• Journal of the Korean Mathematical Society
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• v.58 no.3
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• pp.609-631
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• 2021

Let C[0, T] denote a generalized analogue of Wiener space, the space of real-valued continuous functions on the interval [0, T]. Define $Z_{\vec{e},n}$ : C[0, T] → ℝⁿ⁺¹ by $$Z_{\vec{e},n}(x)=\(x(0),\;{\int}_0^T\;e_1(t)dx(t),{\cdots},\;{\int}_0^T\;e_n(t)dx(t)\)$$, where e₁,…, e_n are of bounded variations on [0, T]. In this paper we derive a simple evaluation formula for Radon-Nikodym derivatives similar to the conditional expectations of functions on C[0, T] with the conditioning function $Z_{\vec{e},n}$ which has an initial weight and a kind of drift. As applications of the formula, we evaluate the Radon-Nikodym derivatives of various functions on C[0, T] which are of interested in Feynman integration theory and quantum mechanics. This work generalizes and simplifies the existing results, that is, the simple formulas with the conditioning functions related to the partitions of time interval [0, T].

• Research in Mathematical Education
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• v.4 no.1
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• pp.1-22
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• 2000

The purpose of this study was to investigate the effects of using graphing calculators on students' understanding of the linear and quadratic function concepts. The populators of this study are tenth graders at high school in Seoul, one class for the treatment group and another class for the comparison group, and experiment period is 14 weeks including two weeks for school regular exams.Function tests used in the study was proposed which described a conceptual knowledge of functions in terms of the following components: a) Conceptual understanding, b) Interpreting a function in terms of a verbal experission, c) Translating between different representations of functions, and d) Mathematical modeling a real-world situation using functions. Even though the group test means of the individual components of conceptual understanding, interpreting, translating, mathematical modeling did not differ significantly, there is evidence that the two groups differed in their performance on conceptual understanding. It was shown that students learned algebra using graphing calculators view graphs more globally. The attitude survey assessed students' attitudes and perceptions about the value of mathematics, the usefulness of graphs in mathematics, mathematical confidence, mathematics anxiety, and their feelings about calculators. The overall t-test was not statistically significant, but the students in the treatment group showed significantly different levels of anxiety toward mathematics.

• Bulletin of the Korean Mathematical Society
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• v.51 no.5
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• pp.1551-1559
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• 2014

We consider functions that map the open unit disc conformally onto the complement of an unbounded convex set with opening angle ${\pi}{\alpha}$, ${\alpha}{\in}(1,2]$, at infinity. We derive the exact interval for the variability of the real Taylor coefficients of these functions and we prove that the corresponding complex Taylor coefficients of such functions are contained in certain discs lying in the right half plane. In addition, we also determine generalized central functions for the aforesaid class of functions.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.505-522
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• 2005

In this article we studied the role of spreadsheet in teaching function and modeling activity by some examples and students' activity performed by the six 10th graders. We especially focused the role of spreadsheet in understanding of various kinds of functions and the families of functions, and in the explanation of the given modeling problem situations. The functions of automatic copy, graphic and the cell reference of spreadsheet can be used to make students observe the causes and effects of changes of the various kind of mathematical representations of functions such as algebraic formulas, tables and graphs. Especially those functions give students a chance to identify family of functions by changing the parameters and this may lead them to the discovery of mathematical facts. In modeling activities they play a key role in the stages of the analysis of the model, explanation of the results of model and conjecture of the real world situations. As well as they make students find the rules underlying in the real world by making spreadsheet as simulation environments, which are almost impossible to make in paper and pencil environments, and give them a chance to justify their findings using mathematics.

• The Journal of the Korea Contents Association
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• v.8 no.4
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• pp.86-91
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• 2008

To present the design procedure of discretized 8-bit tent map executing the transformation of tent function which is one of the chaotic functions, first, the truth table of discretized tent map was written, and then according to the simplified Boolean algebra equations obtained from the truth table, the discretized map is implemented with the exclusive logic gate as a real hardware. The discretized tent map circuit which provides the feedback circuit for generating the period-8 states relevant to the 8-bit finite precision is also designed and presented in this paper. Furthermore, it might be used stream cipher system with a new key-stream circuit for generate of chaotic binary sequence.

• Bulletin of the Korean Mathematical Society
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• v.53 no.5
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• pp.1531-1548
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• 2016

Let C[0, t] denote the space of real-valued continuous functions on [0, t] and define a random vector $Z_n:C[0,t]{\rightarrow}\mathbb{R}^n$ by $Z_n(x)=(\int_{0}^{t_1}h(s)dx(s),{\ldots},\int_{0}^{t_n}h(s)dx(s))$, where 0 < $t_1$ < ${\cdots}$ < $ t_n=t$ is a partition of [0, t] and $h{\in}L_2[0,t]$ with $h{\neq}0$ a.e. Using a simple formula for a conditional expectation on C[0, t] with $Z_n$, we evaluate a generalized analytic conditional Wiener integral of the function $G_r(x)=F(x){\Psi}(\int_{0}^{t}v_1(s)dx(s),{\ldots},\int_{0}^{t}v_r(s)dx(s))$ for F in a Banach algebra and for ${\Psi}=f+{\phi}$ which need not be bounded or continuous, where $f{\in}L_p(\mathbb{R}^r)(1{\leq}p{\leq}{\infty})$, {$v_1,{\ldots},v_r$} is an orthonormal subset of $L_2[0,t]$ and ${\phi}$ is the Fourier transform of a measure of bounded variation over $\mathbb{R}^r$. Finally we establish various change of scale transformations for the generalized analytic conditional Wiener integrals of $G_r$ with the conditioning function $Z_n$.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.403-430
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• 2011

The purpose of the study was to investigate how the use of graphing calculators influence on forming students' mathematical concept of algebra, students' mathematical connection, and attitude toward mathematics. First, graphing calculators give instant feedback to students as they make students compare their written answers with the results, which helps students learn equations and linear inequalities for themselves. In respect of quadratic inequalities they help students to correct wrong concepts and understand fundamental concepts, and with regard to functions students can draw graphs more easily using graphing calculators, which means that the difficulty of drawing graphs can not be hindrance to student's learning functions. Moreover students could understand functions intuitively by using graphing calculators and explored math problems volunteerly. As a result, students were able to perceive faster the concepts of functions that they considered difficult and remain the concepts in their mind for a long time. Second, most of students could not think of connection among equations, equalities and functions. However, they could understand the connection among equations, equalities and functions more easily. Additionally students could focus on changing the real life into the algebraic expression by modeling without the fear of calculating, which made students relieve the burden of calculating and realize the usefulness of mathematics through the experience of solving the real-life problems. Third, we identified the change of six students' attitude through preliminary and an ex post facto attitude test. Five of six students came to have positive attitude toward mathematics, but only one student came to have negative attitude. However, all of the students showed positive attitude toward using graphing calculators in math class. That's because they could have more interest in mathematics by the strengthened and visualization of graphing calculators which helped them understand difficult algebraic concepts, which gave them a sense of achievement. Also, students could relieve the burden of calculating and have confidence. In a conclusion, using graphing calculators in algebra and function class has many advantages : formulating mathematics concepts, mathematical connection, and enhancing positive attitude toward mathematics. Therefore we need more research of the effect of using calculators, practical classroom materials, instruction models and assessment tools for graphing calculators. Lastly We need to make the classroom environment more adequate for using graphing calculators in math classes.

• The Transactions of the Korea Information Processing Society
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• v.4 no.4
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• pp.1013-1024
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• 1997

In the traditional object modeling methodologies, the object model can be said as formal since it has been based on rich semantic model. But almost of all methodolgies lack in formality the dyamic model and modeling process. Dynamic model cannot represent exctly the timing constraints and the interaction among the objects, which are very important features in real-time and multimedia system. In this paper, we formalize the synamic moedl and modeling proxess based on object behavior and state. This model defines the object state space using the concepts in algebra stucture and defines the object behavior func-tion. Also this model can formalize object kifecycle and conurrency among the objects usint the temporal logiction. Also this model can frlmaize object lifecycle and conurrency among the objects using the tempral logic and behavior founction. We apply firing rules to behacior function for modeling the dependency of interaction among the objescts.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.449-472
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• 2013

Instructional materials including problem situations or problems or tasks on real-life situations are considered as an important and significant factor to lead a successful math instruction. MiC Textbook is a representative one showing good examples and tasks including fluent realistic situations on the basis of the background of the Freudenthal's theory. This study explores concretely and in detail the type of level of mathematical tasks, by the subject of MiC Textbook. To accomplish this, this study reconstructs and establishes an elaborated analysis framework using 'the cognitive demand level' suggested by Stein, et, al. The cognitive demand level is comprized of four elements such as Memorization Tasks, Procedures Without Connections Tasks, Procedures With Connections Tasks, and Doing Mathematics Tasks. Memorization Tasks and Procedures Without Connections Tasks are considered as low level tasks, and Procedures With Connections Tasks and Doing Mathematics Tasks are as high level tasks. MiC Textbook is comprized of the four areas of 'number', 'algebra', 'geometry and measurement', and 'data analysis and statistics'. This study deals with the tasks relevant to Function content dealt with in MiC 3 level Textbook, and explore the level of cognitive demands on each task.