• Journal of applied mathematics & informatics
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• v.41 no.3
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• pp.553-567
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• 2023

There are real life situations in our lives where the things are changing continuously or from time to time. It is a very important problem for one whether to continue the existing relationship or to form a new one after some occasions. That is, people, companies, cities, countries, etc. may change their opinion or position rapidly. In this work, we think of the problem of changing relationships from a mathematical point of view and think of an answer. In some sense, we comment these changes as power changes. Our number theoretical model will be based on this idea. Using the convolution sum of the restricted divisor function E, we obtain the answer to this problem.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.221-237
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• 2004

This research analyzed mathematical discourse of the students in an RME-based differential equations course at a university in order to investigate the social transformation of the students' conceptual model of differential equations. The analysis focused on the change in the students' use of conceptual metaphor for differential equations and pedagogical factors promoting the change. The analysis shows that discrete and quantitative conceptual model was prevalent in the beginning of the semester However, continuous and qualitative conceptual model emerged through the negotiation of mathematical meaning based on the inquiry of context problems. The participation in the project class has a positive impact on the extension of the students' conceptual model of differential equations and increases the fluency of the students' problem solving in differential equations. Moreover, this paper provides a discussion to identify the pedagogical factors Involved with the transformation of the students' conceptual model. The discussion highlights the sociocultural aspect of teaching and learning of mathematics and provides implications to improve teaching of mathematics in school.

• Nuclear Engineering and Technology
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• v.28 no.2
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• pp.103-117
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• 1996

A mathematical model of vapor explosion propagation is presented. The model predict two-dimensional, transient flow fields and energies of the four fluid phases of melt drop, fragmented debris, liquid coolant and vapor coolant by solving a set of governing equations with the relevant constitutive relations. These relations include melt fragmentation, coolant-phase-change, and heat and momentum exchange models. To allow thermodynamic non-equilibrium between the coolant liquid and vapor, an equation of state for oater is uniquely formulated. A multiphase code, TRACER, has been developed based on this mathematical formulation. A set of base calculations for tin/water explosions show that the model predicts the explosion propagation speed and peak pressure in a reasonable degree although the quantitative agreement relies strongly on the parameters in the constitutive relations. A set of calculations for sensitivity studies on these parameters have identified the important initial conditions and relations. These are melt fragmentation rate, momentum exchange function, heat transfer function and coolant phase change model as well as local vapor fractions and fuel fractions.

• The Mathematical Education
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• v.57 no.2
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• pp.157-177
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• 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.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.295-311
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• 2011

The importance of problem solving in mathematics education has been emphasized and many studies related to this issue have been conducted. But, studies of problem solving in the aspect of affect domain are lacked. This study found the changing pattern of emotions that occur in process of a problem solving. The results are listed below. First, students experienced a lot of change of emotions and had a positive emotion as well as negative emotion during solving problems. Second, students who solved same problems through same methods experienced different change patterns of emotions. The reason is that students have different mathematical beliefs and think differently about a difficulty level of problem. Third, whether students solved problems with positive emotion or negative emotion depends on their attitude of mathematics. Fourth, students who thought that a difficulty level of problem was relatively high experienced more negative affect than students who think a difficulty level of problem is low experienced.

• Proceedings of the KSRS Conference
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• 2002.10a
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• pp.739-744
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• 2002

Recently we have discovered that sediments should be separated from lithosphere, and soil should be separated from biosphere, both sediment and soil will be mixed sediments-soil-sphere (Seso-sphere), which is using particulate mechanics to be solved. Erosion and sediment both are moving by particulate matter with water or wind. But ancient sediments will be erosion same to soil. Nowadays, real soil has already reduced much more. Many places have only remained sediments that have ploughed artificial farming layer. Thus it means sediments-soil-sphere. This paper discusses sediments-soil-sphere erosion modeling. In fact sediments-soil-sphere erosion is including water erosion, wind erosion, melt-water erosion, gravitational water erosion, and mixed erosion. We have established geographical remote sensing information modeling (RSIM) for different erosion that was using remote sensing digital images with geographical ground truth water stations and meteorological observatories data by remote sensing digital images processing and geographical information system (GIS). All of those RSIM will be a geographical multidimensional gray non-linear equation using mathematics equation (non-dimension analysis) and mathematics statistics. The mixed erosion equation is more complex that is a geographical polynomial gray non-linear equation that must use time-space fuzzy condition equations to be solved. RSIM is digital image modeling that has separated physical factors and geographical parameters. There are a lot of geographical analogous criterions that are non-dimensional factor groups. The geographical RSIM could be automatic to change them analogous criterions to be fixed difference scale maps. For example, if smaller scale maps (1:1000 000) that then will be one or two analogous criterions and if larger scale map (1:10 000) that then will be four or five analogous criterions. And the geographical parameters that are including coefficient and indexes will change too with images. The geographical RSIM has higher precision more than mathematics modeling even mathematical equation or mathematical statistics modeling.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.525-544
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• 2020

There are many factors that affect academic achievement, and the influences of those factors are also complex. Since the factors that influence mathematics academic achievement are constantly changing and developing, longitudinal studies to predict and analyze the growth of learners are needed. This study uses longitudinal data from 2014 (second year of middle school) to 2017 (second year of high school) of the Seoul Education Longitudibal Study, and divides it into groups with similar longitudinal patterns of change in mathematics academic achievement. The longitudinal change patterns and direct influence of mood and satisfaction were examined. As a result of the study, it was found that the mathematics academic achievement of the first group (1456 students, 68.3%) including the majority of students and the second group (677 students) of the top 31.7% had a direct influence on the mathematics class attitude. It was found that the mood and satisfaction of mathematics classes did not have a direct effect. In addition, the influence of mathematics class attitude on mathematics academic achievement was different according to the group. In addition, students in group 2 with high academic achievement in mathematics showed higher mathematics class attitude, mood, and satisfaction. In addition, the attitude, atmosphere, and satisfaction of mathematics classes were found to change continuously from the second year of middle school to the second year of high school, and the extent of the change was small.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.107-122
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• 2010

Mathematically gifted students' emotional changes during Mathematical Olympiad training camp were studied. The emotions of the gifted during the camp were fluctuated significantly by comparing their test scores with other camp attendants, while the morale was high at the beginning. The camp attendants were likely to overcome disappointment resulting from bad scores with putting more efforts on studying, which means their self-assessments for their mathematical talents are not affected by test results. From what characterizes the emotional changes of the gifted, we conclude as follows: First, they tend to be positive on grouping classes depending on the mathematical ability. Second, careful emotional supports and care were needed in ability grouping education. Third, it is important to let the gifted have more chances to communicate with other camp attendants. It is recommended to induce the gifted to put their focus on the learning goal. Fifth, the proper environment helps the gifted be indulged in studying mathematics.

• Korean Journal of Environmental Agriculture
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• v.38 no.3
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• pp.133-138
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• 2019

BACKGROUND: Production function gives the equation that shows the relationship between the quantities of productive factors used and the amount of product obtained, and can answer a variety of questions. This study was carried out to evaluate the relationship between irrigation water used for rice production and rice productivity by the production function which shows the mathematical relation between input and output. METHODS AND RESULTS: The statistical data on rice production and on the amount of irrigation water were used for the production function analysis. The analysis period was separated for 1966-1981 and 1982-2011, based on goal's change on agriculture from 'increasing food' to 'complex farming'. The relation between irrigation and yield considering production function is a short-term production function both before and after 1982. These results can be expressed by the sigmoid relation. When comparing the graphs of the two analyzed periods, there are differences in quantity between the maximum point and the minimum point during the same analysis period, which can be called an 'Irrigation Effect' by the difference of irrigation, and 'Technical Effect' by the difference by inputs like as fertilizers etc. CONCLUSION: The results could be useful as information for assessing the relationship between agricultural water and the productivity of rice and predicting rice productivity by irrigation water in Korea.

• Journal of the Korean Mathematical Society
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• v.52 no.4
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• pp.765-780
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• 2015

We consider the problem of characterizing the palindromic sequences ${\langle}c_{d-1},\;c_{d-2}\;,{\cdots},\;c_0\rangle$, $c_{d-1}{\neq}0$, having the property that for any $K{\in}\mathbb{N}$ there exists a number that is a palindrome simultaneously in K different bases, with ${\langle}c_{d-1},\;c_{d-2}\;,{\cdots},\;c_0\rangle$ being its digit sequence in one of those bases. Since each number is trivially a palindrome in all bases greater than itself, we impose the restriction that only palindromes with at least two digits are taken into account. We further consider a related problem, where we count only palindromes with a fixed number of digits (that is, d). The first problem turns out not to be very hard; we show that all the palindromic sequences have the required property, even with the additional point that we can actually restrict the counted palindromes to have at least d digits. The second one is quite tougher; we show that all the palindromic sequences of length d = 3 have the required property (and the same holds for d = 2, based on some earlier results), while for larger values of d we present some arguments showing that this tendency is quite likely to change.