• The Mathematical Education
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• v.47 no.2
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• pp.135-154
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• 2008

The purpose of this study is to help to improve the method of math teaching by analysing how learner-centered teaching method offsets mathematical creativity and mathematical disposition. For this purpose, research questions are established as follows; (1) Mathematical creativity between open-ended learning activity approach(OLAA) and general classroom-based instruction(GCI) shows any difference? (2) Mathematical disposition between OLAA and GCI shows any difference? The results obtained through this study were as follows: (1) There was significant difference between OLAA group and CCI group in mathematical creativity. This means that open-ended learning activity approach was generally more effective in improving mathematical creativity than general classroom-based instruction. (2) There was no significant difference between OLAA group and GCI group in mathematical disposition. But the average scores of mathematical disposition except mathematical confidence improved a little. So we can say that open-ended learning activity approach brought an positive influence on students' mathematical disposition. The results obtained in this study suggest that the OLAA can be used to cultivate the children's mathematical creativity and disposition. Therefore, I suggest that teachers should use the OLAA to improve the children's mathematical creativity and disposition.

• Research in Mathematical Education
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• v.7 no.1
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• pp.11-24
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• 2003

The key features of our integrated approach to teaching and loaming college mathematics include interactive and discussion-based teaching, small group work, computer as a tool, problem solving approach, open approach, mathematics in context, emphasis on mathematical thinking and creativity, and writing/communicating about mathematics. In this paper we report a few examples to illustrate the type of problems we use in our integrated approach.

• The Mathematical Education
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• v.46 no.3
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• pp.293-302
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• 2007

In this paper, we review definition and concept of mathematical creativity. A couple of criteria have established for perspectives in mathematical creativity, The first is specific domain(mathematics) vs general domain(creativity) and the second is process(thinking process) vs outcome(divergent production). By these criteria, four perspectives have constructed : mathematics-thinking process approach(McTd), mathematics-divergent production approach(MctD), creativity-thinking process approach(mCTd), creativity-divergent production approach(mCtD). When mathematical creativity is researched by the specific reason and particular focus, an appropriate approach can be chosen in four perspectives.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.2
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• pp.101-124
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• 2008

The purpose of this study is to test if problem posing based on structural approach cooperative learning has a positive effect on mathematical achievement and mathematical disposition. For this purpose, this study carried out tasks as follows: First, we design a problem posing teaching learning program based on structural approach cooperative learning. Second, we analyze how problem posing based on structural approach cooperative learning affects students' mathematical achievement. Third, we analyze how problem posing based on structural approach cooperative learning affects students' mathematical disposition. The results of this study are as follows: First, in the aspect of mathematical achievement, the experimental group who participated in the problem posing program based on structural approach cooperative teaming showed significantly higher improvement in mathematical achievement than the control group. Second, in the aspect of mathematical disposition, the experimental group who participated in the problem posing program based on structural approach cooperative teaming showed positive changes in their mathematical disposition. Summing up the results, through problem posing based on structural approach cooperative learning, students made active efforts to solve problems rather than fearing mathematics and, as a result, their mathematical achievement was improved. Furthermore, through mathematics classes enjoyable with classmates, their mathematical disposition was also changed in a positive way.

• Journal of the Chungcheong Mathematical Society
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• v.33 no.4
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• pp.405-412
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• 2020

In this paper we introduce the category of closuresequential approach spaces, CSEQ. And study some properties of closure-sequential approach space.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2002.05a
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• pp.1044-1051
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• 2002

This paper proposes a two-phase mathematical programming approach by considering classification gap to solve the proposed credit scoring problem so as to complement any theoretical shortcomings. Specifically, by using the linear programming (LP) approach, phase 1 is to make the associated decisions such as issuing grant of credit or denial of credit to applicants. or to seek any additional information before making the final decision. Phase 2 is to find a cut-off value, which minimizes any misclassification penalty (cost) to be incurred due to granting credit to 'bad' loan applicant or denying credit to 'good' loan applicant by using the mixed-integer programming (MIP) approach. This approach is expected to and appropriate classification scores and a cut-off value with respect to deviation and misclassification cost, respectively. Statistical discriminant analysis methods have been commonly considered to deal with classification problems for credit scoring. In recent years, much theoretical research has focused on the application of mathematical programming techniques to the discriminant problems. It has been reported that mathematical programming techniques could outperform statistical discriminant techniques in some applications, while mathematical programming techniques may suffer from some theoretical shortcomings. The performance of the proposed two-phase approach is evaluated in this paper with line data and loan applicants data, by comparing with three other approaches including Fisher's linear discriminant function, logistic regression and some other existing mathematical programming approaches, which are considered as the performance benchmarks. The evaluation results show that the proposed two-phase mathematical programming approach outperforms the aforementioned statistical approaches. In some cases, two-phase mathematical programming approach marginally outperforms both the statistical approaches and the other existing mathematical programming approaches.

• East Asian mathematical journal
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• v.32 no.2
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• pp.291-300
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• 2016

The integration of mathematics education is required Fundamentally discussion about the nature and purpose of mathematics education. After the theoretical discussion of that, Practical approach of that can be correctly realized. However, It is the impression that theoretical discussions and practical action about the current discourse about integration in mathematics education are the wrong order. To understand the practical action for the integrated approach in mathematics education, theoretical discussion of the integrated approach of mathematical education is properly required.

• East Asian mathematical journal
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• v.34 no.4
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• pp.537-548
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• 2018

An integrated approach has been regarded as important in mathematics education. The ultimate ideal of mathematics education is the development of whole person in students. However, mathematics education has not been successful in achieving this ideal. The purpose of this article is to identify an integrated approach to secondary mathematics education in order to achieve the ideal of the whole person. In particular, Ideas for an integrated approach for mathematical activities are sought. This study starts with analysis of recent attempts to integrate knowledge and attitude of mathematics education. Finally, some suggestions for the cultural and institutional conditions in which these integrative ideas can be effectively realized in secondary school.

• Industrial Engineering and Management Systems
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• v.15 no.2
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• pp.156-172
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• 2016

Complex and uncertain issues in supply chain result in integrated decision making processes in supply chains. So decentralized (distributed) decision making (DDM) approach is considered as a crucial stage in supply chain planning. In this paper, an uncertain DDM through coordination mechanism is addressed for a multi-product supply chain planning problem. The main concern of this study is comparison of DDM approach with centralized decision making (CDM) approach while some parameters of decision making are assumed to be uncertain. The uncertain DDM problem is modeled through fuzzy mathematical programming in which products' demands are assumed to be uncertain and modeled using fuzzy sets. Moreover, a CDM approach is customized and developed in presence of fuzzy parameters. Both approaches are solved using three fuzzy mathematical optimization methods. Hence, the contribution of this paper can be summarized as follows: 1) proposing a DDM approach for a multi-product supply chain planning problem; 2) Introducing a coordination mechanism in the proposed DDM approach in order to utilize the benefits of a CDM approach while using DDM approach; 3) Modeling the aforementioned problem through fuzzy mathematical programming; 4) Comparing the performance of proposed DDM and a customized uncertain CDM approach on multi-product supply chain planning; 5) Applying three fuzzy mathematical optimization methods in order to address and compare the performance of both DDM and CDM approaches. The results of these fuzzy optimization methods are compared. Computational results illustrate that the proposed DDM approach closely approximates the optimal solutions generated by the CDM approach while the manufacturer's and retailers' decisions are optimized through a coordination mechanism making lasting relationship.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.499-514
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• 2007

In modern mathematic education, the development of mathematical ability based on the understanding of mathematical concepts has been emphasized in curriculum and teaching methodology. Also, in schools, most math teachers stress the importance of mathematical concepts in doing math well. Thus, in this paper, we outlined the development of mathematical concepts through the literature survey. And then, based on the Sfard's definition of mathematical concepts, which classifies math concepts into the operational approach and structural approach, we analyzed the math concepts of exponential function and logarithmic function units in three highschool math textbooks. As the result, we found that the textbook authors used different approach for the same concepts, and, at the same time, they used both approaches to help develop the students' math concepts.