• Bulletin of the Korean Mathematical Society
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• v.26 no.1
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• pp.100-100
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• 1989

• Bulletin of the Korean Mathematical Society
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• v.16 no.1
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• pp.31-35
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• 1979

• Journal of the Korean Mathematical Society
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• v.38 no.3
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• pp.503-521
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• 2001

A change of Finsler metric L(x,y)longrightarrowL(x,y) is called a Randers change of L, if L(x,y) = L(x,y) +$\rho$(x,y), where $\rho$(x,y) = $\rho$(sub)i(x)y(sup)i is a 1-form on a smooth manifold M(sup)n. Let us consider the special Randers change of Finsler metric LlongrightarrowL = L + $\beta$ by $\beta$. On the basis of this special Randers change, the purpose of the present paper is devoted to studying the conditions for Finsler space F(sup)n which are transformed by a special Randers change of Finsler spaces F(sup)n with ($\alpha$,$\beta$)-metrics of Douglas type to be also of Douglas type, and vice versa.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.745-762
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• 2015

In order to examine the change in mathematical inclinationn of middle level engineering college freshmen, we analyse the change of mathematical inclination between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In medium-sized D university, 2011 year and 2015 year engineering freshmen were taken the test for mathematical inclination, the survey for mathematical background and the recognition of college mathematics and basic mathematical ability test. The outcomes of this survey are followings: Firstly, between 2011 year and 2015 year freshmen, the mean of confidence and flexibility are same, but the 2015's mean of willpower, curiosity, value and esthetics are greater than 2011's. Secondly, in the mean of flexibility, willpower and curiosity, natural science's mean is greater than humanity's. Thirdly, the mean of mathematical inclination's factors is depend on college mathematics goal. Fourthly, there is little correlation between mathematical basic ability and mathematical inclination. Moreover for 2011 year and 2015 year freshmen, the mean of mathematical inclination's factors except value is proportional to mathematical basic ability. For the success of college mathematics in engineering college, this study suggests that high school mathematics curriculum and college scholastic ability test must contain calculus. We also suggest that college mathematics class must be focused on mathematical inclination improvement.

• Research in Mathematical Education
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• v.12 no.4
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• pp.259-270
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• 2008

The change of the developed countries to highly technological societies continuously requires that they nurture and use the full potential of mathematically and scientifically talented people. As this is a process that should start early in order to be efficient, the main responsibility of identifying and addressing the specific needs of these people is assigned to public school systems and, in particular, to elementary teachers. In this regard, three significant areas of concern arise and are discussed in this paper: (a) The complexity in identifying mathematically promising and mathematically talented elementary students; (b) The highly responsible and difficult task for elementary teachers to differentiate and serve the mathematically promising students within an inclusive classroom; and (c) The need of teachers with specialized training and mathematics knowledge in pre-high school grades. The last one should be considered predominantly as a logical consequence of the first two. The main goal and, hence, the purpose of the paper is to promote understanding of this crucial necessity of mathematics specialists and to advocate for a change in this direction.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.663-677
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• 1998

The development of Science and Technology and the social change require new paradigm in Education. In a traditional paradigm, learners have been regarded as a passive being and knowledge could be transmitted to learner. But within this paradigm, it is difficult to confront the social change and to develop problem solving skills in various context. This results in a new, alternative perspective, Constructive paradigm. As an alternative to the traditional settings, Constructive paradigm emphasizes the learner centered instruction. The reform movement in mathematics education including NCTM's standards revolves around this paradigm and the open education movement in our educational system is based on it. Open education values learner's interest, autonomy and internal motivation in learning. However, open education has been misunderstood by most of the teachers. It should be understood as the change of paradigm. In this study, as a way of helping students connect mathematics to their everyday lives and construct meaningful mathematical knowledge and concept, mathematical modelling is suggested. It consists of posing and specifying the real problem, formulation and constructing a mathematical model, analyzing and solving a mathematical problem. interpreting the solution and comparing with reality and communicating results. In this process, technology like computer can be a powerful tool. It can help students explore various problems more easily and concretely.

• Communications of the Korean Mathematical Society
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• v.22 no.1
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• pp.91-109
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• 2007

In this paper, we derive a change of scale formula for conditional Wiener integrals, as integral transforms, of possibly unbounded functions over Wiener paths in abstract Wiener space. In fact, we derive the change of scale formula for the product of the functions in a Banach algebra which is equivalent to both the Fresnel class and the space of measures of bounded variation over a real separable Hilbert space, and the $L_p-type$cylinder functions over Wiener paths in abstract Wiener space. As an application of the result, we obtain a change of scale formula for the conditional analytic Fourier-Feynman transform of the product of the functions.

• Bulletin of the Korean Mathematical Society
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• v.54 no.2
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• pp.687-704
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• 2017

Using a simple formula for conditional expectations over an analogue of Wiener space, we calculate a generalized analytic conditional Fourier-Feynman transform and convolution product of generalized cylinder functions which play important roles in Feynman integration theories and quantum mechanics. We then investigate their relationships, that is, the conditional Fourier-Feynman transform of the convolution product can be expressed in terms of the product of the conditional FourierFeynman transforms of each function. Finally we establish change of scale formulas for the generalized analytic conditional Fourier-Feynman transform and the conditional convolution product. In this evaluation formulas and change of scale formulas we use multivariate normal distributions so that the orthonormalization process of projection vectors which are essential to establish the conditional expectations, can be removed in the existing conditional Fourier-Feynman transforms, conditional convolution products and change of scale formulas.

• Journal of the Korean Society of Manufacturing Technology Engineers
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• v.19 no.6
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• pp.731-738
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• 2010

Cavitation is described by formation and collapse of the bubbles in a liquid when the ambient pressure decreases. Formed bubbles grow and collapse by change of pressure, and when they collapse, shockwave by high pressure is generated. In general, bubble behavior can be described by Rayleigh-Plesset equation under adiabatic or isothermal condition and hence, phase shift by the pressure change in a bubble cannot be considered in the equation. In our study, a numerical model is developed from the mathematical model considering the phase shift from the previous study. In the developed numerical model, size of single spherical bubble is calculated by the change of mass calculated from the change of the ambient pressure in a liquid. The developed numerical model is verified by a case of liquid flow in a narrow channel.

• East Asian mathematical journal
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• v.33 no.4
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• pp.431-451
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• 2017

This is a descriptive study with the intent of providing a rich characterization of teachers' perceptions of rate of change. The nature of teachers' perceptions and differences among teachers were examined by collecting data through a survey on teachers' conceptions of rate of change in terms of learning goals, prerequisites, and beliefs about teaching and learning of rate of change, and an interview individually assessing teachers' concept images and definitions. The participating 13 teachers were selected to provide a range of similar and contrasting levels of experiences based on the teachers' educational background and the number of years they had been teaching. Findings and implications of this study are discussed.