• Journal of the Korean Mathematical Society
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• v.56 no.5
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• pp.1265-1283
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• 2019

We develop a framework to construct geometric representations of finite groups G through the correspondence between real toric spaces $X^{\mathbb{R}}$ and simplicial complexes with characteristic matrices. We give a combinatorial description of the G-module structure of the homology of $X^{\mathbb{R}}$. As applications, we make explicit computations of the Weyl group representations on the homology of real toric varieties associated to the Weyl chambers of type A and B, which show an interesting connection to the topology of posets. We also realize a certain kind of Foulkes representation geometrically as the homology of real toric varieties.

• The Mathematical Education
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• v.58 no.1
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• pp.139-160
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• 2019

This study attempts to examine statistical tasks in the middle-school mathematics textbooks of Korea and Connected Mathematics 3 [CMP] of the US in terms of an opportunity-to-learn for statistical reasoning. We utilized an analytical framework consisting of types of context, statistical reasoning level, cognitive demand of the tasks, and types of student response. The findings from the task analysis suggested that Korean textbooks focused on finding answers by applying previously learned algorithms or formulas and thus provided students with very limited opportunities to experience statistical reasoning. Also, the results proposed that the mathematical tasks in statistics unit of CMP3 offer more essential and complex tasks that promote students' conceptual understanding of various statistical ideas and statistical reasoning in a meaningful way.

• Nonlinear Functional Analysis and Applications
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• v.26 no.2
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• pp.303-322
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• 2021

The concepts of new classes of mappings are introduced in the spaces which are more general space than the usual metric spaces. The existence and uniqueness of common fixed points and fixed point results are established in the setting of complete complex valued b-metric spaces. An illustration is given by establishing the existence of solution of periodic differential equations in the framework of a complete complex valued b-metric spaces.

• Journal of Applied and Pure Mathematics
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• v.4 no.3_4
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• pp.99-105
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• 2022

The objective of this research paper is to prove that an additive mapping T from a semiprime ring R to itself will be centralizer having a suitable torsion restriction on R if it satisfy any one of the following algebraic equations (a) 2T(xⁿyⁿxⁿ) = T(xⁿ)yⁿxⁿ + xⁿyⁿT(xⁿ) (b) 3T(xⁿyⁿxⁿ) = T(xⁿ)yⁿxⁿ+xⁿT(yⁿ)xⁿ+xⁿyⁿT(xⁿ) for every x, y ∈ R. Further, few extensions of these results are also presented in the framework of *-ring.

• Nonlinear Functional Analysis and Applications
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• v.28 no.3
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• pp.753-774
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• 2023

The fundamental aim of the proposed work is to introduce the concept of soft rectangular b-metric spaces, which involves generalizing the notions of rectangular metric spaces and b-metric spaces. Furthermore, an investigation into specific characteristics and topological aspects of the underlying generalization of metric spaces is conducted. Moreover, the research establishes fixed point theorems for mappings that satisfy essential criteria within soft rectangular b-metric spaces. These theorems offer a broader perspective on established results in fixed point theory. Additionally, several congruous examples are presented to enhance the understanding of the introduced spatial framework.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.303-320
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• 2014

The purpose of research is to analyze research trends and methods in a total of 709 studies published in five domestic mathematics education journals issued by Korea Citation Index (KCI) for the last 10 years (2003-2013) and strands in stages of research methods among mixed methods studies. As a result, the majority of articles in the five journals used either qualitative or quantitative methods and mixed methods research was less than 10 % of the total number of studies. The majority of mixed methods was research equally mixing qualitative and quantitative methods. The mixed methods research consisted primarily of quantitative with descriptive statistics and very little qualitative with conceptual framework based on theoretical background. Our results provide not only trends of the current research methods, but also implications for various future research paradigms in mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.135-160
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• 2017

Since mathematics textbooks for 6th graders based on the 2009 revised national curriculum were applied to the site, there has been a note pointing out that the unit of 'ratio and rate' causes some learning difficulties. This implies the necessity of search for desirable methods of organizing the unit of ratio and rate in mathematics textbooks. This study analyzed and compared Korean and foreign mathematics textbooks on ratio and rate longitudinally and horizontally, respectively. For longitudinal analysis, we selected the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we took the mathematics textbooks of Japan, Singapore, Hong Kong, and Finland. In each textbook, the contents and the order in relation to ratio and rate, the definitions of terminology, and the methods for introducing related concepts are set as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about ratio and rate. Based on these results, we suggested some implications for writing the unit of ratio and rate in elementary mathematics textbooks.

• The KIPS Transactions:PartB
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• v.8B no.5
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• pp.429-440
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• 2001

To achieve a computer tutor framework with high learning effects as well as practicality, the goal of this research has been set to developing an intelligent tutor for problem-solving in mathematics domain. The maine feature of the CyberTutor, a computer tutor developed in this research, is the facilitation of a learning environment interacting in accordance with the learners differing inferential capabilities and needs. The pedagogical information, the driving force of such an interactive learning, comprises of tutoring strategies used commonly in various domains such as phvsics and mathematics, in which the main contents of learning is the comprehension and the application of principles. These tutoring strategies are those of testing learners hypotheses test, providing hints, and generating explanations. We illustrate the feasibility and the behavior of our propose framework with a sample problem-solving learning in geometry. The proposed tutorial framework is an advancement from previous works in several aspects. Firstly, it is more practical since it supports handing of a wide range of problem types, including not only proof types but also finding-unkown tpes. Secondly, it is aimed at facilitating a personal tutor environment by adapting to learners of varying capabilities. Finally, learning effects are maximized by its tutorial dialogues which are derived from real-time problem-solving inference instead of from built-in procedures.

• Journal of the Korean Chemical Society
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• v.68 no.1
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• pp.40-53
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• 2024

The study investigates the number and proportion of questions in each area by examining Chemistry I questions from the College Scholastic Ability Test from 2019 to 2022. The analysis was conducted using a three-dimensional framework that included key concepts in chemistry, behavioral domains in chemistry, and behavioral domains in mathematics. The results indicated that Chemistry I questions on the College Scholastic Ability Test had a relatively even distribution of questions across core individual topics, but highly difficult questions were predominantly biased toward stoichiometry. In terms of the behavioral domains in chemistry, there was a remarkably low proportion of questions related to problem recognition and hypothesis establishment, as well as designing research and implementing research. Conversely, highly difficult questions were more inclined towards drawing conclusions and evaluations. Regarding behavioral domains in mathematics, there was a limited number of questions addressing heuristic reasoning and deductive reasoning. On the other hand, high-difficulty questions favored internal problem-solving ability. Additionally, certain key concepts in chemistry and behavioral domains in chemistry exhibited a strong correlation with specific behavioral domains in mathematics. This characteristic was particularly evident in questions that encompassed higher-dimensional behavioral domains in mathematics, which students tend to find challenging.

• School Mathematics
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• v.16 no.3
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• pp.519-542
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• 2014

This study analyzed characteristics which emerged while 45 secondary school teachers observed a video clip about a statistics instruction. The aim of this study based on the analysis was to deduct implications in terms of the various means which would enhance teachers' knowledge in teaching statistics and assist in designing statistics education programs for teachers and professional development initiatives. To achieve this goal, this research firstly developed framework descriptors which provided this study with theoretical foundations to investigate what characteristics appeared in the teachers' observation. Secondly, this study probed the observation results from the teachers in the light of the framework. Therefore, some issues in the teacher education program for teaching statistics were thirdly identified in the categories of 'focus of instruction', 'role of the teacher and discourse' and 'data and technology' based on the analysis. This research inspires the elaboration of exactly what features effective statistics classes have through the framework descriptors and additionally the elucidation of essential matters relevant to statistics education on the basis of the issues.