• Communications of the Korean Mathematical Society
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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.

• Journal of the Chungcheong Mathematical Society
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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.

• The Mathematical Education
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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.

• Journal of the Korean School Mathematics Society
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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.

• Education of Primary School Mathematics
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• 제18권2호
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• pp.61-75
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• 2015

This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

• Bulletin of the Korean Mathematical Society
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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.

• Journal of Gifted/Talented Education
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• 제25권4호
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• pp.581-605
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• 2015

The purpose of this study is to build an instruction method focused on the mathematical process and apply it to 12, 5-year-olds from Kindergarten located in Seoul with a view to explore the changes in their mathematical thinking. In addition, surveys with parents and teachers, as well as those conducted in the field of early childhood education, were conducted to analyze the current situation. The effects focused on the five mathematical processes, namely problem solving, reasoning and proof, connecting, representing and communication was found to help the interactions between teacher-child and child-child stimulate the mathematical thinking of the children and induce changes. The mathematical process-focused instruction aimed to advance mathematical thinking internalized mathematical knowledge, presented an integrated problematic situation, and empathized the mathematical process, which enabled the children to solve the problem by working together with peers. As such, the mathematical thinking of the children was integrated and developed within the process of a positive change in the mathematical attitude in which mathematical knowledge is internalized through mathematical process.

• Journal of the Korean Mathematical Society
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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.

• Journal of the Korean Mathematical Society
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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.