• Journal of applied mathematics & informatics
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• v.30 no.5_6
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• pp.749-757
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• 2012

We consider the M/PH,G/1 queue with two classes of customers in which class-1 customers have deterministic impatience time and have preemptive priority over class-2 customers who are assumed to be infinitely patient. The service times of class-1 and class-2 customers have a phase-type distribution and a general distribution, respectively. We obtain performance measures of class-2 customers such as the queue length distribution, the waiting time distribution and the sojourn time distribution, by analyzing the busy period of class-1 customers. We also compute the moments of the queue length and the waiting and sojourn times.

• Journal of the Korean Mathematical Society
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• v.40 no.2
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• pp.273-286
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• 2003

Let $F^{\alpha}$G be a twisted group algebra. A subalgebra of $F^{\alpha}$G generated by all class sums of partition P of G is called a projective class algebra in $F^{alpha}$G associated with partition P. In this paper we study various partitions of G determined by actions of certain operator groups on G and construct projective class algebras depending on the actions. With regard to projective class algebras, we investigate structures of associated skew group algebras and fixed group algebras.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.3-10
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• 2014

How to teach calculus is an important issue since Calculus is the first mathematics in college curriculum which highly influences other subjects including Physics, Engineering Mathematics like differential equations, and other engineering major subjects. This study suggests that a class model of Engineering Mathematics include Calculus review test so that students can study for themselves Calculus 'outside Calculus class'. First of all, a systematic process of administrating a review test is presented. Secondly, scores of the Calculus review test is statistically analyzed to confirm that ability in Calculus is highly correlated to their achievements in Engineering mathematics. Through a survey, it is confirmed that students in Engineering Mathematics study Calculus for themselves as they think Calculus review test is helpful.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.372-381
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• 2015

Mathematics and science are very closely related. Among the science areas, physic is strongly linked with mathematics. As the related mathematics skills were alloted later than the science contents in the national curriculum, students often suffer from science classes. Accordingly, an opinion have been claimed to teach the related mathematics skills prior to the science classes. However, it would be hard to arrange all science and mathematics contents in order. Instead of that, in this research, we taught students mathematics contents that are crucial for learning speed through science classes. We called that teaching strategy an integrated science and mathematics class. Then, we examined students' achievement in science as well as skills of mathematics to know the effectiveness of the strategy. We found that the average mathematics score of the whole class went up meaningfully. We also found that their science achievement was above than basic level. Moreover, the homeroom teacher of the students observed 3 aspects which showed the students were better than previous students. Finally, we divided the students into 4 groups by their science and mathematics achievement score and interviewed each group. As a result, we knew that interesting and confidence in science and mathematics quite exerted influence on their achievement.

• East Asian mathematical journal
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• v.36 no.4
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• pp.475-492
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• 2020

This study is to establish the items on class critiques based on the mathematical competencies according to the mathematics curriculum revised in 2015. Namely, this study deals with the items on how pre-service or in-service teachers understand and comment on mathematics instruction on their own instruction or peers' instruction. To accomplish this, first of all the draft items on instructional reviews was developed by researchers of this study on the basis of the previous study(Hwang, 2018). In order to revise and develop the draft items, the experimental study was executed. The experimental study was done by the subject of 11 groups who are undergraduate students in the educational college of C University. The subject was supposed to watch an in-service middle school mathematics teacher's excellent instruction(study) video and to comment the instruction video on the draft items on class critiques. While analyzing the comments of the subject, the revised items on the class critiques were to be develop. Based on this study, from now on, the final and ideal items on the class critiques would be establish to reflect and comment teachers' instruction.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.525-544
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• 2020

There are many factors that affect academic achievement, and the influences of those factors are also complex. Since the factors that influence mathematics academic achievement are constantly changing and developing, longitudinal studies to predict and analyze the growth of learners are needed. This study uses longitudinal data from 2014 (second year of middle school) to 2017 (second year of high school) of the Seoul Education Longitudibal Study, and divides it into groups with similar longitudinal patterns of change in mathematics academic achievement. The longitudinal change patterns and direct influence of mood and satisfaction were examined. As a result of the study, it was found that the mathematics academic achievement of the first group (1456 students, 68.3%) including the majority of students and the second group (677 students) of the top 31.7% had a direct influence on the mathematics class attitude. It was found that the mood and satisfaction of mathematics classes did not have a direct effect. In addition, the influence of mathematics class attitude on mathematics academic achievement was different according to the group. In addition, students in group 2 with high academic achievement in mathematics showed higher mathematics class attitude, mood, and satisfaction. In addition, the attitude, atmosphere, and satisfaction of mathematics classes were found to change continuously from the second year of middle school to the second year of high school, and the extent of the change was small.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.177-188
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• 2000

Mathematics is extreme the differences of the scholarly attainments in comparison with other subjects at a middle school. Specially, the students at islands and places leave much to be desired the scholarly attainments standards of mathematics. Therefore, every school takes movement class according to level these days. And the small schools put in effect the cooperation of group work through the small groups. These classes are effective at the scholarly attainments extension to some degree, but each student is extreme the differences of scholarly attainments. On this, the small school was the subject of study at the present research and put in effect the cooperation of group work through the small groups. The students were divided in three groups; the top class, average, the low class, And they were offered the fitting textbooks matching the cooperation of group work and the opportunities of discovery learning fitting an individual ability and standard. Consequently, some educational materials were made, for example, question papers, commonness learning materials, choice learning materials. These materials were put in effect to the students to be able to succeed discovery learning. With this, the students were investigated an interest of mathematics and the influence giving at the studies attainment. And the students were put in effect the cooperation of group work through the small groups to improve uniformity and sturdiness of the mathematical education. The conclusion at the present research is as follows. 1) When the students put in effect the cooperation of group work through the small groups, the scholarly attainments of mathematics totally didn't display useful changes as improvement. However, the students of average and the low class gradually seemed to improve the scholarly attainments of mathematics as the help of the top class positively. 2) An individual and cooperation learning in the method of the cooperation of group work through the small groups displayed many changes at the learning attitude of the students by means of discovery learning thanks to the learning heads. 3) When the investigator put in effect the cooperation of group work through rather the small groups than the large groups, the numbers of the students experiencing interest about mathematics increased in 26% and this learning method should continue to progress.

• Korean Journal of Mathematics
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• v.21 no.1
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• pp.75-80
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• 2013

Let T be a bounded linear operator on a complex Hilbert space $\mathfrak{H}$. An operator T is called class A operator if ${\mid}T^2{\mid}{\geq}{\mid}T{\mid}^2$ and is called class $A({\kappa})$ operator if $(T^*{\mid}T{\mid}^{2{\kappa}}T)^{\frac{1}{{\kappa}+1}}{\geq}{\mid}T{\mid}^2$ for a positive number ${\kappa}$. In this paper, we show that ${\sigma}$ is continuous when restricted to the set of class $A({\kappa})$ operators.

• International Journal of Reliability and Applications
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• v.16 no.1
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• pp.27-34
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• 2015

Based on increasing concave ordering a new class of life distribution is introduced. The new class of life distribution is named used better than aged in increasing concave ordering and is denoted by UBAC(2). The implication of our proposed class of life distribution with other classes is given. The properties of UBAC(2) under convolution, discrete mixture and formation of a coherent system are studied. Finally a characterization of the proposed class of life distributions by Laplace transform is discussed.

• Communications of the Korean Mathematical Society
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• v.38 no.4
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• pp.1075-1090
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• 2023

In this paper, we study new classes of operators k-quasi (m, n)-paranormal operator, k-quasi (m, n)^*-paranormal operator, k-quasi (m, n)-class 𝒬 operator and k-quasi (m, n)-class 𝒬^* operator which are the generalization of (m, n)-paranormal and (m, n)^*-paranormal operators. We give matrix characterizations for k-quasi (m, n)-paranormal and k-quasi (m, n)^*-paranormal operators. Also we study some properties of k-quasi (m, n)-class 𝒬 operator and k-quasi (m, n)-class 𝒬^* operators. Moreover, these classes of composition operators on L² spaces are characterized.