• 대한수학회지
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• 제33권2호
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• pp.269-282
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• 1996

It has long been known that Wiener measure and Wiener measurbility behave badly under the change of scale transformation [3] and under translation [2]. However, Cameron and Storvick [4] obtained the fact that the analytic Feynman integral was expressed as a limit of Wiener integrals for a rather larger class of functionals on a classical Wienrer space.

• 충청수학회지
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• 제29권2호
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• pp.375-383
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• 2016

This paper investigates an optimal consumption, portfolio, and life insurance strategies of a family when there is a borrowing constraint and risk aversion change at the time of death of the breadwinner. A CRRA utility is employed and by using the dynamic programming method, we obtain analytic expressions for the optimal strategies.

• 한국수학사학회지
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• 제24권1호
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• pp.63-73
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• 2011

기하학의 기본용어인 점과 선에 대한 유클리드의 사전적 정의에서 힐베르트의 수학적 정의 개념으로의 변화과정을 살펴보았다. 이러한 수학에서의 정의 개념 변화의 인식론적 배경은 바로 수학적 대상의 존재 방식에 대한 실재론, 개념론을 거쳐 유명론에 도달하는 철학적 인식의 변화이다.

• 대한수학회논문집
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• 제15권2호
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• pp.331-338
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• 2000

In the present paper, we investigate a problem in a sym-metric Finsler space, which is a special space. First we prove that if a symmetric space remains to be a symmetric one under the Z-projective change, then the space is of zero curvature. Further we will study W-recurrent space and D-recurrent space under the pro-jective change.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권3호
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• pp.223-234
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• 2014

Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher's instructional practices, over the course of a year, to promote students' mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students' mathematical reasoning, and how the teacher prompted students to respond to and develop one another's mathematical ideas. Findings show that the teacher solicited students' reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students' reasoning, and building on those ideas leading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.

• 대한수학회지
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• 제19권2호
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• pp.69-73
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• 1983

• 대한수학회논문집
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• 제6권1호
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• pp.19-26
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• 1991

• 대한수학회보
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• 제22권1호
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• pp.68-68
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• 1985

• 대한수학회지
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• 제31권1호
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• pp.115-129
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• 1994

• 한국수학교육학회:학술대회논문집
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• 한국수학교육학회 2006년도 제36회 전국수학교육연구대회 프로시딩
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• pp.183-197
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• 2006