• East Asian mathematical journal
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• v.17 no.2
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• pp.349-365
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• 2001

Let X be a real Banach space and $A:X{\rightarrow}2^X$ be an $\alpha$-strongly accretive operator. It is proved that if the duality mapping J of X satisfies Condition (I) with additional conditions, then the Ishikawa and Mann iteration processes with errors converge strongly to the unique solution of operator equation $z{\in}Ax$. In addition, the convergence of the Ishikawa and Mann iteration processes with errors for $\alpha$-strongly pseudo-contractive operators is given.

• East Asian mathematical journal
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• v.26 no.1
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• pp.81-93
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• 2010

In this paper, a strong convergence theorem of multi-step iterative schemes with errors for asymptotically quasi-nonexpansive type nonself mappings is established in a real uniformly convex Banach space. Our results extend the corresponding results of Wangkeeree [12], Xu and Noor [13], Kim et al.[1,6,7] and many others.

• East Asian mathematical journal
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• v.19 no.1
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• pp.103-111
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• 2003

In this paper, we will discuss some sufficient and necessary conditions for modified Ishikawa iterative sequence with mixed errors to converge to fixed points for asymptotically quasi-nonexpansive mappings in Banach spaces. The results presented in this paper extend, generalize and improve the corresponding results in Liu [4,5] and Ghosh-Debnath [2].

• Journal of the Korean Mathematical Society
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• v.35 no.1
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• pp.191-205
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• 1998

In this paper, we prove that the Mann and Ishikawa iteration sequences with errors converge strongly to the unique solution of the equation x + Tx = f, where T is an m-accretive operator in uniformly smooth Banach spaces. Our results extend and improve those of Chidume, Ding, Zhu and others.

• The Mathematical Education
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• v.54 no.1
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• pp.83-98
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• 2015

By analysing the examination papers for geometry, we classified the errors occured in the proofs for geometric problems into 5 main types - logical invalidity, lack of inferential ability or knowledge, ambiguity on communication, incorrect description, and misunderstanding the question - and each types were classified into 2 or 5 subtypes. Based on the types of errors, answers of each problem was analysed in detail. The errors were classified, causes were described, and teaching plans to prevent the error were suggested case by case. To improve the students' ability to express the proof of geometric problems, followings are needed on school education. First, proof learning should be customized for each types of errors in school mathematics. Second, logical thinking process must be emphasized in the class of mathematics. Third, to prevent and correct the errors found in the proofs for geometric problems, further research on the types of such errors are needed.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.389-406
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• 2013

The purpose of this study is to analyze eighth grade students' errors in the constructed-response items to improve teaching and learning of mathematics in schools. By analyzing 99 students' responses to nine constructed-response items, we found several types of students' errors in their responses to the assessment items involving with mathematical reasoning and representations, problems within realistic contexts, and mathematical connections. Not only a single error but also multiple errors (a combination of two or more types of errors) were discovered. In particular, high achieving students showed more simple errors than multiple errors while low achieving students had more multiple errors in various kinds.

• The Mathematical Education
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• v.55 no.4
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• pp.397-416
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• 2016

This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study recorded and analyzed 3 or 4 classes for each mathematics teacher by using revised MQI. There were a total of 8 raters: 2 or 3 raters analyzed each class. MQI has four dimensions: Richness of the Mathematics, Working with Students and Mathematic, Errors and Imprecision, Student Participation in Meaning-Making and Reasoning. In the dimension of 'Richness of Mathematics', all teachers had good scores of 'explanations of teacher' but had lower scores of 'linking and connections', 'multiple procedures or solution methods' and 'developing mathematical generalizations.' In the dimension of 'Working with Students and Mathematics', two in-service teachers who have worked and having more experience had higher scores than others. In the dimension of 'Errors and Imprecision', all teachers had high scores. In the dimension of 'Student Participation in Meaning-Making and Reasoning', two pre-service teachers had contrast and also two in-service teachers who hadn't worked not long had contrast. Implications were deducted from finding to improving quality of mathematics classes.

• East Asian mathematical journal
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• v.35 no.2
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• pp.173-197
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• 2019

The purpose of this study is to analyze expressions in the first and second grade math textbooks in elementary school in the aspect of possibilities of learners' understanding and propose proper directions for expressions in math textbooks to increase the possibilities of their understanding. The findings show that there were four types of expression errors and five types of mathematical errors in the aspects of expression method and content, respectively.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.275-293
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• 2006

The purpose of this study was to analyze the connection between students' errors and prior knowledge as an attempt to design an efficient teaching method in decimal computation. A survey on decimal computations was conducted in two 6th grade elementary school classrooms. Error patterns on decimal computations were analyzed and clinical interviews were conducted with 8 students according to their error patterns. Main errors resulted from the insufficient understanding of prior knowledge such as place value, connection between decimals and fractions, meaning of operations, and computation principles of fractions. In order to help students overcome such obstacles, a teaching experiment was designed in a manner that strengthens a profound understanding of prior knowledge related to decimal computations, and connects such knowledge to actual decimal calculations. This study showed that well-designed lesson plans with base-ten blocks might decrease students' errors by helping them understand decimals and connect their prior knowledge to decimal operations.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.203-227
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• 2012

This was to investigate how the slow learners who specially belonged to low-SES, or North Korean defectors showed their errors in mathematical learning. To conduct the study, two groups for each minority group participated in the study volunteerly during the Winter vacation, in 2011. Based on the preliminary interviews, a total of 15 units were given, focusing on building mathematical basic concepts. As results, they had some errors in common. They both were in lack of understanding of the terminologies and not able to apply the meanings of definitions and theorems to a problem. Because of uncertainty of basic knowledge of mathematics, they easily lost their focus and were apt to make a mistake. Also, they showed clear differences. North Korean defectors were not accustomed to using or understanding the meanings of Chines or English in Korean words in expressing, writing mathematical terminologies and reading data on the context. Technical errors, and misinterpreted errors were found. However, students from the low SES showed that they were familiar with mathematical words and terminologies, but their errors mostly belonged to carelessness because of the lack of mastering mathematical concepts.