• East Asian mathematical journal
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• v.24 no.5
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• pp.465-476
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• 2008

Even though Godel's theorem is remarkable to mathematics teachers, it is not simple to understand the proof in detail. It would be useful for us to understand the basic ideas and the proving process of the proof. In this note, we suggest a proposal for the purpose.

• Journal of the Korean Mathematical Society
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• v.40 no.3
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• pp.423-434
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• 2003

We prove an approximation result, and we get a new proof of the main result in [7]. I hope that this new proof may be a step towards a generalization of the Poletsky theory of discs to the case of almost complex manifolds.

• Honam Mathematical Journal
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• v.26 no.3
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• pp.257-268
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• 2004

In this paper, we give a proof of the Robinson-Schensted-Knuth correspondence by using the geometric. construction. We represent a generalized permutation in the first quadrant of the Cartesian plane and find a corresponding pair of semi-standard tableaux of same shape. This work extends the classical geometric construction of Viennot [10] for Robinson-Schensted correspondence.

• East Asian mathematical journal
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• v.14 no.2
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• pp.321-327
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• 1998

There have been various proofs of the Legendre duplication formula for the Gamma function. Another proof of the formula is given here and a brief history of the Gamma function is also provided.

• Journal of the Chungcheong Mathematical Society
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• v.3 no.1
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• pp.83-88
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• 1990

It is well-known that under suitable conditions, uniform asymptotic stability implies total stability. We prove this theorem of Malkin by using Liapunov-like functions and so our proof is a detailed version of Yoshizawa's proof.

• Bulletin of the Korean Mathematical Society
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• v.35 no.1
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• pp.63-74
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• 1998

Our study is dedicated to the the proof of uniqueness of solution of initially boundary value problem in Elastodynamics of initially stressed bodies with voids. This proof is obtained without recourse either to an energy conservation law or to any boundedness assumptions on the elastic coefficients.

• Journal of the Chungcheong Mathematical Society
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• v.32 no.1
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• pp.23-28
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• 2019

In this paper, we consider an interaction energy with attractive-repulsive potential. We survey recent results on the structure of global minimizers for the mildly repulsive interaction energy. We introduce a theorem which is important to the proof of the above results, and give a detailed proof of the theorem.

• Communications of the Korean Mathematical Society
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• v.38 no.2
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• pp.487-490
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• 2023

In this short note, we give a simple proof of the main theorem of [5] which states that every n-Jordan homomorphism h : A → B between two commutative algebras A and B is an n-homomorphism.

• School Mathematics
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• v.14 no.4
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• pp.469-493
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• 2012

The purpose of this study is find the relation between students' concept and types of proof construction. For this, four undergraduate students majored in mathematics education were evaluated to examine how they understand mathematical concepts and apply their concepts to their proving. Investigating students' proof with their concepts would be important to find implications for how students have to understand formal concepts to success in proving. The participants' proof productions were classified into syntactic proof productions and semantic proof productions. By comparing syntactic provers and semantic provers, we could reveal that the approaches to find idea for proof were different for two groups. The syntactic provers utilized procedural knowledges which had been accumulated from their proving experiences. On the other hand, the semantic provers made use of their concept images to understand why the given statements were true and to get a key idea for proof during this process. The distinctions of approaches to proving between two groups were related to students' concepts. Both two types of provers had accurate formal concepts. But the syntactic provers also knew how they applied formal concepts in proving. On the other hand, the semantic provers had concept images which contained the details and meaning of formal concept well. So they were able to use their concept images to get an idea of proving and to express their idea in formal mathematical language. This study leads us to two suggestions for helping students prove. First, undergraduate students should develop their concept images which contain meanings and details of formal concepts in order to produce a meaningful proof. Second, formal concepts with procedural knowledge could be essential to develop informal reasoning into mathematical proof.

• East Asian mathematical journal
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• v.4
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• pp.183-191
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• 1988