• The Mathematical Education
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• v.49 no.4
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• pp.523-540
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• 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.

• Journal for History of Mathematics
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• v.26 no.5_6
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• pp.355-370
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• 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
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• v.23 no.3
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• pp.313-326
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• 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
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• v.30 no.4
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• pp.561-569
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• 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.

• The Pure and Applied Mathematics
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• v.29 no.4
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• pp.293-306
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• 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.

• School Mathematics
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• v.7 no.1
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• pp.55-75
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• 2005

Mathematical symbolizing is an important part of mathematics learning. But many students have difficulties m symbolizing mathematical ideas formally. If students had experiences inventing their own mathematical symbols and developing them to conventional ones natural way, i.e. learning mathematical symbols via expressive approaches, they could understand and use formal mathematical symbols meaningfully. These experiences are especially valuable for students who meet mathematical symbols for the first time. Hence, there are needs to investigate how early elementary school students can and should experience meaningful mathematical symbolizing. The purpose of this study was to analyze students' mathematical symbolizing processes and characteristics of theses. We carried out teaching experiments that promoted meaningful mathematical symbolizing among eight first graders. And then we analyzed students' symbolizing processes and characteristics of expressive approaches to mathematical symbols in early elementary students. As a result, we could places mathematical symbolizing processes developed in the teaching experiments under five categories. And we extracted and discussed several characteristics of early elementary students' meaningful mathematical symbolizing processes.

• Honam Mathematical Journal
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• v.28 no.4
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• pp.591-603
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• 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.

• Journal of the Korean Mathematical Society
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• v.38 no.2
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• pp.227-274
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• 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.

• Bulletin of the Korean Mathematical Society
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• v.31 no.1
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• pp.93-97
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• 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).

• Communications of the Korean Mathematical Society
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• v.9 no.2
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• pp.423-438
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• 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)