• 대한수학교육학회지:학교수학
• /
• 제11권2호
• /
• pp.301-316
• /
• 2009

적분과 적분 기호는 합과 미분의 역, 두 가지 의미를 지닌다. 기호와 그 의미에 기초할 때 부정적분은 정적분과 동일한 것처럼 생각될 여지가 있으며 많은 학생들이 부정적분을 구간이 결정되지 않은 정적분으로 간주하고 있다. 부정적분과 정적분의 개념 발생 과정은 현재 학교수학에서 충분히 다루어지고 있지 않다. 이는 부정적분과 정적분을 단지 기호와 그 기호를 다루는 방식에 의해서 다루기 때문으로 생각된다. 이 논문에서는 부정적분과 정적분의 개념 발생 과정과 상호 간의 관계에 대한 분석을 시도하였고, 이로부터 교육적 시사점을 도출하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제36권1호
• /
• pp.39-57
• /
• 2022

본 연구는 맥락에서 출발하여 추상화로 나아가는 방식으로 수학 학습을 설명하는 AiC(Abstraction in Context) 이론에 따른 수업이 부정적분과 정적분의 관계에 대한 이해를 촉진하는 지를 파악하는 데 목표를 둔다. 이를 위해 과학고등학교 2학년 학생 8명을 대상으로 설계한 적분 지도 방안에 따라 수업을 실시했으며, 전 수업 과정을 녹화, 녹음한 자료와 활동지 등의 자료를 수집하고 분석하였다. 분석 결과, 연구에 참여한 학생들은 누적 개념이 내재된 맥락에서 출발하여 동료 학생들과 상호 소통하면서 부정적분과 정적분의 관계에 연결되는 세 가지 지식 요소인 '누적함수의 순간 변화율', '부정적분을 이용한 정적분의 계산', '누적함수를 이용한 부정적분의 결정'을 구성하였다. 연구결과를 바탕으로, AiC 관점은 부정적분과 정적분 관계의 학습을 지원하는 잠재력을 가지고 있으며, 이를 다른 학습영역으로 확장하여 고등학교 수학수업을 개선하는 데에도 활용할 수 있음을 논의하였다.

• 충청수학회지
• /
• 제12권1호
• /
• pp.157-162
• /
• 1999

In this paper, we introduce approximate Perron-Stieltjes integral and approximate Roussel derivative and investigate the differentiability of indefinite approximate Perron-Stieltjes integral.

• 호남수학학술지
• /
• 제43권1호
• /
• pp.152-166
• /
• 2021

In this paper, we study the geometry of semi-slant lightlike submanifolds of an indefinite Kenmotsu manifold. The integrability conditions of distributions D1 ⊕ {V}, D2 ⊕ {V} and RadTM on semi-slant lightlike submanifolds of an indefinite Kenmotsu manifold are defined. Furthermore, we derive necessary and sufficient conditions for the above distributions to have totally geodesic foliations.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제56권4호
• /
• pp.387-405
• /
• 2017

The purpose of this study is to investigate the change of students 'perception and expression about the motion of object following distance function $={x \atop 3}$ and distance function $y=\frac{x^3}{3}+3$ according to the necessity of research on students' perception and expression about integral constant. In this paper, we present the recognition and the expression of the difference of the constant in the relationship between the distance function and the speed function of the students, while examining the process of constructing the speed function and the inverse process of the distance function. This provides implications for the relationship between the derivative and the indefinite integral corresponding to the inverse process. In particular, in a teaching experiment, a constructive activity was performed to analyze the motion of two distance functions, where the student had a difference of the constant term. At this time, the students used the expression 'starting point' for the constants in the distance function, and the motion was interpreted by using the meaning. This can be seen as a unique 'students' mathematics' in the process of analyzing the motion of objects. These scenes, in introducing the notion of the relation between differential and indefinite integral, it is beyond the comprehension of the integral constant as a computational procedure, so that the learner can understand the meaning of the integral constant in relation to the motion of the object. It is expected that it will be a meaningful basic research on the relationship between differential and integral.

• Journal of applied mathematics & informatics
• /
• 제15권1_2호
• /
• pp.185-200
• /
• 2004

A stochastic optimal LQR control problem under some integral quadratic (IQ) constraints is studied, with cross terms in both the cost and the constraint functionals, allowing all the control weighting matrices being indefinite. Sufficient conditions for the well-posedness of this problem are given. When these conditions are satisfied, the optimal control is explicitly derived via dual theory.

• East Asian mathematical journal
• /
• 제32권1호
• /
• pp.43-46
• /
• 2016

The Clausen function $Cl_2$(x) arises in several applications. A large number of indefinite integrals of logarithmic or trigonometric functions can be expressed in closed form in terms of $Cl_2$(x). Very recently, Choi and Srivatava [3] and Choi [1] investigated certain integral formulas associated with $Cl_2$(x). In this sequel, we present an interesting new definite integral formula for the Clausen function $Cl_2$(x) by using a known relationship between the Clausen function $Cl_2$(x) and the generalized Zeta function ${\zeta}$(s, a). Also an interesting integral representation for the Catalan constant G is considered as one of two special cases of our main result.

• 대한수학회논문집
• /
• 제32권3호
• /
• pp.725-743
• /
• 2017

We prove that there exist foliations whose leaves are the maximal integral null manifolds immersed as submanifolds of indefinite locally conformal cosymplectic manifolds. Necessary and sufficient conditions for such leaves to be screen conformal, as well as possessing integrable distributions are given. Using Newton transformations, we show that any compact ascreen null leaf with a symmetric Ricci tensor admits a totally geodesic screen distribution. Supporting examples are also obtained.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제57권2호
• /
• pp.157-177
• /
• 2018

The students in secondary schools have been taught calculus as an important subject in mathematics. The order of chapters-the limit of a sequence followed by limit of a function, and differentiation and integration- is because the limit of a function and the limit of a sequence are required as prerequisites of differentiation and integration. Specifically, the limit of a sequence is used to define definite integral as the limit of the Riemann Sum. However, many researchers identified that students had difficulty in understanding the concept of definite integral defined as the limit of the Riemann Sum. Consequently, they suggested alternative ways to introduce definite integral. Based on these researches, the definition of definite integral in the 2015-Revised Curriculum is not a concept of the limit of the Riemann Sum, which was the definition of definite integral in the previous curriculum, but "F(b)-F(a)" for an indefinite integral F(x) of a function f(x) and real numbers a and b. This change gives rise to differences among ways of introducing definite integral and explaining the relationship between definite integral and area in each textbook. As a result of this study, we have identified that there are a variety of ways of introducing definite integral in each textbook and that ways of explaining the relationship between definite integral and area are affected by ways of introducing definite integral. We expect that this change can reduce the difficulties students face when learning the concept of definite integral.

• 한국철도학회:학술대회논문집
• /
• 한국철도학회 2004년도 춘계학술대회 논문집
• /
• pp.1308-1312
• /
• 2004

Transmission line impedance calculation has been tried for obtaining exact value. The method proposed by Carson contains indefinite complex integral. Although the Carson solution is proposed with power series, the solution is limited and valid at special range of frequency. In this paper, we proposed a simplified Carson solution by analytical method using ground transmission line return current. This method calculate the transmission line impedance easily.