• Journal of the Korean Mathematical Society
• /
• v.33 no.2
• /
• pp.269-282
• /
• 1996

It has long been known that Wiener measure and Wiener measurbility behave badly under the change of scale transformation [3] and under translation [2]. However, Cameron and Storvick [4] obtained the fact that the analytic Feynman integral was expressed as a limit of Wiener integrals for a rather larger class of functionals on a classical Wienrer space.

• Journal of the Chungcheong Mathematical Society
• /
• v.29 no.2
• /
• pp.375-383
• /
• 2016

This paper investigates an optimal consumption, portfolio, and life insurance strategies of a family when there is a borrowing constraint and risk aversion change at the time of death of the breadwinner. A CRRA utility is employed and by using the dynamic programming method, we obtain analytic expressions for the optimal strategies.

• Journal for History of Mathematics
• /
• v.24 no.1
• /
• pp.63-73
• /
• 2011

This paper analyses conceptual change from Euclid's dictionary definition to Hilbert's mathematical definition about primitive terms in Geometry. Realism, conceptualism, nominalism about mathematical objects are related to this conceptual change.

• Communications of the Korean Mathematical Society
• /
• v.15 no.2
• /
• pp.331-338
• /
• 2000

In the present paper, we investigate a problem in a sym-metric Finsler space, which is a special space. First we prove that if a symmetric space remains to be a symmetric one under the Z-projective change, then the space is of zero curvature. Further we will study W-recurrent space and D-recurrent space under the pro-jective change.

• Research in Mathematical Education
• /
• v.18 no.3
• /
• pp.223-234
• /
• 2014

Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher's instructional practices, over the course of a year, to promote students' mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students' mathematical reasoning, and how the teacher prompted students to respond to and develop one another's mathematical ideas. Findings show that the teacher solicited students' reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students' reasoning, and building on those ideas leading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.

• Journal of the Korean Mathematical Society
• /
• v.19 no.2
• /
• pp.69-73
• /
• 1983

• Communications of the Korean Mathematical Society
• /
• v.6 no.1
• /
• pp.19-26
• /
• 1991

• Bulletin of the Korean Mathematical Society
• /
• v.22 no.1
• /
• pp.68-68
• /
• 1985

• Journal of the Korean Mathematical Society
• /
• v.31 no.1
• /
• pp.115-129
• /
• 1994

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2006.05a
• /
• pp.183-197
• /
• 2006