• Journal of applied mathematics & informatics
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• 제32권1_2호
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• pp.75-82
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• 2014

In this paper, we consider the periodic boundary value problem with sign changing nonlinearity $$u^{{\prime}{\prime}{\prime}}+{\rho}^3u=f(t,u),\;t{\in}[0,2{\pi}]$$, subject to the boundary value conditions: $$u^{(i)}(0)=u^{(i)}(2{\pi}),\;i=0,1,2$$, where ${\rho}{\in}(o,{\frac{1}{\sqrt{3}}})$ is a positive constant and f(t, u) is a continuous function. Using Leggett-Williams fixed point theorem, we provide sufficient conditions for the existence of at least three positive solutions to the above boundary value problem. The interesting point is the nonlinear term f may change sign.

• 대한수학교육학회지:수학교육학연구
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• 제10권2호
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• pp.263-277
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• 2000

mathematics holds a key position among the subject-matters of school education. Nevertheless, beyond Its Instrumental one, humanity-educational value of mathematics for the general public has been under estimated. For the past fifty years, in the our country there has not been enough systematic and profound examination and discussion concerning the goals of mathematics education in order to establish the philosophy of mathematics education. Thus, in this thesis we argue how mathematics education could contribute to the humanity education. For this, we examine how western educational theorists have emphasized the value of mathematics as humanity education and how their theories have been reflected in the goals of the modern mathematics education. First of all, we discuss Platonism as a philosophical basis of the traditional mathematics teaching mainly with Euclid's "Elements" since the ancient Greece and the relationship between mathematics education and humanity education in the light of this traditional thought. Next, we examine the thoughts of Pestalozzi, Harbert, Froebel who provided the theoretical basis for the public education since 19th century, and discuss the value of mathematics teaching in their humanistic educational thoughts. Also we examine the humanistic value of mathematics education in Dewey's educational philosophy, which criticized the traditional western ethics and epistemology, and established instrumen talism. Further, we analyze how such a philosophy of mathematics teaching is reflected mathematics education of 20th century, and confirm that the formation of Dewey's rational intelligence is one of the central aims of mathematics education of late 20th century. Finally, we discuss the ideals of humanistic mathematics education ; develop ment of the rational intelligence via 'doing knowledge'and change of mind via 'looking knowledge'. In this paper identify the humanistic values of mathematics education through the historical examination of the philosophies of mathematics education, and we could find significance as a fundamental study for one of the most important problems which Korean mathematics educational society confronts, that is establishing the philosophy of mathematics education.

• Journal of applied mathematics & informatics
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• 제28권3_4호
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• pp.813-821
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• 2010

In this paper, the tenth-order linear boundary value problems are solved using reproducing kernel method. The algorithm developed approximates the solutions, and their higher-order derivatives, of differential equations and it avoids the complexity provided by other numerical approaches. First a new reproducing kernel space is constructed to solve this class of tenth-order linear boundary value problems; then the approximate solutions of such problems are given in the form of series using the present method. Three examples compared with those considered by Siddiqi, Twizell and Akram [S.S. Siddiqi, E.H. Twizell, Spline solutions of linear tenth order boundary value problems, Int. J. Comput. Math. 68 (1998) 345-362; S.S.Siddiqi, G.Akram, Solutions of tenth-order boundary value problems using eleventh degree spline, Applied Mathematics and Computation 185 (1)(2007) 115-127] show that the method developed in this paper is more efficient.

• 대한수학교육학회지:학교수학
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• 제4권4호
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• pp.633-642
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• 2002

This paper focuses on the concepts of a value of ratio and a rate in elementary school mathematics. Although the concept of a value of ratio can be distinguished meaningfully from that of a rate by phenomenological analyses, this distinction is impossible at the elementary school level. Two concepts tend to be treated as identical, therefore they need to be classified by the other methods. By analyzing the series of mathematics textbooks from the first curriculum to the present 7th curriculum, this paper investigated how two concepts have been transposed into the products of school mathematics. In addition, we discussed how the difference of two concepts in the changing process of definitions have been presented clearly to the students. As a result, this paper concluded that the difference of two concepts has not been developed clearly for elementary students in general, except the textbook by the 7th curriculum. The definitions of two concepts were described obscurely so that the students may confuse the concept of a value of ratio with that of a rate. The role of a value of ratio needs to be reconsidered when it is applied to set proportional expressions. Therefore, this paper suggests not adhering to the terminology ‘value of ratio’ to present the ratio as a quotient or the rate as a fractional representation in school mathematics.

• 대한수학교육학회지:수학교육학연구
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• 제13권1호
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• pp.77-94
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• 2003

This study attempts to compare the topic "approximate value" in mathematics text-books of the 2nd year of South Korean junior high schools and that of the 3rd year of North Korean high schools. In addition, a survey questionnaire was distributed to junior and senior high school students as well as to mathematics teachers in South Korea. Based on the results of the survey, this study attempts to uncover the issues within the current teaching methods of "approximate value" and proposes the directions in which the teaching of approximate value should go in order to enhance mathematical thinking power and creativity of the students. First, it Is necessary to teach students how an error applies to the real world. To accomplish this end, it may be worthwhile to consider introducing the relative errors with more seriousness. Second, it is more important to teach the way of thinking which is concealed in the background of the calculation methods of approximate values than to simply teach mere calculation methods. Third, it is necessary to teach the calculation of approximate value with more realistic examples. Fourth, It is needed to teach students what the differences are when the terminology of "approximately" and "about" is used in real life and in mathematics.

• Journal of applied mathematics & informatics
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• 제40권1_2호
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• pp.305-316
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• 2022

We study the existence and uniqueness of solutions for a class of boundary value problems of nonlinear fractional order differential equations involving the Caputo fractional derivative by employing the Banach's contraction principle and the Schauder's fixed point theorem. In addition, an example is given to demonstrate the application of our main results.

• Journal of applied mathematics & informatics
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• 제33권3_4호
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• pp.425-434
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• 2015

In this paper, a two-point fractional boundary value problem at resonance is considered. By using the coincidence degree theory some existence results of solutions are established.

• Journal of applied mathematics & informatics
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• 제27권3_4호
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• pp.875-883
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• 2009

At least two positive solutions of a first-order periodic boundary value problem with impulse are obtained by establishing a new cone and the theorem of fixed point index. And at the end of this paper we give an example to illustrate the application of our main results.

• Journal of applied mathematics & informatics
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• 제32권5_6호
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• pp.791-805
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• 2014

In this article, we investigate third order three-point fuzzy boundary value problem to using a generalized differentiability concept. We present the new concept of solution of third order three-point fuzzy boundary value problem. Some illustrative examples are provided.

• Journal of applied mathematics & informatics
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• 제31권5_6호
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• pp.733-745
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• 2013

In this paper, we first propose a new technique of the functional iterative methods VIM (Variational iteration method) and NHPM (New homotopy perturbation method) for solving two-point boundary value problems, and then we compare their numerical results with those of the finite difference method (FDM).