• 한국수학교육학회지시리즈A:수학교육
• /
• 제49권4호
• /
• pp.523-540
• /
• 2010

The purpose of the study were to analyze MathThematics textbooks and Korean middle school mathematics and to investigate the difference among the textbooks in the view of mathematical communication. According to the results, the textbook developers made a variety of efforts to develope students' mathematical communication ability. Students were encouraged to communicate with others about their mathematical ideas or problem solving processes in words or writing by means of discussion, oral report, presentation, journal, etc. MathThematics textbooks provided student self-assessment opportunity to improve student performance in problem solving, reasoning, and communication. In communication assessment, students can assess their use of mathematical vocabulary, notation, and symbols, the use of graphs, tables, models, diagrams and equation to solve problem and their presentation skills. The assessment activities would make a positive impact on the development of students' mathematical communication ability. MathThematics textbooks provided a variety of problem situation including history, science, sports, culture, art, and real world as a topic for communication, however, the researcher found that some of Korean textbooks depends heavily on mathematical problem situations.

• 한국수학사학회지
• /
• 제26권5_6호
• /
• pp.355-370
• /
• 2013

Thomas Harriot has been introduced in middle school textbooks as a great mathematician who created the sign of inequality. This study is about Harriot's symbolism and the theory of equation. Harriot made symbols of mathematical concepts and operations and used the algebraic visual representation which were combinations of symbols. He also stated solving equations in numbers, canonical, and by reduction. His epoch-making inventions of algebraic equation using notation of operation and letters are similar to recent mathematical representation. This study which reveals Harriot's contribution to general and structural approach of mathematical solution shows many developments of algebra in 16th and 17th centuries from Viete to Harriot and from Harriot to Descartes.

• East Asian mathematical journal
• /
• 제23권3호
• /
• pp.313-326
• /
• 2007

The purpose of education of propositional logic is to understand the basic structure of the mathematics and to improve the logical thinking in normal life. But in the seventh curriculum, some basic terms, for examples $\wedge$ and $\vee$, are not introduced, the proposition $p{\\rightarrow}q$ is not defined properly, and use the wrong term $\Rightarrow$ so that it is difficult to understand the propositional logic. In this paper, we present a suitable content for the propositional logic in high-school mathematical class. We also present a proper definition of the proposition $p{x}{\Rightarrow}q{x}$ without using the notation $\rightarrow$. We finally give proper definitions of necessary conditions, sufficient conditions, and necessary and sufficient conditions.

• Korean Journal of Mathematics
• /
• 제30권4호
• /
• pp.561-569
• /
• 2022

In this paper, we study the generalization of the Banach contraction principle in the vector space, involving four rational square terms in the inequality, by using the notation of bilinear functional. We also present an extension of Selberg's inequality to vector space.

• 한국수학교육학회지시리즈B:순수및응용수학
• /
• 제29권4호
• /
• pp.293-306
• /
• 2022

In the present paper, we introduce the notation of 𝛿-convex rectangular metric spaces with the help of convex structure. We investigate fixed point results concerning Kannan-type contraction and Reich-type contraction in such spaces. We also propound an ingenious example in reference of given new notion.

• 대한수학교육학회지:학교수학
• /
• 제7권1호
• /
• pp.55-75
• /
• 2005

수학 기호를 학습함에 있어서 '기성의 기호'를 그대로 받아들이기보다' 기호를 형성하는 과정'에 대한 경험을 제공해주면 수학 기호로 인한 학습의 장애를 줄일 수 있다. 학생들이 수학적 의미에 맞는 기호화 방법을 발명해가야 한다는 '표현적 접근법(expressive approach)'은 학생들에게 수학 기호를 발명하고 다듬어가는 경험을 제공하는데 적합한 수업 모델이라 생각된다. 표현적 접근법으로 수학 기호를 지도하기 위해서는 특정한 수학 내용을 학습할 때 학생들의 수학적 상징화 방법의 발전과정과 수학적 상징화 과정의 교수학적 특징에 대한 분석이 필요하다. 이에 본 연구에서는 초등학교 1학년 학생에게 수학적 상징화 활동 즉, 표현적 접근법에 의거한 교수실험을 실시하여 수학적 상징화 방법의 발전 과정과 그 특징을 분석하였다.

• 호남수학학술지
• /
• 제28권4호
• /
• pp.591-603
• /
• 2006

For a set $X{\subset}{\mathbb{Z}}^n$ let $(X,\;T^n_X)$ be the subspace of the Khalimsky n-dimensional space $({\mathbb{Z}}^n,\;T^n)$, $n{\in}N$. Considering a k-adjacency of $(X,\;T^n_X)$, we use the notation $(X,\;k,\;T^n_X)$. In this paper for a map $$f:(X,\;k,\;T^n_X){\rightarrow}(Y,\;2\;T_Y)$$, we find the condition that weak (k, 2)-continuity of the map f implies strong (k, 2)-continuity of f.

• 대한수학회지
• /
• 제38권2호
• /
• pp.227-274
• /
• 2001

In this paper we intended to discuss the following topics: (1) Notation, generalities, Markov processes. The close relationship between (generators of) Markov processes and the martingale problem is exhibited. A link between the Korovkin property and generators of Feller semigroups is established. (2) Feynman-Kac semigroups: 0-order regular perturbations, pinned Markov measures. A basic representation via distributions of Markov processes is depicted. (3) Dirichlet semigroups: 0-order singular perturbations, harmonic functions, multiplicative functionals. Here a representation theorem of solutions to the heat equation is depicted in terms of the distributions of the underlying Markov process and a suitable stopping time. (4) Sets of finite capacity, wave operators, and related results. In this section a number of results are presented concerning the completeness of scattering systems (and its spectral consequences). (5) Some (abstract) problems related to Neumann semigroups: 1st order perturbations. In this section some rather abstract problems are presented, which lie on the borderline between first order perturbations together with their boundary limits (Neumann type boundary conditions and) and reflected Markov processes.

• 대한수학회보
• /
• 제31권1호
• /
• pp.93-97
• /
• 1994

Previously T.Porter [3] has given a relative Chinese Remainder Theorem under the hypothesis that given ring R has at least one .tau.-closed maximal ideal (by his notation Ma $x_{\tau}$(R).neq..phi.). In this short paper we drop his overall hypothesis that Ma $x_{\tau}$(R).neq..phi. and give the proof and some related results with this Theorem. In this paper R will always denote a commutative ring with identity element and all modules will be unitary left R-modules unless otherwise specified. Let .tau. be a given hereditarty torsion theory for left R-module category R-Mod. The class of all .tau.-torsion left R-modules, dented by J is closed under homomorphic images, submodules, direct sums and extensions. And the class of all .tau.-torsionfree left R-modules, denoted by F, is closed under taking submodules, injective hulls, direct products, and isomorphic copies ([2], Proposition 1.7 and 1.10).

• 대한수학회논문집
• /
• 제9권2호
• /
• pp.423-438
• /
• 1994

We employ the Galerkin method to solve the nonlinear Urysohn integral equation (1.1) x(t) = f(t) ＋ $∫_{D}$ k(t, s, x(s))ds (t $\in$ D), where D is a bounded domain in $R^{d}$ , the function f and k are known and x is the solution to be determined. We assume that D has a locally Lipschitz boundary ([1, p. 67]). We can rewrite (1.1) in operator notation as x = f ＋ Kx. We consider (1.1) as an operator equation on $L_{\infty$}$(D) and assume that K is defined on the closure $\Omega$ of a bounded open set $\Omega$ ⊂ $L_{\infty}$(D). Throughout our analysis we put the following assumptions on (1.1).(omitted)(1.1).(omitted)