• Journal of applied mathematics & informatics
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• v.42 no.1
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• pp.207-212
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• 2024

In this paper, we study Malcev algebra bundles and Malcev algebra bundles of finite type. Lie algebra bundles and Lie transformation algebra bundles are defined using given Malcev algebra bundle and we conclude some results for finite type.

• Journal of applied mathematics & informatics
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• v.39 no.1_2
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• pp.125-131
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• 2021

In the paper, we investigate the representation of the numerical range W(An) for the 2 × 2 complex matrix A, in terms of the numerical range W(A) of the matrix A, and the elements of A or the eigenvalue of A.

• Journal of Applied and Pure Mathematics
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• v.5 no.1_2
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• pp.9-22
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• 2023

In this paper, the connection and convergence between mathematics and science (physics) concepts were investigated. In addition, methods to closely analyze the degree of mathematics and science (physics) learning were looked into. Furthermore, methods to express and analyze the learning states of individual learners were investigated and a plan to organize educational programs was sought.

• International Journal of Advanced Culture Technology
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• v.12 no.3
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• pp.441-448
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• 2024

The purpose of the study was to examine the effects of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational belief on mathematics teaching efficacy. The subjects were 187 pre-service early childhood teachers who enrolled in universities majoring early childhood education. We used self-reporting survey questionnaires to measure the major variables and utilized the SPSS 28.0 Program to analyze the collected data. Cronbach's alphas were calculated and the descriptive statistical analysis were conducted. To investigate the research questions, Pearson's correlation analysis and multiple regression analysis were done. As results, the higher the levels of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational beliefs, the higher their mathematics teaching efficacy. In addition, both pedagogical content knowledge in mathematics and constructivist educational belief were validated as the predictors of increased mathematics teaching efficacy of pre-service early childhood teachers.

• Kyungpook Mathematical Journal
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• v.34 no.1
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• pp.95-108
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• 1994

• Kyungpook Mathematical Journal
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• v.34 no.1
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• pp.81-93
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• 1994

• Kyungpook Mathematical Journal
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• v.34 no.1
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• pp.43-51
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• 1994

• Kyungpook Mathematical Journal
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• v.30 no.2
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• pp.127-135
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• 1990

• Kyungpook Mathematical Journal
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• v.32 no.2
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• pp.247-256
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• 1992

• Kyungpook Mathematical Journal
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• v.32 no.2
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• pp.273-284
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• 1992