• Bulletin of the Korean Mathematical Society
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• v.55 no.2
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• pp.533-543
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• 2018

Under the symbol ${\Omega}$ is a combination of ${\phi}_i$ ($i=1,2,3,{\ldots},n$) which has a suitable growth condition, for dimension n = 2 and $n{\geq}3$, when the initial data f belongs to homogeneous Sobolev space, we obtain the global $L^q$ estimate for maximal operators generated by operators family $\{S_{t,{\Omega}}\}_{t{\in}{\mathbb{R}}}$ associated with solution to dispersive equations, which extend some results in [27].

• Bulletin of the Korean Mathematical Society
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• v.33 no.1
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• pp.107-110
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• 1996

Usng the Pochhammer symbol $(\lambda)_n$ given by $$ (1.1) (\lambda)_n = {1, if n = 0 {\lambda(\lambda + 1) \cdots (\lambda + n - 1), if n \in N = {1, 2, 3, \ldots}, $$ we define a general double hypergeometric series by [3, pp.27] $$ (1.2) F_{q:s;\upsilon}^{p:r;u} [\alpha_1, \ldots, \alpha_p : \gamma_1, \ldots, \gamma_r; \lambda_1, \ldots, \lambda_u;_{x,y}][\beta_1, \ldots, \beta_q : \delta_1, \ldots, \delta_s; \mu_1, \ldots, \mu_v; ] = \sum_{l,m = 0}^{\infty} \frac {\prod_{j=1}^{q} (\beta_j)_{l+m} \prod_{j=1}^{s} (\delta_j)_l \prod_{j=1}^{v} (\mu_j)_m)}{\prod_{j=1}^{p} (\alpha_j)_{l+m} \prod_{j=1}^{r} (\gamma_j)_l \prod_{j=1}^{u} (\lambda_j)_m} \frac{l!}{x^l} \frac{m!}{y^m} $$ provided that the double series converges.

• Journal of the Korean Mathematical Society
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• v.57 no.1
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• pp.21-59
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• 2020

Let L_K denote the hypothetical automorphic Langlands group of a number field K. In our recent study, we briefly introduced a certain unconditional non-commutative topological group ${\mathfrak{W}}{\mathfrak{A}}{\frac{\varphi}{K}}$, called the Weil-Arthur idèle group of K, which, assuming the existence of L_K, comes equipped with a natural topological group homomorphism $NR{\frac{\varphi}{K}^{Langlands}}$ : ${\mathfrak{W}}{\mathfrak{A}}{\frac{\varphi}{K}}$ → L_K that we called the "Langlands form" of the global nonabelian norm-residue symbol of K. In this work, we present a detailed construction of ${\mathfrak{W}}{\mathfrak{A}}{\frac{\varphi}{K}}$ and $NR{\frac{\varphi}{K}^{Langlands}}$ : ${\mathfrak{W}}{\mathfrak{A}}{\frac{\varphi}{K}}$ → L_K, and discuss their basic properties.

• Kyungpook Mathematical Journal
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• v.55 no.2
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• pp.439-447
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• 2015

Very recently the authors have obtained a very interesting reduction formula for the Srivastava's triple hypergeometric series $F^{(3)}$(x, y, z) by applying the so-called Beta integral method to the Henrici's triple product formula for the hypergeometric series. In this sequel, we also present three more interesting reduction formulas for the function $F^{(3)}$(x, y, z) by using the well known identities due to Bailey and Ramanujan. The results established here are simple, easily derived and (potentially) useful.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.165-176
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• 2006

In this paper, we consider changes of algebra strands around the world. And we suggest needs of designing new computer environment where we make and manipulate geometric recursive patterns. For this purpose, we first consider relations among symbols, meanings and patterns. And we also consider Logo environment and characterize algebraic features. Then we introduce L-system which is considered as action letters and subgroup of turtle group. There are needs to be improved since there exists some ambiguity between sign and action. Based on needs of improving the previous L-system, we suggest new commands in JavaMAL microworld. So we design a microworld for recursive patterns and consider meanings of letters in new environments. Finally, we consider the method to integrate L-system and other existing microworlds, such as Logo and DGS. Specially, combining Logo and DGS, we consider the movement of such tiles and folding nets by L-system commands. And we discuss possible benefits in this environment.

• Journal of the Chungcheong Mathematical Society
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• v.25 no.2
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• pp.253-265
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• 2012

Gottlieb polynomials were introduced and investigated in 1938, and then have been cited in several articles. Very recently Khan and Akhlaq introduced and investigated Gottlieb polynomials in two and three variables to give their generating functions. Subse- quently, Khan and Asif investigated the generating functions for the $q$-analogue of Gottlieb polynomials. Also, by modifying Khan and Akhlaq's method, Choi presented a generalization of the Gottlieb polynomials in $m$ variables to give two generating functions of the generalized Gottlieb polynomials ${\varphi}_{n}^{m}(\cdot)$. Here, we aim at defining a $q$-extension of the generalized two variable Gottlieb polynomials ${\varphi}_{n}^{2}(\cdot)$ and presenting their several generating functions.

• Honam Mathematical Journal
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• v.38 no.4
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• pp.739-752
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• 2016

The main aim of this paper is to introduce an extension of the generalized ${\tau}$-Gauss hypergeometric function $_rF^{\tau}_s(z)$ and investigate various properties of the new function such as integral representations, derivative formulas, Laplace transform, Mellin trans-form and fractional calculus operators. Some of the interesting special cases of our main results have been discussed.

• Journal of the Korean Mathematical Society
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• v.56 no.2
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• pp.523-537
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• 2019

We estimate the essential norms of Volterra-type integral operators $V_g$ and $I_g$, and multiplication operators $M_g$ with holomorphic symbols g on a large class of generalized Fock spaces on the complex plane ${\mathbb{C}}$. The weights defining these spaces are radial and subjected to a mild smoothness conditions. In addition, we assume that the weights decay faster than the classical Gaussian weight. Our main result estimates the essential norms of $V_g$ in terms of an asymptotic upper bound of a quantity involving the inducing symbol g and the weight function, while the essential norms of $M_g$ and $I_g$ are shown to be comparable to their operator norms. As a means to prove our main results, we first characterized the compact composition operators acting on the spaces which is interest of its own.

• Communications of the Korean Mathematical Society
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• v.34 no.4
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• pp.1175-1199
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• 2019

We construct a general bi-basic inverse series relation which provides extension to several q-polynomials including the Askey-Wilson polynomials and the q-Racah polynomials. We introduce a general class of polynomials suggested by this general inverse pair which would unify certain polynomials such as the q-extended Jacobi polynomials and q-Konhauser polynomials. We then emphasize on applications of the general inverse pair and obtain the generating function relations, summation formulas involving the associated polynomials and derive the p-deformation of some of the q-analogues of Riordan's classes of inverse series relations. We also illustrate the companion matrix corresponding to the general class of polynomials; this is followed by a chart showing the reducibility of the extended p-deformed Askey-Wilson polynomials as well as the extended p-deformed q-Racah polynomials.

• The Mathematical Education
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• v.56 no.1
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• pp.63-80
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• 2017

By analysing the examination papers from third grade high school students, we classified the errors occurred in the problem solving process of high school 'Geometry and Vectors' into several types. There are five main types - (A)Insufficient Content Knowledge, (B)Wrong Method, (C)Logical Invalidity, (D)Unskilled Expression and (E)Interference.. Type A and B lead to an incorrect answer, and type C and D cannot be distinguished by multiple-choice or closed answer questions. Some of these types are classified into subtypes - (B1)Incompletion, (B2)Omitted Condition, (B3)Incorrect Calculation, (C1)Non-reasoning, (C2)Insufficient Reasoning, (C3)Illogical Process, (D1)Arbitrary Symbol, (D2)Using a Character Without Explanation, (D3) Visual Dependence, (D4)Symbol Incorrectly Used, (D5)Ambiguous Expression. Based on the these types of errors, answers of each problem was analysed in detail, and proper ways to correct or prevent these errors were suggested case by case. When problems that were used in the periodical test were given again in descriptive forms, 67% of the students tried to answer, and 14% described flawlessly, despite that the percentage of correct answers were higher than 40% when given in multiple-choice form. 34% of the students who tried to answer have failed to have logical validity. 37% of the students who tried to answer didn't have enough skill to express. In lessons on curves of secondary degree, teachers should be aware of several issues. Students are easily confused between 'focus' and 'vertex', and between 'components of a vector' and 'coordinates of a point'. Students often use an undefined expression when mentioning a parallel translation. When using a character, students have to make sure to define it precisely, to prevent the students from making errors and to make them express in correct ways.