• 대한수학회보
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• 제46권4호
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• pp.607-615
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• 2009

In this paper, we investigate the growth of solutions and the existence of subnormal solutions for a class of higher order linear differential equations. We obtain some results which improve and extend the results of Chen-Shon [2] and Gundersen-Steinbart [5].

• Korean Journal of Mathematics
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• 제29권1호
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• pp.105-120
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• 2021

In this paper, we extend some results related to the growth rates of entire functions by introducing the relative logarithmic order ����g(f) of a nonconstant entire function f with respect to another nonconstant entire function g. Next we investigate some theorems related the behavior of ����g(f). We also define the relative logarithmic proximate order of f with respect to g and give some theorems on it.

• 한국학교수학회논문집
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• 제1권1호
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• pp.185-196
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• 1998

This study is undertaken to clarify the evolution of the mathematics regarding the $\pi$ ratio, square root, trigonometric ration which are dealing by approximate value according to the curriculum of Korean Middle School and its subsequent growth of methods for attaining the approximate value. Furthermore a brief survey has been thought for assessing the significance of the core of approximate value and its utility which will be given a guide line to many young learners. I'd better teach these historical background to the students and it makes clear the approximate value and the content about the approximate value. This research should help to improve the student's ability of solving a problem by making them think it mathematically through the life and the effort of the mathematician.

• 대한수학회논문집
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• 제33권3호
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• pp.985-999
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• 2018

This paper is devoted to the existence and uniqueness of $L^p$ (p > 1) solutions for general time interval multidimensional backward stochastic differential equations (BSDEs for short), where the generator g satisfies a ($p{\wedge}2$)-order weak monotonicity condition in y and a Lipschitz continuity condition in z, both non-uniformly in t. The corresponding stability theorem and comparison theorem are also proved.

• 대한수학회보
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• 제61권4호
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• pp.917-932
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• 2024

In this paper, we deal with the Euler-Maruyama (EM) scheme for stochastic differential equations driven by G-Brownian motion (G-SDEs). Under the linear growth and the local Lipschitz conditions, the strong convergence as well as the rate of convergence of the EM numerical solution to the exact solution for G-SDEs are established.

• 한국학교수학회논문집
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• 제8권1호
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• pp.77-87
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• 2005

본 고는 실재 학교 상황 내에서 교사의 실재를 위한 전문성 향상 프로그램에의 기여를 위한 실험 수업을 제시하는 데 그 의의를 두고 있다. 이러한 전문성 신장을 위한 프로그램의 고안은 Dewey의 반영적 사고와 이론과 실재의 연계에 그 지향하는 바를 두고 있다. 또한 색심적 구저적 특성은 Garet, Porter, Desimone, Birman & Kwang (2001)이 제안한 전문성 신장을 위한 프로그램에 따라 시도되었으며, 교사들이 자신의 실재에 반영할 수 있고 자신의 교수-학습을 자가 생성(Carpenter & Leher, 1999)될 수 있게 함을 그 궁극적인 목적으로 둔 실험수업을 제안하였다.

• 대한수학회지
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• 제53권2호
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• pp.247-262
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• 2016

In this paper, we consider the following $Schr{\ddot{o}}dinger$-Poisson system: $$\{\begin{array}{lll}-{\Delta}u+u+{\lambda}{\phi}u={\mu}f(u)+{\mid}u{\mid}^{p-2}u,\;\text{ in }{\Omega},\\-{\Delta}{\phi}=u^2,\;\text{ in }{\Omega},\\{\phi}=u=0,\;\text{ on }{\partial}{\Omega},\end{array}$$ where ${\Omega}$ is a smooth and bounded domain in $\mathbb{R}^3$, $p{\in}(1,6]$, ${\lambda}$, ${\mu}$ are two parameters and $f:\mathbb{R}{\rightarrow}\mathbb{R}$ is a continuous function. Using some critical point theorems and truncation technique, we obtain three multiplicity results for such a problem with subcritical or critical growth.

• 한국학교수학회논문집
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• 제2권1호
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• pp.79-91
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• 1999

The aim of this study focused on student-centered learning not teacher-centered teaching in middle school math classes. This study was performed to check the growth of students' problem-solving abilities, learning attitudes and changes in learning motivation among affective characteristics. The results of this study is as followings: 1) The controlled group a heterogeneous group which had classes in a math room, had more meaningful growth than the uncontrolled group. The results of the study show that the problem-solving abilities of the high-leveled group were better than those of the low-leveled group. 2) The controlled group has shown meaningful difference in their mean in learning aptitude test and attitude test converted their score into 100 points than uncontrolled group, and various kinds of learning materials suitable for problem solving are proved as a good learning factor to induce students' motivation and interest. 3) Students prefer to have classes in a math room to the small-sized and large-numbered classrooms. The atmosphere in a math room is more suitable to improving their problem-solving abilities. In this context, the classes performed in a math room are fairly positive. Consequently, students' leveled learning activities performed in a math room can get their learning motivation and attention from those who are lack of interest and think math is difficult and be effective to increase their problem-solving abilities as a learning method for acquiring the whole course of solving the problems.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권2호
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• pp.265-280
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• 2005

According to the characteristics of elementary school students in favor of playing games, and to their high energy levels and physical growth states, it is fair to say that students can learn mathematics through 'game playing activities.' These activities are considered to intrigue their interest in class and make them feel less stress from the burden of studying mathematics. Mr. Skemp, who had conducted research on 'game activity' with experimental studies relating to elementary mathematics, recommends that math teachers try to give as many activity-oriented classes as possible to students. The method of 'game activity' by Skemp's operation deals with the whole range of mathematical themes. It is believed by other math teachers that this is not a way to substitute free time or just to have fun in class, but an intentionally well-organized way of learning an entire mathematical course during elementary school. In this research, 5th and 6th grade students needing extra classes after school had been exposed to 'ame activity' by Skemp's operation. As a result, we can figure out its influence on their understanding of arithmetic ability, and on the cognitive definition territory in their minds.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권1호
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• pp.1-26
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• 2008

The concept field is defined as the schema of all equivalent definitions of a mathematics concept. Concept system is defined as the schema of a group concept network where there are mathematics relations. Proposition field is defined as the schema of all equivalent proposition sets. Proposition system is defined as a schema of proposition sets where one mathematics proposition at least is "derived" from the other proposition. CPFS structure that consists of concept field, concept system proposition field, proposition system describes more precisely mathematics cognitive structure, and reveals the unique psychological phenomena and laws in mathematics learning.