• Journal of the Chungcheong Mathematical Society
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• v.30 no.1
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• pp.15-19
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• 2017

We introduce the $M{\ddot{o}}bius$ functions ${\mu}k$ of order k and give the asymptotic formula for the summatory function associated to theses functions in function field case.

• Journal of the Chungcheong Mathematical Society
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• v.27 no.4
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• pp.553-562
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• 2014

In this paper we study of densities of the 4-rank of narrow ideal class groups of real quadratic function fields over the rational function field $\mathbb{F}_q(T)$ when $q{\equiv}3$ mod 4.

• Journal of applied mathematics & informatics
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• v.39 no.3_4
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• pp.541-552
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• 2021

In this paper, we introduce q-sigmoid polynomials combining q-cosine function. We find several properties and identities of these polynomials which are related to sigmoid function using deep learning.

• Bulletin of the Korean Mathematical Society
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• v.59 no.4
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• pp.905-915
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• 2022

This paper studies the boundedness of integral operators on the Cesàro function spaces. As applications of the main result, we obtain the Hilbert inequalities, the boundedness of the Erdélyi-Kober fractional integrals and the Mellin fractional integrals on the Cesàro function spaces.

• Journal of the Korean Home Economics Association
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• v.47 no.4
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• pp.25-35
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• 2009

The purpose of this study is to examine the effect of group game play program on ADHD-liked children’s executive function. The game play program was implemented for children in experiment group to find out the effect of the group game play program on ADHD-liked executive function. The subjects of this study were 12 children (4th year elementary students), showing ADHD characteristics. 6 were put in experiment group and other 6 were put in control group randomly. The effectiveness of group game play on ADHD children’s executive function are as followings: The attention ability, behavior inhibition ability, cognitive flexibility of children in experiment group was improved more than in control group. It is concluded that group game play program is effective for ADHD-liked children’s executive function.

• Proceedings of the KAIS Fall Conference
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• 2003.11a
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• pp.243-246
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• 2003

This system is unionized form about GPS and a pocket game machine. This game machine of the use only for the game with an existing system but the function of various purposes which carries out service relevant to a user's position information. This system have the game function, the function to offer space guidance service by the theme interlocked with a user's position, and the traffic safety education function.

• The Pure and Applied Mathematics
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• v.28 no.4
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• pp.281-296
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• 2021

In this paper, we suggest a representation for an inverse transform of the generalized Fourier-Feynman transform on the function space C_a,b[0, T]. The function space C_a,b[0, T] is induced by the generalized Brownian motion process with mean function a(t) and variance function b(t). To do this, we study the generalized Fourier-Feynman transform associated with the Gaussian process Ƶ_k of exponential-type functionals. We then establish that a composition of the Ƶ_k-generalized Fourier-Feynman transforms acts like an inverse generalized Fourier-Feynman transform.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.561-569
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• 2011

In order to solve the problems of the information society and the reverse function of chatting, there is a growing need of seeking out approachable educational methods. Therefore, we need to offer that addresses these issues ethical education from elementary school years where the creation of sound personality and its course may be hurt unless otherwise. Yet, there is no detailed curriculum for chatting education which is one of the detailed education areas. Also, how to offer and utilize the chatting education has never been mentioned. Moreover, only reverse function of information-driven changes have been emphasized whereas their desirable functions and information ethical principles have been simply neglected. The paper presents the effectiveness for improvement the school chatting education.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.17-35
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• 2021

The purpose of this study is to derive implications for the development of the next home economics curriculum by comparing the 'function' and 'achievement standard' presented in the 14 subjects of the 2015 revised middle school common curriculum with the home economics curriculum. For this, keyword network analysis was conducted, and the results are as follows. First, in the 'function' of the 2015 revised middle school common curriculum, 'analysis, use, and expression' were found to be core function keywords with high Degree Centrality and the Eigenvector Centrality. Second, the functional keywords 'understanding, explanation, expression, analysis, and use' in the 'achievement standard' of the 2015 revised middle school common curriculum appeared with high frequency, and 'practice, problem-solving, search and reasoning' which are related to practical problem-solving ability appeared. It was confirmed that 'appreciation, solution and realization', which have relatively high Eigenvector Centrality, were core functional keywords used in the 'achievement standard'. Third, when the 'function' and 'achievement standard' of the 2015 revised middle school home economics curriculum were matched and compared, 7 out of 15 functions were not used in the statement of 'achievement standard', so the connection between 'function' and 'achievement standard' appeared to be insufficient. In addition, the diversity of functional keyword used in the 'achievement standard' was also found insufficient when compared to the middle school common curriculum. Therefore, this study propose strengthening the connectivity of 'function' and 'achievement standard' in the next home economics curriculum, using keywords such as 'analyze', 'express', 'compare', 'understand', 'interpret', 'explore', 'appreciate', and 'solve'.

• Communications of Mathematical Education
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• v.22 no.4
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• pp.417-444
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• 2008

Many research papers on the college students' functional concept show they have poor understanding on this topic. To compare the results with that of Korean students, four interrelated topics are chosen: How do they understand the concept of function?; what are their misconceptions including epistemological obstacles?; How do the function concepts develop and are acquired? For this a survey has been conducted to 95 engineering students just before they start Calculus course. We have done research on other major areas including psychology, economics and statistics to see how function is defined in these areas. Function definitions from US math text books are also introduced. Based on the these and the survey, some suggestions are made on the new curriculum which treat function as a correspondence relation. Vertical line test should be added to the Algebra II/Pre calculus course to check the univalent property.