sqrt{5})$ are determined.

• Journal of the Korean Mathematical Society
• /
• v.7 no.2
• /
• pp.29-32
• /
• 1970

• Journal of the Korean School Mathematics Society
• /
• v.1 no.1
• /
• pp.97-109
• /
• 1998

The activities of teaching and learning are to try to reach the lesson object most closely in many ways. Considering that the lesson objects are to get the principle or law of a concept, to acquire the mathematical function, to master it through repeated exercises and to solve mathematical problems, we need many ways to reach such objects. Among the many ways, we can first think of one: the students will learn with curiosity and according to their own ability or advancing level in learning when teachers study and prepare necessary contents enough in advance by using computers, showing the right program to learners' needs. For example, defining definite integral by measuration by parts will help understand measuration by parts well and know the meaning of definite integral correctly, In teaching and learning by the use of this program, the educational effects are expected as follows. 1. It is thought that this program will stimulate the desire for and interest in learning because it used animation and acoustic effect. And voluntary and positive thinking activity will be shown. 2. It is expected that the conviction of formulas will be got and the concept of definite integral will be remembered firmly by showing how to measure the width of circle with the use of measuration by parts in various other ways instead of the ways used at present. 3. It is expected that students will feel the pleasure of mathematics in life when they recognize mathematical facts scattered really in our life rather than mathematical difficulties. 4. It is expected that the repeated review of programs already designed will remove the fear of incomplete parts and help review again. 5. It is certain that positive attitude in life will be formed as teacher-centered class is changed into learner-centered class and unwilling study is changed into self-oriented study. However, I think this program is insufficient for humanbeing-centered education given directly in contact with students on the ground of the variety in mathematical education and applications in many ways. And mechanically inhuman computers leave some solutions to be desired

• Kyungpook Mathematical Journal
• /
• v.13 no.2
• /
• pp.253-264
• /
• 1973

• Korean Journal of Mathematics
• /
• v.27 no.3
• /
• pp.743-765
• /
• 2019

Conceptual and procedural knowledge of integration is necessary not only in calculus but also in real analysis, complex analysis, and differential geometry. However, students show not only focused understanding of procedural knowledge but also limited understanding on conceptual knowledge of integration. So they are good at computation but don't recognize link between several concepts. In particular, Riemann sum is helpful in solving applied problem, but students are poor at understanding structure of Riemann sum. In this study, we try to investigate understanding on conceptual and procedural knowledge of integration and to analyze errors. Conducting experimental class of Riemann sum, we investigate the understanding of Riemann sum structure and so present the implications about improvement of integration teaching.

• Honam Mathematical Journal
• /
• v.39 no.3
• /
• pp.453-463
• /
• 2017

The aim of this paper is to provide a class of six definite general integrals in terms of gamma function. The results are established with the help of generalized summation formulas obtained earlier by Rakha and Rathie. The results established in this paper are simple, interesting, easily established and may be useful potentially.

• Communications of the Korean Mathematical Society
• /
• v.32 no.4
• /
• pp.979-990
• /
• 2017

Inspired by the results obtained by Brychkov ([2]), the authors evaluate a large number of new and interesting double definite integrals. The results are obtained with the use of classical hypergeometric summation theorems and a well-known double finite integral due to Edwards ([3]). The results are given in terms of Psi and Hurwitz zeta functions suitable for numerical computations.