• Communications of the Korean Mathematical Society
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• v.34 no.1
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• pp.145-154
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• 2019

The notion of hypercyclicity was localized by J-sets and in this paper, we will investigate for an equivalent condition through the use of open sets. Also, we will give a J-class criterion, that gives conditions under which an operator belongs to the J-class of operators.

• Journal of applied mathematics & informatics
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• v.23 no.1_2
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• pp.505-516
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• 2007

In this paper, we provide some fundamental properties and basic theoretical results of K-class-based dedicated storage policy in a unit load system assuming the constant-space assumption that the number of storage locations for a class is not the maximum aggregate inventory position for a class but the sum of space requirement for products assigned to the class. The main theorem is that there exists a (K+1) -class-based storage layout whose expexted single command (SC) travel time is not greater than that of a K-class-based storage layout, i.e, $E(SC^*_{K+1}){\leq}E(SC^*_K)\;for\;K=1,{\cdots}$, (n-1).

• Journal of applied mathematics & informatics
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• v.28 no.1_2
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• pp.425-430
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• 2010

In this work, We consider an initial boundary value problem for a class of nonlinear hyperbolic equations. We establish a blow-up result for certain solutions with a dissipative term.

• Journal of applied mathematics & informatics
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• v.35 no.1_2
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• pp.131-145
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• 2017

In this paper, we study the uniqueness and value sharing problems in class ${\mathcal{A}}$ of meromorphic functions. We obtain significant results which improve as well as generalize the result of C.C Yang and Xinhou Hua [10].

• Honam Mathematical Journal
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• v.36 no.1
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• pp.147-155
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• 2014

Let D be a square-free positive integer and let $K_D=\mathbb{Q}(\sqrt{-D})$ be the imaginary quadratic field. And let $h_D$ be the class number of the number field $K_D$. In this paper, we show the following: If D=l or 4l, where l is a prime number with $l{\equiv}3$ (mod 4), then $h_D$ is odd.

• School Mathematics
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• v.4 no.3
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• pp.331-346
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• 2002

This study has two purposes. One is to know that it is Possible to use portfolio in the elementary math class. The other is to make a useful method for using portfolio. We got the following conclusion through the study. Portfolio gave students an opportunity that they could review their mathematical thinking. But it couldn't work very well for the low-level students. They didn't pay attention to the class. So, careful prepa-ration and training were necessary for the portfolio material. And the portfolio material must be prepared by appropriate contents. Teacher had to do math class by considering students ability. The math class could be much better for motivation, teaching-learning activity impro-vement and communication tool by using portfolio material. There are several imple-mentation processes in preparation, execution and utilization of the class. 1) Preparation: Teacher must decide if it is appropriate for portfolio by analyzing the course and textbook and set a final goal. And then teacher has to select an appropriate item and make a schedule for the class. The portfolio material must contain valuable things from which students learn mathematics and use in their life. The student level, utilization purpose and contents are considered when one prepares portfolio material. 2) Execution: Students are supposed to understand about the portfolio very well. It is important for them to get the opportunity for reviewing through math class diary, their opinion, friends opinion and teachers opinion. 3) Utilization: Parents review ameliorates the communication among teacher, student and parents about learning activity.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.139-150
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• 2000

The objectives of the current study are first, to compare and analyze the two different teaching methods of elementary mathematics in the traditional method and in the constructivists view, and, second, thereby to reveal possible problems of the present teaching practice and to suggest some guidelines to solve those problems.The results of this research are as follows: First, longer time was spent to reach the target pont of class because the class was a little bit disturbed and noisy due to a large amount of student activities in the beginning of the class in the constructive view. Second, in the class in the constructive view, the teacher should be able to respond appropriately to the situation where the students were cognitively. And the teachers sufficient preparation for the class was found essential to have the students reach the target point by themselves through identifying children`s minds. Third, the class in the constructivists view provide the teaching environment were the teacher could evaluate each students ability accurately and study progress of the class. And fourth, finally, it was not easy for the teacher to pay attention individually to each student in the current situation of large class, The effort to have more concern for students seems to contribute to opening student`s closed minds and to forming positive attitudes toward mathematics.

• Journal of applied mathematics & informatics
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• v.22 no.1_2
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• pp.435-440
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• 2006

Let G be a simple graph with vertex set V(G) and edge set E(G). A subset S of E(G) is called an edge cover of G if the subgraph induced by S is a spanning subgraph of G. The maximum number of edge covers which form a partition of E(G) is called edge covering chromatic number of G, denoted by X'c(G). It is known that for any graph G with minimum degree ${\delta},\;{\delta}-1{\le}X'c(G){\le}{\delta}$. If $X'c(G) ={\delta}$, then G is called a graph of CI class, otherwise G is called a graph of CII class. It is easy to prove that the problem of deciding whether a given graph is of CI class or CII class is NP-complete. In this paper, we consider the classification of nearly bipartite graph and give some sufficient conditions for a nearly bipartite graph to be of CI class.

• Korean Journal of Mathematics
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• v.24 no.2
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• pp.139-168
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• 2016

In this work, we rst introduce a class of analytic functions involving the Dziok-Srivastava linear operator that generalizes the class of uniformly starlike functions with respect to symmetric points. We then establish the closure of certain well-known integral transforms under this analytic function class. This behaviour leads to various radius results for these integral transforms. Some of the interesting consequences of these results are outlined. Further, the lower bounds for the ratio between the functions f(z) in the class under discussion, their partial sums $f_m(z)$ and the corresponding derivative functions f'(z) and $f^{\prime}_m(z)$ are determined by using the coecient estimates.

• Journal of Engineering Education Research
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• v.22 no.5
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• pp.13-19
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• 2019

It is important to encourage students who are having difficulty learning mathematics and majors due to lack of basic knowledge, and encourage them to improve their academic performance by focusing on and participating in class. The purpose of this study is to confirm the applicability of the Jigsaw Method by analyzing the change of the learner's academic achievement and the attitude of the learner's mathematics by applying the Jigsaw Model. During the four weeks, the Jigsaw Model was applied to 30 experimental students and the instructor-led lectures were given to 36 students in the comparative group. As a result of the study, it was confirmed that the average of the experimental groups applying the Jigsaw model was higher than the average of the comparative group in the lecture class. The results of the survey showed that the Jigsaw Model increased class concentration and participation, helped self - directed learning, and had high learning satisfaction.