• Communications of the Korean Mathematical Society
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• v.14 no.1
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• pp.201-210
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• 1999

We introduce the notion of the Finsler metrics compatible with f(5,1)-structure and investigate the properties of Finsler space with such metrics.

• Bulletin of the Korean Mathematical Society
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• v.36 no.2
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• pp.217-224
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• 1999

In this paper the properties of the Finsler metrics compatible with an f-structure are investigated.

• The Pure and Applied Mathematics
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• v.9 no.1
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• pp.63-72
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• 2002

An inverse interpolation problem for rational matrix functions with a certain type of symmetricity in zero-pole structure is studied.

• Korean Journal of Mathematics
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• v.7 no.1
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• pp.123-130
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• 1999

We characterize the compactness, weak precompactness and weak compactness in $L^P({\mu},X)$ and in more general space $P^c({\mu},X)$. Moreover, we present this characterization in terms of extremal structure in X.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.247-268
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• 2009

The purpose of this study was to examine the mathematical components of word problems and the structure of the components, to examine the characteristics of the understanding of mathematics high achievers about word problems, and ultimately to devise a teaching method geared toward facilitating learner understanding of the word problems. Given the findings of the study, the following conclusion was reached: First, word problems could be categorized according to their mathematical components, namely the mathematical structure of multiple variables provided to learners for their problem solving. And learner's reaction might hinge on the type of word problems. Second, the mathematics high achievers relied on diverse strategies to understand the mathematical components of word problems to solve the problems. The use of diverse strategies made it possible for them to succeed in problem solving. Third, identifying the characteristics of the understanding of the mathematics high achievers about word problems made it possible to layout successful lesson plans that stressed understanding of the mathematical structure of word problems. And the teaching plans enabled the learners to get a better understanding of the given word problems.

• Kyungpook Mathematical Journal
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• v.33 no.1
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• pp.25-36
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• 1993

• Journal for History of Mathematics
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• v.17 no.3
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• pp.1-12
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• 2004

In the Analysis, there have been many cases of confusion on topological structure and uniform structure because they were dealt in metric spaces. The concept of metric spaces is generalized into that of topological spaces but its uniform aspect was much later generalized into the uniform structure by A. Weil. We first investigate Weil's life and his mathematical achievement and then study the history of the uniform structure and its development.

• Kyungpook Mathematical Journal
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• v.31 no.1
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• pp.97-100
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• 1991

• The Mathematical Education
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• v.51 no.2
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• pp.161-171
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• 2012

Generally mathematics is regarded as a subtle subject to grasp their true meaning. And teacher's personal conceptions of mathematics influence greatly on the teaching and learning of mathematics. More over often teachers confess their difficulties in explaining the true nature of mathematics. In this paper, applying the theory of epistemology, we tried to search factors that must be counted important when trying to understand the true nature of mathematics. As results, we identified five characteristics of mathematical knowledge such as logical reasoning, abstractive concept, mathematical representation, systematical structure, and axiomatic validation. Next, we tried to investigate math education major students' conception of mathematics using these items. To proceed this research we asked 51 students from three Universities to answer their opinion on 'What do you think is mathematics?'. Analysing their answers in the light of the above five items, we got the following facts. 1. Only 38% of the students regarded mathematics as one of the five items, which can be considered to reveal students' low concern about the basic nature of mathematics. 2. The status of students' responses to the question were greatly different among the three Universities. This shows that mathematics professors need to lead students to have concern about the true nature of mathematics.

• Honam Mathematical Journal
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• v.28 no.4
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• pp.573-589
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• 2006

Let M be a real hypersurface with almost contact metric structure $({\phi},{\xi},{\eta},g)$ in a non flat complex space form $M_n(c)$. In this paper, we prove that if the structure Jacobi operator $R_{\xi}$ is ${\xi}$-parallel and the Ricci tensor S commutes with the structure operator $\phi$, then a real hypersurface in $M_n(c)$ is a Hopf hypersurface. Further, we characterize such Hopf hypersurface in $M_n(c)$.