• East Asian mathematical journal
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• v.25 no.3
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• pp.279-297
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• 2009

This paper discusses the key differences and common themes among three major assessments of pre-college mathematics learning: Program for International Student Assessment (PISA), Third International Mathematics and Science Study Repeat (TIMSS-R), and National Assessment of Educational Progress (NAEP).

• The Mathematical Education
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• v.46 no.4
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• pp.407-421
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• 2007

The purpose of this study is to identify the item characteristics that are supposed to affect item difficulty and to estimate the regression equations for predicting item difficulty of mathematics in the College Scholastic Ability Test(CSAT). We selected six variables related to item characteristics based on learning theories: contents, cognitive domain, novelty, item type, number of concepts, and the amount of computation. With data of the CSAT mathematics test administered in 2004-2006, item difficulty was regressed on the six variables, the location of an item, and the item writer's judgment on difficulty. The novelty of an item was found to be a statistically insignificant variable in explaining item difficulty. Four regression equations with different sets of independent variables could explain $70%{\sim}80%$ of the item difficulty variance and were validated as predicting item difficulty of the mock CSAT in 2006.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.41-48
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• 2019

The purpose of this study is to examine how academic achievement in college math courses differ depending on when the course takes place. As a result, based on years of data analyses on students' academic achievement, it was affirmed that achievement levels differ due to environmental factors despite the diverse efforts of instructors and students. By further analyzing the causes of these differences, this study suggests solutions for improving the different academic achievement levels.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.71-85
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• 2003

In this paper we study the usefulness of Maple in school calculus education. The use of computer and calculator is debated in many aspect in mathematics education. By the computer visualization of mathematical image and proper use of computer we can teach inductively and intuitively the mathematical concept and give rise to the students' interest. Maple is very popular in college but is not in middle school because of language. Maple application which is made by Maplet is very useful multimedia teaching-learning tools. We introduce the use of Maplet and some application of the calculus course which we made.

• Journal of applied mathematics & informatics
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• v.20 no.1_2
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• pp.279-292
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• 2006

A reverse of Bessel's inequality in 2-inner product spaces and companions of $Gr\ddot{u}ss$ inequality with applications for determinantal integral inequalities are given.

• Journal of applied mathematics & informatics
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• v.18 no.1_2
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• pp.665-677
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• 2005

The notion of normal intuitionistic fuzzy R-subgroups in near-rings is introduced, and related properties are investigated. Characterization of an intuitionistic fuzzy R-subgroup is given. Using a collection of right R-subgroups, an intuitionistic fuzzy right R-subgroup is established. Using a chain of right R-subgroups, an intuitionistic fuzzy right R-subgroup is also established.

• The Pure and Applied Mathematics
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• v.2 no.1
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• pp.17-24
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• 1995

We begin with a brief survey of some of the known results dealing with Bloch constants. Bloch's theorem asserts that there is a constant B$\_$1.C/(1, 0) such that if f is holomorphic in the open unit disk D and normalized by │f'(0)│$\geq$1, then the Riemann surface of f contains an unramified disk of radius at least B$\_$1.C/(1, 0) (see[7,p.14]).(omitted)

• The Mathematical Education
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• v.48 no.2
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• pp.141-148
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• 2009

The article discusses roles of analysis in problem solving, especially the problem posing. The author shows the procedure of analysis like the presentation of the hypothesis, the reasoning for the necessary conditions and the sufficient condition. Finally the author suggests that the analysis should be reviewed in the school mathematics.

• Journal of the Chungcheong Mathematical Society
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• v.32 no.4
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• pp.393-400
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• 2019

Pajoohesh introduced the concept of k-metric spaces and Hiltzler and Seda defined the concept of metric-like spaces. Recently, Kopperman and Pajoohesh proved a fixed point theorem in complete k-metric spaces for a Lipschitz map with bound. In this paper, we prove a fixed point theorem in complete metric-like spaces for a Lipschitz map with bound.

• The Pure and Applied Mathematics
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• v.2 no.2
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• pp.141-148
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• 1995

In this paper we shall consider function p(z) analytic in the open unit circle D and the solutions y(z) of the differential equation y"(Z) ＋ p(z)y(z) = 0. (1.1) The ratio f(z) = u(z)/v(z) of any two independent solutions u(z) and v(z) of (1.1) will be function f(z), meromorphic in D with only simple poles, and such that f'(z) (equation omitted) 0. We shall say that a meromorphic function which satisfies these two condition belongs to the restricted class.(omitted)