• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.373-379
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• 2016

This study examined the level-differentiated mathematic classes to offer basic data for effective college mathematics curriculum. Using the Kolb Learning Style, this study surveyed 213 college engineering students in 6 level-differentiated classes in one university and analyzed the significant consequence. The results showed that the ranking of the Learning Style in a superior mathematic class is Diverger, Accommodator, Assimilator, and Converger. Second, the ranking of the Learning Style in the inferior mathematics class was Accommodator, Diverger, Assimilator, and Converger. Third, for effective class of superior mathematics class, professors need to give sufficient time to analyze mathematics problems by the students themselves. Fourth, for an effective class of inferior mathematic class, professors need to use experimental and diverse teaching method to enhance the students' concentration and learning achievement. Based on this study, professors should develop teaching methods that fit the students' Learning Style and the properties of college mathematics curriculum.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.209-227
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• 2006

From this research, we want to get results that have interested the difference from character of students with the motivation of the learning, confidence and habit through the activity oriented class. When teacher teach students of the learning disability with participant class and activity class, they have encouraged and have positive disposition about mathematics. Therefore teachers should try to give chance doing in mathematics class to students with learning disability.

• Korean Journal of Mathematics
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• v.22 no.1
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• pp.85-89
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• 2014

A bounded linear Hilbert space operator T is said to be k-quasi-class A operator if it satisfy the operator inequality $T^{*k}{\mid}T^2{\mid}T^k{\geq}T^{*k}{\mid}T{\mid}^2T^k$ for a non-negative integer k. It is proved that if T is a k-quasi-class A contraction, then either T has a nontrivial invariant subspace or T is a proper contraction and the nonnegative operator $D=T^{*k}({\mid}T^2{\mid}-{\mid}T{\mid}^2)T^k$ is strongly stable.

• Korean Journal of Mathematics
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• v.16 no.4
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• pp.583-587
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• 2008

Let $\mathfrak{L(H)}$ denote the algebra of bounded linear operators on a separable infinite dimensional complex Hilbert space $\mathfrak{H}$. We say that $T{\in}\mathfrak{L(H)}$ is a quasi-class A operator if $$T^*{\mid}T^2{\mid}T{{\geq}}T^*{\mid}T{\mid}^2T$$. In this paper we prove that if A and B are quasi-class A operators, and $B^*$ is invertible, then for a Hilbert-Schmidt operator X $$AX=XB\;implies\;A^*X=XB^*$$.

• Nonlinear Functional Analysis and Applications
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• v.26 no.5
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• pp.887-902
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• 2021

In this paper, we have introduced a generalized class Sⁱ_H (m, n, 𝛾, 𝜙, 𝜓; 𝛼), i ∈ {0, 1} of harmonic univalent functions in unit disc 𝕌, a sufficient coefficient condition for the normalized harmonic function in this class is obtained. It is also shown that this coefficient condition is necessary for its subclass 𝒯 Sⁱ_H (m, n, 𝛾, 𝜙, 𝜓; 𝛼). We further obtained extreme points, bounds and a covering result for the class 𝒯 Sⁱ_H (m, n, 𝛾, 𝜙, 𝜓; 𝛼). Also, show that this class is closed under convolution and convex combination. While proving our results, certain conditions related to the coefficients of 𝜙 and 𝜓 are considered, which lead to various well-known results.

• Journal for History of Mathematics
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• v.30 no.3
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• pp.163-183
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• 2017

In this study we reveal that there were positive changes after the practicums of pre-service math teachers, in that, they changed contents of class and the way of explanation in order to enhance students' understanding, and provided opportunities for students to participate in the class. In addition, they made more use of textbooks in their class instead of depending on their experience acquired before the practicums. However, no difference was found before and after their practicums, neither in their review of lessons nor in their use of simple 'question and answer' strategies. In this regard, we suggest continuous researches be conducted in order to enhance pre-service mathematics teachers' teaching ability, especially those which is hard to be acquired in a short period of time. And, reflecting the results of the research, systematic development and operation of the curriculum are required in the teacher training institutes.

• The Mathematical Education
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• v.55 no.1
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• pp.129-145
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• 2016

The purpose of this study was to research and compare teachers' preferences for 'Great Math Class' by region and gender. The research was conducted on 261 high school math teachers by using non-probability sampling. As the results of the study, regional preference had no statistically significant difference in all four factors of 'Great Math Class' while gender preference had statistically significant difference only in the factor of teaching (methods) and learning methods. Both region and gender had statistically significant positive (+) relationship with preference for all four factors. This implies that it is necessary to consider socio-cultural factors rather than teachers' perception on class for regional differences in academic achievements in mathematics.

• The Pure and Applied Mathematics
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• v.31 no.2
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• pp.201-216
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• 2024

The aim of this paper is to study a new and unified class 𝓡^α_Cosh of analytic functions associated with cosine hyperbolic function in the open unit disc E = {z ∈ ℂ : |z| < 1}. Some interesting properties of this class such as initial coefficient bounds, Fekete-Szegö inequality, second Hankel determinant, Zalcman inequality and third Hankel determinant have been established. Furthermore, these results have also been studied for two-fold and three-fold symmetric functions.

• Nonlinear Functional Analysis and Applications
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• v.28 no.4
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• pp.1017-1034
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• 2023

In this paper, we work two different problems. First, we investigate a new class of fractional differential equations involving Caputo sequential derivative with some (e₁, e₂, θ)-periodic conditions. The existence and uniqueness of solutions are proven. The stability of solutions is also discussed. The second part includes studying traveling wave solutions of a conformable fractional Korteweg-de Vries-Burger (KdV Burger) equation through the Tanh method. Graphs of some of the waves are plotted and discussed, and a conclusion follows.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.512-523
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• 2014

The purpose of this study is to provide useful information for improving interaction between teacher and student by analysing gifted class in mathematics with the Flanders Category System. Research questions are as follow. In gifted class in mathematics, How is the result of analysis regarding interactions between the teacher and students, according to 1) Flanders' Coding system? 2) Flanders' language pattern? 3) Flanders' Index system? For this, 3 gifted classes in mathematics were recorded by video camera and analyzed by Advanced Flanders(AF) analysis program version 3.54. Results are as follow. 1) Code Category Analysis mostly consists of lecture, voluntary speaking and chaos, silence work. 2) Most class patterns are not in accordance with effective class pattern models. So teacher needs to accept student's opinion actively and give appropriate feedback. 3) In Indices Results, revised I/d ratio, teacher's question ratio, student's speaking ratio, Student question and wide answer ratio are higher than analysis standard, indirect ratio is lower than analysis standard.