• Korean Journal of Mathematics
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• v.7 no.2
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• pp.199-205
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• 1999

We investigate change of the tensor $U^{\nu}_{{\lambda}{\mu}}$ induced by the conformal change in 5-dimensional $g$-unified field theory. These topics will be studied for the second class in 5-dimensional case.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.155-173
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• 2015

The purpose of this study is to offer the implication for elementary school mathematics teaching by analyzing teachers' reflection on the cognitive demands of mathematical tasks they give in class. During the setup phase and the implementation phase in math class, the researchers analyzed the change of cognitive demands on mathematical tasks and the factors which had influence on such changes. After teachers' reflection on teaching, the researchers analyzed the change of cognitive demands on mathematical tasks and the factors which had influence on such changes in math classes. As a result, before teachers' reflection on the cognitive demands of mathematical tasks, the higher-level demands of mathematical tasks had a tendency to decline. However, after teachers' reflection on the cognitive demands of mathematical tasks, higher-level demands of mathematical tasks were maintained.

• Journal of the Korean Mathematical Society
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• v.55 no.5
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• pp.1063-1073
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• 2018

We study the estimation of the drift parameter and the change point obtained through a Kalman-Bucy filter for linear systems with signal driven by a fractional Brownian motion and the observation driven by a Brownian motion.

• Communications of the Korean Mathematical Society
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• v.16 no.4
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• pp.649-658
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• 2001

We shall find the condition for a Finsler space with a special ($\alpha$.$\beta$)-metric L($\alpha$.$\beta$) satisfying L$^2$ =2$\alpha$$\beta$ to be a Douglas space. The special Randers change of the above Finsler metric by $\beta$ is also studied.

• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.251-272
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• 2006

The purpose of the present study is to explore the process of teacher change as elementary school teachers participated in a community focused on improving mathematics teaching. To do so, a professional community lot improving instructional practice consisted of a group of voluntary elementary school teachers. The professional community provides participating teachers with great opportunities to share their understanding of practical knowledge related to mathematics teaching and learning and change mathematical beliefs as well as to learn pedagogical content knowledge. This study approached to teacher professionality in terms of mathematical beliefs and teaching practice. The change of teaching practice was measured coherently both with a questionnaire and with a mathematics teaching standard developed for this study. The findings of this study point out that techers' beliefs about how students learn mathematics have chantged. This study also indicated that after participating in the professional community focused on improving mathematics teaching, teachers' mathematical teaching is changed toward the more students' oriented way. Especially, it is observed that the meaningful change in participating teachers' teaching practice took place with respect to the role of teachers, students' interaction, mathematical tasks, and problem solving. Finally, this study implies that teachers can have an opportunity to change their beliefs and deepen their professionality about elementary mathematics teaching and learning through participating in the community of practice, through which participating teachers can share their practical knowledge and their understandings about teaching and learning of elementary mathematics.

• Kyungpook Mathematical Journal
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• v.58 no.4
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• pp.781-788
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• 2018

In the present paper, we have studied the Finslerian hypersurfaces and generalized ${\beta}$-conformal change of Finsler metric. The relations between the Finslerian hypersurface and the other which is Finslerian hypersurface given by generalized ${\beta}$-conformal change have been obtained. We have also proved that generalized ${\beta}$-conformal change makes three types of hypersurfaces invariant under certain conditions.

• Communications of the Korean Mathematical Society
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• v.21 no.1
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• pp.117-133
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• 2006

Cameron and Storvick discovered change of scale formulas for Wiener integrals of bounded functions in a Banach algebra S of analytic Feynman integrable functions on classical Wiener space. Yoo and Skoug extended these results to abstract Wiener space for a generalized Fresnel class $F_{A1,A2}$ containing the Fresnel class F(B) which corresponds to the Banach algebra S on classical Wiener space. In this paper, we present a change of scale formula for Wiener integrals of various functions on $B^2$ which need not be bounded or continuous.

• Research in Mathematical Education
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• v.6 no.2
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• pp.123-133
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• 2002

The authors examined a college mathematics professor's change process in teaching practice by analyzing the teacher's reflective journal. Her change engaged cooperative learning method in a college Algebra course and was geared toward the reform-oriented methods. The change processes were revealed as a bumpy road that was full of struggles and challenges to both the teacher and students. The analysis also showed that a reflective journey needed a proper means and support system from a teacher's environment such as institution. This research clearly showed that brining a genuine change in teaching practice toward a broad educational goal was a combined effort among the participants of education.

• Research in Mathematical Education
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• v.12 no.2
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• pp.85-108
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• 2008

In this study, we created, implemented, and evaluated the impact of proportional reasoning authentic investigative activities on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher training programs conducted in Israeli teacher colleges. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and in-service mathematics teachers, due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience and are exposed to authentic proportional reasoning activities with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.

• Korean Journal of Mathematics
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• v.5 no.2
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• pp.141-149
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• 1997

We investigate chnage of the tensor $U^{\nu}{_{\lambda}{\mu}}$ induced by the conformal change in 6-dimensional $g$-unified field theory. These topics will be studied for the second class with the second category in 6-dimensional case.