• The Pure and Applied Mathematics
• /
• v.18 no.4
• /
• pp.305-312
• /
• 2011

In this paper, we denote that R is a near-ring and G an R-group. We initiate the study of the substructures of R and G. Next, we investigate some properties of R-groups, d.g. near-rings and monogenic (R, S)-groups.

• The Pure and Applied Mathematics
• /
• v.3 no.1
• /
• pp.73-81
• /
• 1996

Multiple objective programming has been a popular research area since 1970. The pervasiveness of multiple objective in decision problems have led to explosive growth during the 1980's. Several approaches (interactive methods, feasible direction methods, criterion weight space methods, Lagrange multiplies methods, etc) have been developed for solving decision problems having multiple objectives. However there are still many mathematically challengings including multiple objective integer, nonlinear optimization problems which require further mathematically oriented research. (omitted)

• East Asian mathematical journal
• /
• v.26 no.2
• /
• pp.165-177
• /
• 2010

The purpose of this study is to review previous studies regarding the relationship between graphing calculators usage and teaching and learning school mathematics and to suggest practical implications for further research in mathematics education. Through reviewing the total of 21 studies five subsections are divided in order to gain the answers to the research questions. The results of this study are as follows: students typically used graphing calculators in drawing graphs of functions, and they used graphing calculators as a tool for calculations, transformations, data collection and analysis, visualization, and checking. The implications for further research are suggested corresponding to these results.

• Journal of Engineering Education Research
• /
• v.20 no.6
• /
• pp.3-11
• /
• 2017

The purpose of this study is to investigate the variables that learners should consider for learning persistence when applying blended learning to mathematics class which is a basic curriculum of engineering college. For this purpose, this study compared the basic mathematics class with the blended learning and the class without it. In addition, this study analyzed the influence of the learning outcomes of the blended learning on the willingness to learning persistence by using the self-efficacy and self-regulated learning variables that can predict it. As a result, it was found that the blended learning applied mathematics class of K university which is the subject of analysis in this study has higher self - efficacy, self - regulated learning, and learning persistence intention than general classroom. Finally, the results of this study are meaningful to provide the points to be considered for improving the learning performance when applying the blended learning to the subject class in the future.

• Communications of Mathematical Education
• /
• v.23 no.4
• /
• pp.1131-1148
• /
• 2009

Algebra is one of the important subjects that not only mathematics but many science major students should know at least at the elementary level. Unfortunately abstract algebra, specially, is seen as an extremely difficult course to learn. One reason of difficulties is because of its very abstract nature, and the other is due to the lecture method that simply telling students about mathematical contents. In this paper we study about the teaching and learning abstract algebra in universities in corporation of a programming language such as ISETL. ISETL is a language whose syntax closely imitates that of mathematics. In asking students to read and write code in ISETL before they learn in class, we observe that students can much understand and construct formal statements that express a precise idea. We discuss about the classroom activities that may help students to construct and internalize mathematical ideas, and also discuss about some barriers we might overcome.

• Research in Mathematical Education
• /
• v.18 no.3
• /
• pp.187-208
• /
• 2014

This study engages in the features of interaction in elementary school mathematics lessons as reflected in the class discourse. 28 pre-service teachers documented the discourse during observation of their tutor-teachers' lessons. Mapping the interaction patterns was performed by a unique graphic model developed for that purpose and enabled providing a spatial picture of the discourse conducted in the lesson. The research findings present the known discourse pattern "initiation-response-evaluation / feedback" (IRE/F) which is recurrent in all the lessons and the teacher's exclusive control over the class discourse patterns. Hence, the remaining time of the lesson for the pupils' discourse is short and meaningless.

• Communications of the Korean Mathematical Society
• /
• v.37 no.1
• /
• pp.31-43
• /
• 2022

In his notebooks, Srinivasa Ramanujan recorded several modular equations that are useful in the computation of class invariants, continued fractions and the values of theta functions. In this paper, we prove some new modular equations of signature 2 by well-known and useful theta function identities of composite degrees. Further, as an application of this, we evaluate theta function identities.

• The Pure and Applied Mathematics
• /
• v.30 no.2
• /
• pp.131-138
• /
• 2023

The aim of this note is to provide two new and interesting closed-form evaluations of the generalized hypergeometric function ₅F₄ with argument $\frac{1}{256}$. This is achieved by means of separating a generalized hypergeometric function into even and odd components together with the use of two known sums (one each) involving reciprocals of binomial coefficients obtained earlier by Trif and Sprugnoli. In the end, the results are written in terms of two interesting combinatorial identities.

• Research in Mathematical Education
• /
• v.11 no.2
• /
• pp.87-100
• /
• 2007

This paper is intended to document the development of the Mathematics across the Curriculum (MAC) movement, following a mathematics problem solving model. Of course, just as new, related problems often arise after we have completed the solution of a current mathematics problem, so too, many questions remain regarding the future of MAC. Although preliminary assessments have been favorable, no broad-based evaluation of the impact of MAC has been conducted. To what extent has the promise of increased student understanding of mathematics and its connections to other disciplines been realized? What can be done to overcome logistical obstacles preventing instructors from working together in real schools settings? Are changes in institutional culture and relationships among academics merely transitory? Is the development of a strong base of curricular materials forthcoming? In other words, will MAC reach a level of educational permanence, or ultimately be discarded as another interesting, but unmanageable instructional fad?

• Journal of applied mathematics & informatics
• /
• v.22 no.1_2
• /
• pp.411-424
• /
• 2006

The purpose of this paper, using the idea of intuitionistic fuzzy set due to Atanassov [2], we define the notion of intuitionistic fuzzy metric spaces (see, [1]) due to Kramosil and Michalek [17] and Jungck's common fixed point theorem ([11]) is generalized to intuitionistic fuzzy metric spaces. Further, we first formulate the definition of weakly commuting and R-weakly commuting mappings in intuitionistic fuzzy metric spaces and prove the intuitionistic fuzzy version of Pant's theorem ([21]).