• 대한수학회논문집
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• 제21권1호
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• pp.75-88
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• 2006

Wiener measure and Wiener measurability behave badly under the change of scale transformation. We express the analytic Feynman integral over $C_0(B)$ as a limit of Wiener integrals over $C_0(B)$ and establish change of scale formulas for Wiener integrals over $C_0(B)$ for some functionals.

• East Asian mathematical journal
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• 제15권2호
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• pp.337-344
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• 1999

If any geodesic on $F^n$ is also a geodesic on $\={F}^n$ and the inverse is true, the change $\sigma:L{\rightarrow}\={L}$ of the metric is called projective. In this paper, we will find the condition that a recurrent Finsler space remains to be a recurrent one under the projective change.

• 충청수학회지
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• 제26권1호
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• pp.111-123
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• 2013

Cameron and Storvick discovered change of scale formulas for Wiener integrals on classical Wiener space. Yoo and Skoug extended this result to an abstract Wiener space. In this paper, we investigate a change of scale formula for generalized Wiener integrals of various functions using the generalized Fourier-Feynman transform.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권3호
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• pp.261-271
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• 2008

First, we have reviewed the concepts of technology as tools, artefacts, and instruments and then introduced constructivism, mathematical communication, and anthropological views on the technology as instruments. Next, this study has supported the anthropological studies considering the facts that learners develop instrumented schemes in the interactions among learners, tools, and mathematical knowledge, and has discussed the change of paradigm. Finally, we have argued that curriculum, epistemology, and relevant studies should be changed to the new paradigm, and then we have discussed that the change of paradigm should be established on the nature, the purpose, the contents, and the assessment in mathematics learning and the role of teachers.

• 한국학교수학회논문집
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• 제4권1호
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• pp.1-8
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• 2001

This paper discusses some variables of innovation arised in the Mathematical Curriculum reform, This means that we should consider the curriculum change based on those variables so that the Mathematical Curriculum could be created on our culture, need of industrial society and nation's system. Those variables could be described as follows. (1) Extension of Compulsory Education (2) Needs of industrial society (3) Change of School environment (4) Integration of School subjects The research method used in the study was the interview-analysis method which the researcher firstly send the questionnaire and then have interviews with the target people. This study also suggests informally a possible solutions of problem that current mathematical curriculum is faced. Those solutions include the change of mathematics syllabus based on the adaption toward the real problems arised in real world.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제18권2호
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• pp.61-75
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• 2015

본 연구는 초등예비교사가 수학수업에서 활용한 과제의 특성을 살펴보았다. 이를 위해서 G교육대학교 3학년에 재학중인 2개반 학생들 중 4주간의 교육실습에서 수학수업을 배정받아 수업을 한 학생들 중 자신의 수업동영상, 수업계획서, 동영상 전사자료를 제출한 50명의 학생들을 연구대상으로 선정하였다. 수집된 자료를 바탕으로 예비교사가 수학수업시간에 활용한 과제의 출처, 과제의 수정여부, 수정방법, 과제의 인지적 요구 수준을 분석하였다.

• 대한수학회보
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• 제58권4호
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• pp.939-958
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• 2021

Some properties of strongly Gorenstein C-projective, C-injective and C-flat modules are studied, mainly considering these properties under change of rings. Specifically, the completions of rings, the localizations and the polynomial rings are considered.

• 영재교육연구
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• 제25권4호
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• pp.581-605
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• 2015

본 연구에서는 유아들을 대상으로 수학적 과정 중심 교수학습법을 통한 수학적 사고 변화에 대하여 관찰하고 그 내용을 분석하였다. 이를 위해 설문조사와 현장 관찰을 통한 상황분석을 실시하여 구성한 수학적 과정 중심 교수학습법을 서울에 위치한 유치원에 재원중인 만 5세, 12명을 대상으로 적용하여 질적 연구를 시행하였다. 연구 결과는 문제해결하기, 추론과 증명하기, 연계하기, 표상하기, 의사소통하기의 다섯 가지 수학적 과정이 교사-유아, 유아-유아의 상호작용을 통해 구체화되어 유아의 수학적 사고를 자극하고 변화를 창출하였다. 또한 수학적 지식이 내재되고 통합된 문제 상황을 교사가 제시하고 수학적 과정에 중점을 두어 유아들이 또래와 협력적으로 문제를 해결하면서 수학적 과정과 수학적 태도에 변화가 일어났다. 즉 유아의 수학적 사고는 수학적 지식이 내재된 수학적 과정을 통해 수학적 태도의 긍정적인 변화과정 안에서 통합되어 증진되었다.

• 대한수학회지
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• 제52권3호
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• pp.503-522
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• 2015

In this paper, we consider the problem of testing for a parameter change in nonlinear time series models with GARCH type errors. We introduce two types of cumulative sum (CUSUM) tests: estimates-based and residual-based tests. It is shown that under regularity conditions, their limiting null distributions are the sup of independent Brownian bridges. A simulation study is conducted for illustration.

• 대한수학회지
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• 제11권1호
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• pp.29-31
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• 1974

In the first paper of this series, [2], we investigated how the conformal change enforces the connections and gave the complete relations between connections in Einstein's $^*g^{{\lambda}{\nu}}$-unified field theory. In the current paper we wish to investigate how the vector def $$S_{{\lambda}{{\mu}}{{^\mu}}{=^{def}}S_{\lambda}$$ is transformed by the conformal change. This topics will be studied for all classes and all possible indices of inertia.