• Research in Mathematical Education
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• v.10 no.1 s.25
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• pp.33-47
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• 2006

Finding good ways to support the further development of mathematically gifted students is a challenge for all mathematics educators. Simply moving able students on more rapidly to the next level of traditional mathematical instruction seems to be a limited approach, while providing supplementary enrichment material or specialized mathematical software requires us to ensure that doing so is truly worthwhile for the students. This paper presents an approach that the author has used with students of diverse capabilities in both technologically advanced and developing nations investigating mathematical ideas using a spreadsheet.

• The Mathematical Education
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• v.41 no.3
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• pp.341-360
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• 2002

The purpose of the study was to investigate the effectiveness of dynamic software in solving high school analytic geometry problems compared with traditional algebraic approach. Three high school students who have revealed high performance in mathematics were involved in this study. It was considered that they mastered the basic concepts of equations of plane figure and curves of secondary degree. The research questions for the study were the followings: 1) In what degree students understand relationship between geometric approach and algebraic approach in solving geometry problems? 2) What are the difficulties students encounter in the process of using the dynamic software? 3) In what degree the constructions of geometric figures help students to understand the mathematical concepts? 4) What are the effects of dynamic software in constructing analytic geometry concepts? 5) In what degree students have developed the images of algebraic concepts? According to the results of the study, it was revealed that mathematical connections between geometric approach and algebraic approach was complementary. And the students revealed more rely on the algebraic expression over geometric figures in the process of solving geometry problems. The conceptual images of algebraic expression were not developed fully, and they blamed it upon the current college entrance examination system.

• Bulletin of the Korean Mathematical Society
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• v.57 no.2
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• pp.489-508
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• 2020

This paper develops an approach to the evaluation of quadratic Euler sums that involve harmonic numbers. The approach is based on simple integral computations of polylogarithms. By using the approach, we establish some relations between quadratic Euler sums and linear sums. Furthermore, we obtain some closed form representations of quadratic sums in terms of zeta values and linear sums. The given representations are new.

• Journal of the Chungcheong Mathematical Society
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• v.27 no.1
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• pp.145-149
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• 2014

I consider the optimal consumption and portfolio selection problem with nonnegative wealth constraints using the dynamic programming approach. I use the constant relative risk aversion (CRRA) utility function and disutility to derive the closed-form solutions.

• Journal of the Chungcheong Mathematical Society
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• v.11 no.1
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• pp.163-172
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• 1998

In this paper, we will study properties of the Green's potential for the Green's function of B which is defined in [8]. In particular, we will investigate boundary behavior of some functions related with Green's function within tangential approach regions that were used in [4].

• Research in Mathematical Education
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• v.15 no.2
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• pp.115-126
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• 2011

The aim of this study was to explore teachers' values about teaching mathematics in the classrooms which implemented Lesson Study and Open Approach as a teaching approach. The targeted group was 83 school teachers from 4 schools participating in a teacher professional development project. The data was gathered through teacher questionnaires, lesson observations and interviews. Data analysis is based on Bishop's (1988; 2003; 2007) and Komin's (1990) frameworks. The results from the implementation of Lesson Study and Open Approach in Thai classroom found the different of the roles and behaviors of teachers and students in classroom. The results revealed 3 kinds of values about teaching: Mathematical values, General educational values, Mathematics educational values and also found that most of the teachers valued problem solving as an innovative teaching approach as against traditional approaches they were familiar with.

• Journal for History of Mathematics
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• v.32 no.6
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• pp.281-299
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• 2019

Mathematical problem solving has become a major concern in school mathematics, and methods to enhance children's mathematical problem solving abilities have been the main topics in many mathematics education researches. In addition to previous researches about problem solving, the development of a mathematical problem solving method that enables children to establish mathematical concepts through problem solving, to discover formalized principles associated with concepts, and to apply them to real world situations needs. For this purpose, I examined the necessity of problem solving education and reviewed mathematical problem solving researches and problem solving models for giving the theoretical backgrounds. This study suggested the problem solving approach based on the intuitive and the formal inquiry which are the basis of mathematical discovery and inquiry process. And it is developed to keep the balance and complement of the conceptual understanding and the procedural understanding respectively. In addition, it consisted of problem posing to apply the mathematical principles in the application stage.

• Honam Mathematical Journal
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• v.38 no.4
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• pp.693-699
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• 2016

The purpose of this note is to provide an alternative proof of two quadratic transformations contiguous to that of Kummer using a differential equation approach.

• Research in Mathematical Education
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• v.13 no.1
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• pp.5-12
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• 2009

Mathematical creativity is the most important factor for the advancement of mathematics. Only creative mind can produce creative results. But not much research work has been done in this direction. The present author has taken a scheme of developing a mathematical creativity test to identify creative children in mathematics and to find the relationships of psychoticism, neuroticism, intelligence, ability to achieve in mathematics and general creativity with mathematical creativity and their composite effect on it over a population of Bengali medium school students. In this approach, Bengali adaptation of English version of the "Verbal Test of Creative Thinking" by Mehdi [Mehdi, B. (1985). Manual of verbal test of creative thinking (revised edition). Agra, India: National Psychological Corporation.] has been completed. Works of adapting intelligence test, developing mathematical creativity test, adapting personality test in Bengali are in process. Relationships are to be found later.

• Journal of the Chungcheong Mathematical Society
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• v.27 no.4
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• pp.581-590
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• 2014

In approach theory, we can provide arbitrary products of ${\infty}p$-metric spaces with a natural structure, whereas, classically only if we rely on a countable product and the question arises, then, whether properties which are derived from countability properties in metric spaces, such as sequential and countable compactness, can also do away with countability. The classical results which simplify the study of compactness in pseudometric spaces, which proves that all three of the main kinds of compactness are identical, suggest a further study of the category $pMET^{\infty}$.