• Journal of applied mathematics & informatics
• /
• v.29 no.5_6
• /
• pp.1229-1243
• /
• 2011

In this paper we consider a system of N-Laplacian elliptic equations with critical exponential growth. The existence and multiplicity results of solutions are obtained by a limit index method and Trudinger-Moser inequality.

• Research in Mathematical Education
• /
• v.27 no.1
• /
• pp.129-150
• /
• 2024

This study utilized South Korean elementary and middle school student data to examine the longitudinal change trajectories of learning motivation types according to the longitudinal change trajectories of mathematics academic achievement. Growth mixture modeling, latent growth model, and multiple indicator latent growth model were used to examine various change trajectories for longitudinal data. As a result of the analysis, it was classified into 4 subgroups with similar longitudinal change trajectories of mathematics academic achievement, and the characteristics of the mathematics subject, which emphasize systematicity, appeared. Furthermore, higher mathematics academic achievement was associated with higher self-determination and higher academic motivation. And as the grade level increases, amotivation increases and self-determination decreases. This study suggests that teaching and learning support using this is necessary because the level of learning motivation according to self-determination is different depending on the level of mathematics academic achievement reflecting the characteristics of the student.

• Journal of the Korean Society for Industrial and Applied Mathematics
• /
• v.16 no.1
• /
• pp.15-29
• /
• 2012

In this paper we introduce 6-fold symmetry crystal growth using new phase-field models based on the modified Allen-Cahn equation. The proposed method is a hybrid method which uses both analytic and numerical solutions. We then show this method can be extended to $k$-fold case. The Wulff construction procedure is provided to understand and predict the shape of crystals. We also present a detailed mathematical proof of the validity of the Wulff construction. For computational results, we verify the accuracy and efficiency of the method for snow crystal growth.

• Bulletin of the Korean Mathematical Society
• /
• v.61 no.3
• /
• pp.597-610
• /
• 2024

Using the Nevanlinna value distribution theory of algebroid functions, this paper investigates the growth of two types of complex algebraic differential equation with algebroid solutions and obtains two results, which extend the growth of complex algebraic differential equation with meromorphic solutions obtained by Gao [4].

• The Mathematical Education
• /
• v.50 no.1
• /
• pp.103-118
• /
• 2011

The study examined whether the relation between mathematics self-efficacy and mathematics achievement was partially mediated by the learning strategies, using latent growth model analyses. It was also examined the auto-regressive, cross-lagged (ARCL) panel model for testing the stability and change in the relation of mathematics self-efficacy and learning strategy over time. The study analyzed the first-year to the third-year data of the Korean Educational Longitudinal Survey (KELS). The result of ARCL panel model analysis showed that earlier mathematics self-efficacy could predict later learning strategy use. There were linear trends in mathematics self-efficacy, learning strategy, and mathematics achievement. Specifically, mathematics achievement was increased over the three time points, whereas mathematics self-efficacy and learning strategies were significantly decreased. In the analyses of latent growth models, the mediating effects of learning strategies were overall supported. That is, both of initial status and change rate of rehearsal strategy partially mediated the relation of mathematics self-efficacy and mathematics achievement. However, in elaboration and meta-cognitive strategies, only the initial status of each variable showed the indirect relationship.

• Journal of applied mathematics & informatics
• /
• v.9 no.2
• /
• pp.761-769
• /
• 2002

Due to the large scale application of software systems, software reliability plays an important role in software developments. In this paper, a software reliability growth model (SRGM) is proposed. The testing time on the right is truncated in this model. The instantaneous failure rate, mean-value function, error detection rate, reliability of the software, estimation of parameters and the simple applications of this model are discussed .

• Communications of Mathematical Education
• /
• v.34 no.4
• /
• pp.525-544
• /
• 2020

There are many factors that affect academic achievement, and the influences of those factors are also complex. Since the factors that influence mathematics academic achievement are constantly changing and developing, longitudinal studies to predict and analyze the growth of learners are needed. This study uses longitudinal data from 2014 (second year of middle school) to 2017 (second year of high school) of the Seoul Education Longitudibal Study, and divides it into groups with similar longitudinal patterns of change in mathematics academic achievement. The longitudinal change patterns and direct influence of mood and satisfaction were examined. As a result of the study, it was found that the mathematics academic achievement of the first group (1456 students, 68.3%) including the majority of students and the second group (677 students) of the top 31.7% had a direct influence on the mathematics class attitude. It was found that the mood and satisfaction of mathematics classes did not have a direct effect. In addition, the influence of mathematics class attitude on mathematics academic achievement was different according to the group. In addition, students in group 2 with high academic achievement in mathematics showed higher mathematics class attitude, mood, and satisfaction. In addition, the attitude, atmosphere, and satisfaction of mathematics classes were found to change continuously from the second year of middle school to the second year of high school, and the extent of the change was small.

• Research in Mathematical Education
• /
• v.14 no.4
• /
• pp.323-332
• /
• 2010

It is the development of a mathematics teachers' teaching knowledge that manifests a mathematics teacher's professional knowledge growth. It is becoming a direct and effective approach of conversion of mathematical knowledge into the knowledge of mathematics teaching. Through the investigation, the study revealed that the knowledge conversion process of mathematics teachers in middle school is restricted by three aspects including eight factors. From this point, the authors have structured the path and model on influencing factors of middle school Mathematics Teaching Knowledge Conversion (MPCK), and discuss the mechanism of the transformation process.

• Communications of Mathematical Education
• /
• v.35 no.1
• /
• pp.97-118
• /
• 2021

Since the characteristics of teachers that affect mathematics academic achievement are constantly changing and affecting mathematics achievement, longitudinal studies that can predict and analyze growth are needed. This study used data from middle and high school students from 2013(first year of middle school) to 2017(second year of high school) of the Seoul Education Longitudibal Study(SELS). By classifying the longitudinal changes in mathematics academic achievement into similar subgroups, the direct influence of teachers' characteristics(professionalism, expectations, academic feedback) perceived by students on the longitudinal changes in mathematics academic achievement was examined. As a result of the study, it was found that the characteristics of mathematics teachers(professional performance, expectation, and academic feedback) in group 1(343 students), which included the top 14.5% of students, did not directly affect longitudinal changes in mathematics academic achievement. Students in the middle 2nd group(745, 32.2%) had academic feedback from the mathematics teacher, and the 2nd group(1225 students) in the lower 53%, which included most of the students, showed that the expectations of the mathematics teacher were the longitudinal mathematics achievement. The change has been shown to have a direct effect. This suggests that support for teaching and learning should also reflect this, as the direct influence of teachers' professionalism, expectations, and academic feedback on longitudinal changes in mathematics academic achievement is different according to the characteristics and dispositions of students.

• Journal of Educational Research in Mathematics
• /
• v.25 no.3
• /
• pp.381-405
• /
• 2015

The nature of school mathematics has not been asked from the epistemological perspective. In this paper, I compare two dominant perspectives of school mathematics: ethnomathematics and didactical transposition theory. Then, I show that there exist some examples from Old Babylonian (OB) mathematics, which is considered as the oldest school mathematics by the recent contextualized anthropological research, cannot be explained by above two perspectives. From this, I argue that the nature of school mathematics needs to be understand from new perspective and its meaning needs to be extended to include students' and teachers' products emergent from the process of teaching and learning. From my investigation about OB school mathematics, I assume that there exist an intrinsic function of school mathematics: Linking scholarly Mathematics(M) and everyday mathematics(m). Based on my assumption, I suggest the chain of ESMPR(Educational Setting for Mathematics Practice and Readiness) and ESMCE(Educational Setting For Mathematical Creativity and Errors) as a mechanism of the function of school mathematics.