• Journal of the Chungcheong Mathematical Society
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• v.9 no.1
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• pp.191-197
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• 1996

The purpose of this paper is to prove a new topological existence theorem by using the connectness property, and some applications are also given.

• Journal of applied mathematics & informatics
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• v.36 no.5_6
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• pp.419-428
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• 2018

Let us think of adding each digit of a natural number, in bases b, that are e-powered. By studying for a number becoming greater than or equal to oneself, we will consider values of ${\lim}_{b{\rightarrow}{\infty}}{\frac{N(e,b)}{b^e}}$.

• Research in Mathematical Education
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• v.12 no.3
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• pp.235-249
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• 2008

The paper used the quantitative method to compare Chinese students' and teachers' mathematics related beliefs, including beliefs about mathematics, mathematics teaching and learning. The result indicated that there are some differences between their beliefs. Based on the results, we give some recommendations.

• Research in Mathematical Education
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• v.27 no.2
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• pp.223-239
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• 2024

The integration of coding and mathematics education, known as coding-integrated mathematics education, has received much attention due to the strength of Artificial Intelligence-based Science, Technology, Engineering, Arts, and Mathematics (AI-based STEAM) education in improving students' affective domain. The present study investigated the effectiveness of coding-integrated mathematics education on students' development of affective mathematics engagement. Participants in this study were 86 middle and high school students who attended the coding-integrated mathematics program. Surveys of students' affective mathematics engagement were administered before and after the intervention period. The results showed that students' affective mathematics engagement was statistically significantly improved through coding-integrated mathematics education. In particular, students exhibited increased positive affective mathematics engagement in terms of mathematical attitude, emotion, and value. These findings indicate the positive influence of coding-integrated mathematics education on students' learning in mathematics.

• Journal of the Korean Mathematical Society
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• v.31 no.4
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• pp.669-678
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• 1994

The subject of Liapunov functions constitutes a central theme in the theory of differential equations. It provides powerful tools that can be used to study the behavior of the solutions.

• Kyungpook Mathematical Journal
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• v.33 no.2
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• pp.127-131
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• 1993

• Korean Journal of Mathematics
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• v.2
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• pp.45-56
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• 1994

• Bulletin of the Korean Mathematical Society
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• v.58 no.6
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• pp.1315-1325
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• 2021

In this paper, we firstly prove some general inequalities for the Neumann eigenvalues for domains contained in a Euclidean n-space ℝⁿ. Using the general inequalities, we can derive some new Neumann eigenvalues estimates which include an upper bound for the (k + 1)^th eigenvalue and a new estimate for the gap of the consecutive eigenvalues. Moreover, we give sharp lower bound for the first eigenvalue of two kinds of eigenvalue problems of the biharmonic operator with Navier boundary condition on compact Riemannian manifolds with boundary and positive Ricci curvature.

• The Mathematical Education
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• v.51 no.3
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• pp.223-246
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• 2012

Korean Ministry of Education Science, and Technology(MEST) has recommended the introduction of mathematics textbooks based on storytelling to improve the teaching and learning of mathematics in school. As part of the mathematics textbooks based on storytelling development, this research has investigated school mathematics teachers' perspectives on mathematics textbooks based on storytelling in order to identify implications for the development and the implementation of it. For the purpose, we have developed survey questionnaire and administered it to 113 high school mathematics teachers. The survey asked the teachers to address their conception of mathematics textbooks based on storytelling, its contribution to school mathematics, challenges and obstacles for the implementation. The survey shows that the mathematics teachers' conception of mathematics textbooks based on storytelling was not clear or limited. Most of them replied that they received information about mathematics textbooks based on storytelling from the materials provided by workshop or materials of school district office. While the teachers heard about that school will implement mathematics textbooks based on storytelling, they rarely had idea of how to use them in class. In the survey, the teachers identified which type of storytelling is effective for which purpose of mathematics education. They also identified the positive effect and the difficulties in the implementation of mathematics textbooks based on storytelling. The mathematics teachers pointed out that textbook is not enough. They urged that the implementation of mathematics textbooks based on storytelling should be integrated into classroom teaching and assessment to make a significant change in the educational practice of mathematics in school. Thus, mathematics teachers need support to implement mathematics textbooks based on storytelling into their teaching practice. Teacher workshop and teacher manuals need to be developed to help teachers understand educational visions and values of mathematics textbooks based on storytelling. These results of the survey would form the worthwhile base information for the development and the implementation of mathematics textbooks based on storytelling.

• The Mathematical Education
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• v.48 no.4
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• pp.469-481
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• 2009

This study investigates the relationship of mathematics anxiety and achievement in college mathematics for engineering major freshman students. An revised and modified 30-item version of the Mathematics Anxiety Scale(MAS) was completed by 176 university engineering students enrolled in introductory calculus courses offered by the department of mathematics. Correlational analysis indicated complex interaction patterns between mathematics anxiety and mathematics achievement, depending on the level of anxiety. The results from this study confirm the negative correlation between mathematics anxiety and mathematics achievement in college mathematics for engineering major student, and also those support the claim that the relationships between mathematics anxiety and achievement have non-linear patterns.