• The Mathematical Education
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• v.62 no.3
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• pp.363-380
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• 2023

This study analyzed the difficulties and mathematical modeling knowledge improvement that an elementary school teacher experienced in modifying a mathematics textbook task to a mathematical modeling task. To this end, an elementary school teacher with 10 years of experience participated in teacher-researcher community's repeated discussions and modified the average task in the data and pattern domain of the 5th grade. The results are as followings. First, in the process of task modification, the teacher had difficulties in reflecting reality, setting the appropriate cognitive level of mathematical modeling tasks, and presenting detailed tasks according to the mathematical modeling process. Second, through repeated task modifications, the teacher was able to develop realistic tasks considering the mathematical content knowledge and students' cognitive level, set the cognitive level of the task by adjusting the complexity and openness of the task, and present detailed tasks through thought experiments on students' task-solving process, which shows that teachers' mathematical modeling knowledge, including the concept of mathematical modeling and the characteristics of the mathematical modeling task, has improved. The findings of this study suggest that, in terms of the mathematical modeling teacher education, it is necessary to provide teachers with opportunities to improve their mathematical modeling task development competency through textbook task modification rather than direct provision of mathematical modeling tasks, experience mathematical modeling theory and practice together, and participate in teacher-researcher communities.

• The Mathematical Education
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• v.63 no.1
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• pp.63-83
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• 2024

The purpose of this study is to analyze the mathematical connection components of the tasks included in the trigonometric ratio unit of 3rd grade middle school textbook based on the 2015 revised mathematics curriculum and investigate teachers' perceptions and practical measures regarding these components. To this end, we analyzed the characteristics of mathematical connection tasks included in the trigonometric ratio units in nine types of 3rd grade middle school mathematics textbooks, and we conducted a questionnaire survey and interviews with one in-service math teachers in pre interview and with two in-service math teachers in this interview to investigate their perceptions and practical measures. As a result of the study, the number of tasks with external connection in the trigonometric ratio unit were less than those of internal connection. In addition, in terms of teachers' perceptions and practical measures, the perspective of analyzing tasks with mathematical connections varied depending on the teacher's perspective, and the practical measures varied accordingly. These findings are significant in that they reveal the relationship between mathematical tasks, teacher perceptions and measures to foster effectively students' mathematical connections.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.159-170
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• 2012

Many obstacles have been found in the learning of ratio and rate. The types of epistemological obstacles concern 'terms', 'calculations' and 'symbols'. It is important to identify the epistemological obstacles that students must overcome to understand the learning of ratio and rate. In this respect, the present study attempts to figure out what types of epistemological obstacles emerge in the area of learning ratio and rate and where these obstacles are generated from and to search for the teaching implications to correct them. The research questions were to analyze this concepts as follow; A. How do elementary students show the epistemological obstacles in ratio and rate? B. What is the reason for epistemological obstacles of elementary students in the learning of ratio and rate? C. What are the teaching implications to correct epistemological obstacles of elementary students in the learning of ratio and rate? In order to analyze the epistemological obstacles of elementary students in the learning of ratio and rate, the present study was conducted in five different elementary schools in Seoul. The test was administered to 138 fifth grade students who learned ratio and rate. The test was performed three times during six weeks. In case of necessity, additional interviews were carried out for thorough examination. The final results of the study are summarized as follows. The epistemological obstacles in the learning of ratio and rate can be categorized into three types. The first type concerns 'terms'. The reason is that realistic context is not sufficient, a definition is too formal. The second type of epistemological obstacle concerns 'calculations'. This second obstacle is caused by the lack of multiplication thought in mathematical problems. As a result of this study, the following conclusions have been made. The epistemological obstacles cannot be helped. They are part of the natural learning process. It is necessary to understand the reasons and search for the teaching implications. Every teacher must try to develop the teaching method.

• Journal of the Chungcheong Mathematical Society
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• v.26 no.2
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• pp.323-342
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• 2013

Let $C[0,t]$ denote the function space of all real-valued continuous paths on $[0,t]$. Define $Xn:C[0,t]{\rightarrow}\mathbb{R}^{n+1}$ and $X_{n+1}:C[0,t]{\rightarrow}\mathbb{R}^{n+2}$ by $X_n(x)=(x(t_0),x(t_1),{\cdots},x(t_n))$ and $X_{n+1}(x)=(x(t_0),x(t_1),{\cdots},x(t_n),x(t_{n+1}))$, where $0=t_0$ < $t_1$ < ${\cdots}$ < $t_n$ < $t_{n+1}=t$. In the present paper, using simple formulas for the conditional expectations with the conditioning functions $X_n$ and $X_{n+1}$, we evaluate the $L_p(1{\leq}p{\leq}{\infty})$-analytic conditional Fourier-Feynman transforms and the conditional convolution products of the functions which have the form $${\int}_{L_2[0,t]}{{\exp}\{i(v,x)\}d{\sigma}(v)}{{\int}_{\mathbb{R}^r}}\;{\exp}\{i{\sum_{j=1}^{r}z_j(v_j,x)\}dp(z_1,{\cdots},z_r)$$ for $x{\in}C[0,t]$, where $\{v_1,{\cdots},v_r\}$ is an orthonormal subset of $L_2[0,t]$ and ${\sigma}$ and ${\rho}$ are the complex Borel measures of bounded variations on $L_2[0,t]$ and $\mathbb{R}^r$, respectively. We then investigate the inverse transforms of the function with their relationships and finally prove that the analytic conditional Fourier-Feynman transforms of the conditional convolution products for the functions, can be expressed in terms of the products of the conditional Fourier-Feynman transforms of each function.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.8 no.3
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• pp.945-964
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• 2014

In this paper, we investigate the performance of Signal to Leakage and Noise Radio (SLNR) based user scheduling in uplink of multi-cell with large-scale antenna system. Large antenna array is desired to improve the performance in future system by providing better beamforming capability. However, some studies have found that the signal channel is 'hardened' (becomes invariant) when the antenna number goes extremely large, which implies that the signal channel aware user scheduling may have no gain at all. With the mathematic tool of order statistics, we analyzed the signal and interference terms of SLNR in a homogeneous multicell network. The derived distribution function of signal and interference shows that the leakage channel's variance is much more influential than the signal channel's variance in large-scale antenna regime. So even though the signal channel is hardened, the SLNR-based scheduling can achieve remarkable multiuser diversity (MUD) gain due to the fluctuation of the uplink leakage channel. By providing the final SINR distribution, we verify that the SLNR-based scheduling can leverage MUD in a better way than the signal channel based scheduling. The Monte Carlo simulations show that the throughput gain of SLNR-based scheduling over signal channel based scheduling is significant.

• Journal of the Korean Mathematical Society
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• v.44 no.5
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• pp.1163-1184
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• 2007

In this presentation dedicated to the tricentennial birth anniversary of the great eighteenth-century Swiss mathematician, Leonhard Euler (1707-1783), we begin by remarking about the so-called Basler problem of evaluating the Zeta function ${\zeta}(s)$ [in the much later notation of Georg Friedrich Bernhard Riemann (1826-1866)] when s=2, which was then of vital importance to Euler and to many other contemporary mathematicians including especially the Bernoulli brothers [Jakob Bernoulli (1654-1705) and Johann Bernoulli (1667-1748)], and for which a fascinatingly large number of seemingly independent solutions have appeared in the mathematical literature ever since Euler first solved this problem in the year 1736. We then investigate various recent developments on the evaluations and representations of ${\zeta}(s)$ when $s{\in}{\mathbb{N}}{\backslash}\;[1],\;{\mathbb{N}}$ being the set of natural numbers. We emphasize upon several interesting classes of rapidly convergent series representations for ${\zeta}(2n+1)(n{\in}{\mathbb{N}})$ which have been developed in recent years. In two of many computationally useful special cases considered here, it is observed that ${\zeta}(3)$ can be represented by means of series which converge much more rapidly than that in Euler's celebrated formula as well as the series used recently by Roger $Ap\'{e}ry$ (1916-1994) in his proof of the irrationality of ${\zeta}(3)$. Symbolic and numerical computations using Mathematica (Version 4.0) for Linux show, among other things, that only 50 terms of one of these series are capable of producing an accuracy of seven decimal places.

• Journal of Science Education
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• v.33 no.2
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• pp.207-219
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• 2009

This study aims to investigate the key common topics identified and discussed in relevant literature associated with the integrative efforts among STEM disciplines. The key methodology and pedagogy were examined and the significant benefits of using the design method for STEM education were discussed. Meta-analysis was employed and qualitative approach was mainly used to synthesize the major findings and conclusions of the 33 empirical studies. The findings of this meta-analysis revealed that the types and names describing the design methods used the various terms, but the key features have reflected the similar pedagogical benefits and key characteristics. The engineering design is an effective strategic methodology and pedagogy for STEM education. In addition, the design methods show the key benefits including (1) to improve academic achievement, (2) to promote students' affective gains, (3) to facilitate collaborative learning, and (4) to explore STEM related careers and jobs. The collaborative works among STEM professions are needed to promote the benefits of using design methods for integrating STEM subjects.

• Journal of the Korean Mathematical Society
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• v.35 no.3
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• pp.583-611
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• 1998

We consider a general class of real-valued Levy processes {X(t), $t\geq0$}, and obtain suitable large deviation results for the empiricals L(t, A) defined by $t^{-1}{\int^t}_01_A$(X(s)ds for t > 0 and a Borel subset A of R. These results are used to obtain the asymptotic behavior of P{Z(t) < a}, where Z(t) = $sup_{u\leqt}\midx(u)\mid$ as $t\longrightarrow\infty$, in terms of the rate function in the large deviation principle. A subclass of these processes is the Feller class: there exist nonrandom functions b(t) and a(t) > 0 such that {(X(t) - b(t))/a(t) : t > 0} is stochastically compact, i.e., each sequence has a weakly convergent subsequence with a nondegenerate limit. The stable processes are in this class, but it is much larger. We consider processes in this class for which b(t) may be taken to be zero. For any t > 0, we consider the renormalized process ${X(u\psi(t))/a(\psi(t)),u\geq0}$, where $\psi$(t) = $t(log log t)^{-1}$, and obtain large deviation probability estimates for $L_{t}(A)$ := $(log log t)^{-1}$${\int_{0}}^{loglogt}1_A$$(X(u\psi(t))/a(\psi(t)))dv$. It turns out that the upper and lower bounds are sharp and depend on the entire compact set of limit laws of {X(t)/a(t)}. The results extend to random walks in the Feller class as well. Earlier results of this nature were obtained by Donsker and Varadhan for symmetric stable processes and by Jain for random walks in the domain of attraction of a stable law.

• Communications of the Korean Mathematical Society
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• v.32 no.1
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• pp.193-200
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• 2017

Given a pair p, q of relative prime positive integers, we have uniquely determined positive integers x, y, u and v such that vx-uy = 1, p = x + y and q = u + v. Using this property, we show that$${\sum\limits_{1{\leq}i{\leq}x,1{\leq}j{\leq}v}}\;{t^{(i-1)q+(j-1)p}\;-\;{\sum\limits_{1{\leq}k{\leq}y,1{\leq}l{\leq}u}}\;t^{1+(k-1)q+(l-1)p}$$ is the Alexander polynomial ${\Delta}_{p,q}(t)$ of a torus knot t(p, q). Hence the number $N_{p,q}$ of non-zero terms of ${\Delta}_{p,q}(t)$ is equal to vx + uy = 2vx - 1. Owing to well known results in knot Floer homology theory, our expanding formula of the Alexander polynomial of a torus knot provides a method of algorithmically determining the total rank of its knot Floer homology or equivalently the complexity of its (1,1)-diagram. In particular we prove (see Corollary 2.8); Let q be a positive integer> 1 and let k be a positive integer. Then we have $$\begin{array}{rccl}(1)&N_{kq}+1,q&=&2k(q-1)+1\\(2)&N_{kq}+q-1,q&=&2(k+1)(q-1)-1\\(3)&N_{kq}+2,q&=&{\frac{1}{2}}k(q^2-1)+q\\(4)&N_{kq}+q-2,q&=&{\frac{1}{2}}(k+1)(q^2-1)-q\end{array}$$ where we further assume q is odd in formula (3) and (4). Consequently we confirm that the complexities of (1,1)-diagrams of torus knots of type t(kq + 2, q) and t(kq + q - 2, q) in [5] agree with $N_{kq+2,q}$ and $N_{kq+q-2,q}$ respectively.

• Journal of Korean Society for Quality Management
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• v.45 no.1
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• pp.117-128
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• 2017

Purpose: This study analyzes automobile quality review data to develop alternative analytical method of informal data. Existing methods to analyze informal data are based mainly on the frequency of informal data, however, this research tries to use correlation information of each informal data. Method: After sentimental analysis to acquire the user information for automobile products, three classification methods, that is, $na{\ddot{i}}ve$ Bayes, random forest, and support vector machine, were employed to accurately classify the informal user opinions with respect to automobile qualities. Additionally, Word2vec was applied to discover correlated information about informal data. Result: As applicative results of three classification methods, random forest method shows most effective results compared to the other classification methods. Word2vec method manages to discover closest relevant data with automobile components. Conclusion: The proposed method shows its effectiveness in terms of accuracy and sensitivity on the analysis of informal quality data, however, only two sentiments (positive or negative) can be categorized due to human errors. Further studies are required to derive more sentiments to accurately classify informal quality data. Word2vec method also shows comparative results to discover the relevance of components precisely.