• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.165-180
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• 2011

Mathematical symbols concisely represent mathematical contents related to terms by describing their mathematical meanings implicitly. All symbols in elementary school mathematics textbooks are stated as to be read so that elementary school students could understand their mathematical meanings. The same is somewhat true as in middle school mathematics textbooks, however it is often the case that some symbols are difficult to be read and understood because their statements are unclear or different. In this study, we analyze problems and suggest implications on teaching and learning mathematics based on the statements and understanding of reading symbols in middle school mathematics textbooks.

• The Journal of Natural Sciences
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• v.11 no.1
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• pp.195-199
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• 1999

There are many symbols in mathematics and physics to simplify complex operations of caculations. But there're no symbols in certain part in spite of routine caculations which are often have to be done, and some proper new symbols are proposed in this paper.

• Bulletin of the Korean Mathematical Society
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• v.34 no.3
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• pp.421-436
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• 1997

In this paper we first give a simple proof of the analytic characterization theorems of the operator symbols by using the characterization theorem for white noise functionals. We next give a criterion for the convergence of operators on white noise functionals in terms of their symbols and then use this result to give a proof for the Fock expansion theorem of operators on white noise functionals.

• Kyungpook Mathematical Journal
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• v.58 no.1
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• pp.67-79
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• 2018

In this paper, we present new generalized incomplete Pochhammer symbols and using this we introduce the extended generalized incomplete hypergeometric functions. We derive certain properties, generating functions and reduction formulas of these extended generalized incomplete hypergeometric functions. Special cases of this extended generalized incomplete hypergeometric functions are also discussed.

• Journal for History of Mathematics
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• v.29 no.2
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• pp.89-102
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• 2016

Lee Sang, one of the representative poets of Korean Modern Poetry, wrote poems which present the existentialistic modernism in the 1920s, the chaotic era of Korean history. The characteristics of his works have been shown by various points of view. This paper especially explored the meaning and feature of mathematical expressions by numbers, symbols and other signs of mathematics in Lee's poems. His poems are composed by scientific and abstract rules in mathematics which are expressed as mathematical symbols. The paper focuses on analyzing seven poems which maximizes mathematical expressions among his poetry. This kind of work would be the one of ways to figure out the features of mathematics through literature.

• East Asian mathematical journal
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• v.6 no.2
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• pp.133-144
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• 1990

In 1982, N. Miller [5] showed a weighted $L^p$ boundedness theorem for pseudo differential operators with symbols $S^0_{1.0}$. In this paper, we shall prove the pointwise estimates, in terms of the Fefferman, Stein sharp function and Hardy Littlewood maximal function, for pseudo differential operators with reduced symbols and show a weighted $L^p$-boundedness for pseudo differential operators with symbol in $S^m_{\rho,\delta}$, 0{$\leq}{\delta}{\leq}{\rho}{\leq}1$, ${\delta}{\neq}1$, ${\rho}{\neq}0$ and $m=(n+1)(\rho-1)$.

• East Asian mathematical journal
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• v.34 no.1
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• pp.29-37
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• 2018

We introduce formal symbols of product type, of zero class, and of minimum type and show that the formal power series representations for $e^p$ and $e^q$ are formal symbols of product type giving the same pseudodifferential operator, where p and q are formal symbols of minimum type and p - q is of zero class.

• Research in Mathematical Education
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• v.16 no.1
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• pp.79-90
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• 2012

This research investigated if the embodied symbol using a turtle metaphor in a microworld environment works as a cognitive tool to mediate the learning of combinatorics. It was found that students were able to not only count the number of cases systematically by using the embodied symbols in a situated problem regarding Permutation and Combination, but also find the rules and infer a concept of Combination through the activities manipulating the symbols. Therefore, we concluded that the embodied symbol, as a bridge that connects learners' concrete experiences with abstract mathematical concepts, can be applied to introduction of various mathematical concepts as well as a combinatorics concept.

• Bulletin of the Korean Mathematical Society
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• v.55 no.2
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• pp.367-378
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• 2018

In this paper, we study m-isometric Toeplitz operators $T_{\varphi}$ with rational symbols. We characterize m-isometric Toeplitz operators $T_{\varphi}$ by properties of the rational symbols ${\varphi}$. In addition, we give a necessary and sufficient condition for Toeplitz operators $T_{\varphi}$ with analytic symbols ${\varphi}$ to be m-expansive or m-contractive. Finally, we give some results for m-expansive and m-contractive Toeplitz operators $T_{\varphi}$ with trigonometric polynomial symbols ${\varphi}$.

• Research in Mathematical Education
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• v.8 no.1
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• pp.31-37
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• 2004

This study explores the relations between mathematics and the natural human language. At the very outset, a general definition of language was, given while it was attempted to make some comparisons between the words of natural language and mathematical symbols at that. Besides, the occupation of natural language functions within mathematics was handled. Consequently, it was tried to manifest that the language of mathematics enjoys the features of natural language as well. Mathematics makes use of many functional and structural features. The fact that fundamental ingredient of mathematics is symbols does not change this reality.