• Journal of the Korean Mathematical Society
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• v.48 no.6
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• pp.1285-1325
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• 2011

We solve the isoperimetric problem, the least-perimeter way to enclose a given area, on various Euclidean, spherical, and hyperbolic surfaces, sometimes with cusps or free boundary. On hyperbolic genus-two surfaces, Adams and Morgan characterized the four possible types of isoperimetric regions. We prove that all four types actually occur and that on every hyperbolic genus-two surface, one of the isoperimetric regions must be an annulus. In a planar annulus bounded by two circles, we show that the leastperimeter way to enclose a given area is an arc against the outer boundary or a pair of spokes. We generalize this result to spherical and hyperbolic surfaces bounded by circles, horocycles, and other constant-curvature curves. In one case the solution alternates back and forth between two types, a phenomenon we have yet to see in the literature. We also examine non-orientable surfaces such as spherical M$\ddot{o}$obius bands and hyperbolic twisted chimney spaces.

• The Mathematical Education
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• v.59 no.2
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• pp.131-146
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• 2020

Regarding the formula for measuring the area of a circle, the Archimedes' constant is generally written in front of the square of radius length, but there were a few cases where the Archimedes' constant was written after that in Germany and France. In this study, two things are studied: First, how many students are writing the Archimedes' constant after that? Second, what do the students think about the written order of characters in the formula for measuring the area of a circle? In the online survey of 201 people aged 14 to 21 in Korea, there was a perception of more than 86% that both are possible or only after that are possible. In this study, it is suggested that there is a difference between the general written order of characters and the natural perception of students formed through school education. In addition, students aged 14 to 16 thought more that the Archimedes' constant should be written after that, and after that age, there was a greater perception that both are possible without confusion of meaning. It can be seen that the change in students' perception has emerged through school education on natural mathematical written order of characters after middle school courses. From this point of view, the most common perception can be that if there is no confusion in meaning, then both expressions are possible.