• Communications of Mathematical Education
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• v.25 no.1
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• pp.185-205
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• 2011

In this paper, we investigated the mathematical output of a gifted student's independent study. We chose one student who was taking a mentorship course in mathematics at the Gifted Education Center in Chonnam National University, and analyzed the characters of the result which a student showed through the output of independent study and studied the psychological change of a student while he was making a presentation of the results of his study. We found following facts. First, a mentor-independent study improves a mathematical gifted student's inductive thinking and ability to generalize and apply to other cases. Second, presenting a mathematical gifted student's output for mentor-independent study improves his ability of mathematical communication in the abilities of creative problem solving. Finally, there is an increased change in his perception and self-efficacy of mathematics after the presentation.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.411-428
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• 2012

There is no single definition of mathematical creativity. But creativity is a key competency to adapt and live in the future. So, there are so many attentions to develop students' mathematical creativity in school mathematics. In special, mathematical problem posing activity is a good method in enhancing mathematical creativity. The purpose of this paper is to analyse on the students' mathematical creativity using problems which are made by students in problem posing activities. 16 children who consist of three groups(high, middle, low) are participated in this study. They are trained to make the problem by Brown & Walter's 'What if not' strategy. The results are as follows: Total creativity is proportional to general achievement levels. There is a difference total creativity between items contents. The number of problems differs little according to the general achievement levels. According to the qualitative analysis, students make the problems using the change of terms. And there is no problem to generalize. Based on this paper, I suggest comparing the creativity between problem posing activity and other creative fields. And we need the deeper qualitative analysis on the students' creative output.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.25-46
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• 2018

The purpose of this study is to investigate the effects of mathematics instruction for the formation of mathematics classroom culture on cognitive and affective domains of elementary school students. Two classes of 3rd grade elementary school in Seoul were chosen for the study. Twenty math classes were conducted, discussing the norms and using mathematical communication and journal writing activity was carried out. A mathematical achievement evaluation was performed for the inspection of the cognitive domains and a mathematical aptitude test was performed for the inspection of the affective domains. Research has shown that the mathematics classroom culture have a positive effect on the development of students' cognitive and affective domains. In particular, in the course of forming a mathematical classroom culture, students showed a change in the affective domain of a mathematics. Based on these findings, a change in teacher's perception of the importance of mathematics is needed and a variety of circumstances surrounding the students suggested the formation of a mathematical classroom culture.

• Tunnel and Underground Space
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• v.8 no.1
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• pp.26-36
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• 1998

To assess the groundwater flow near high-level radioactive waste repositories, it is important to understand the effect of coupling among thermal, hydraulic, and mechanical effects. In this paper, detailed mathematical approach to model the groundwater flow near the waste form surrounded by buffer, influenced by decay heat of radioactive waste along with stress change is developed. Two cases(1) before the full expansion of buffer and (2) after the full expansion of buffer are modelled. Based on the mathematical models in this paper, detailed numerical study shall be pursued later.

• Journal of the Korean Mathematical Society
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• v.50 no.4
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• pp.847-864
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• 2013

By a change of variables we obtain new $y$-coordinates of elliptic curves. Utilizing these $y$-coordinates as meromorphic modular functions, together with the elliptic modular function, we generate the fields of meromorphic modular functions. Furthermore, by means of the special values of the $y$-coordinates, we construct the ray class fields over imaginary quadratic fields as well as normal bases of these ray class fields.

• Bulletin of the Korean Mathematical Society
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• v.54 no.5
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• pp.1677-1697
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• 2017

The purpose of this paper is to investigate the close relation between Okounkov bodies and Zariski decompositions of pseudoeffective divisors on smooth projective surfaces. Firstly, we completely determine the limiting Okounkov bodies on such surfaces, and give applications to Nakayama constants and Seshadri constants. Secondly, we study how the shapes of Okounkov bodies change as we vary the divisors in the big cone.

• East Asian mathematical journal
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• v.37 no.5
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• pp.567-576
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• 2021

In this paper, we deal with the pricing of vulnerable power exchange option. We consider the hybrid model as the credit risk model. The hybrid model consists of a combination of the reduced-form model and the structural model. We derive the closed-form pricing formula of vulnerable power exchange option based on the change of measure technique.

• Bulletin of the Korean Mathematical Society
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• v.58 no.2
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• pp.497-505
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• 2021

Let R → S be a ring homomorphism. The relations of Gorenstein projective dimension with respect to a semidualizing module of homologically bounded complexes between U ⊗LR X and X are considered, where X is an R-complex and U is an S-complex. Some sufficient conditions are given under which the equality ${\mathcal{GP}}_{\tilde{C}}-pd_S(S{\otimes}{L \atop R}X)={\mathcal{GP}}_C-pd_R(X)$ holds. As an application it is shown that the Auslander-Buchsbaum formula holds for GC-projective dimension.

• The Mathematical Education
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• v.49 no.1
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• pp.1-14
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• 2010

In this paper, we study the effects of the Mathematical attitude and Disposition to the myself evaluation using the peer-evaluation feedback in in-group team teaching. For this purpose we construct a experimental class and then analyse the students' change in those aspects after applying peer-evaluation feedback made some significant changes on the students attitude in mathematics and Disposition. First, the results for this purpose on regarding the enhancement of mathematical attitude are effective. Second, the results on regarding the improvement of Disposition are effective.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.79-92
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• 2004

This paper offers an analysis of how students reasoned with the dynamic parameter time to support their mathematical activity and deepen their understandings of mathematical concepts. This mathematical thinking occurred as they participated in a differential equations class before, during, and instruction on solutions to linear systems of differential equations. Students participated in the following identified mathematical practices related to parametric reasoning during this time period: reasoning simultaneously in a qualitative and quantitative manner, reasoning by moving from discrete to continuous imaging of time, and reasoning by imagining the motion. Examples of this reasoning are provided in this report. Implications of this research include the possibility that instructional activities can build on this reasoning to help students learn about the mathematics of change at the middle school, high school, and the university.