• Education of Primary School Mathematics
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• v.3 no.2
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• pp.151-162
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• 1999

We have performed a series of tests on 3rd, and 4th graders to estimate their understandings of some mathematical concepts. We found some noticeable differences between 3rd and 4th graders on fractional concepts, logical classifications. But for spatial, sense age didn't help much. Lower graders need to work with concrete shapes to improve their spatial concepts. For the fractional concepts, they also need to deal with various problems before they move on to fractional operations. In general feed-back is important and the curriculum needs to be reconstructed to help this matter. We haven't found any significant age deceleration fur children to arrive at the abstract operating stage compared to Piagetian research.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.161-171
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• 2005

In Experiment 1, 4- and 5-year-olds were shown either continuous(i.e., pizza) or discontinuous Stimuli(i.e., biscuit) by the experimenter. After a proportion(e.g., 2/8, 4/8, or 6/8) was removed, children were asked to remove an equivalent proportion. Whereas 4-year-olds proportional reasoning was correct only when they shared the same stimulus with the experimenter, 5-year-olds reasoned correctly regardless whether or not they shared the stimulus with the experimenter. In Experiment 2, where the discontinuous stimulus was changed, 4-year-olds also made correct proportional reasoning even when their stimulus was different from the experimenter's. Contrary to other studies, quantity didn't affect children's proportional reasoning except the proportion 1/4, where problems with discontinuous quantity were solved more successfully than problems with continuous quantity.

• Nonlinear Functional Analysis and Applications
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• v.29 no.1
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• pp.47-56
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• 2024

It is well known that inequalities enable us to analyze and solve complex problems with precision and efficiency. The inequalities provide powerful tools for establishing bounds, optimizing solutions, and deepening our understanding of mathematical concepts, paving the way for advancements in areas such as optimization, analysis, and probability theory. In this paper, we present some properties for Hadamard-Simpsons type inequalities in the classic integral and Riemann-Liouville fractional integral. We use the convexity of the given function and its first derivative.

• School Mathematics
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• v.5 no.3
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• pp.385-399
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• 2003

In our present elementary mathematics curriculum, natural numbers are taught by using the a method of one-to-one correspondence or counting operation which are not related to measurement, and fractional numbers are taught by using a method which is partially related to measurement. The most serious limitation of these teaching methods is that natural numbers and fractional numbers are separated. To overcome this limitation, Dewey and Davydov insisted that the natural number and the fractional number should be taught by measurement of quantity. In this article, we suggested a method of teaching the natural number and the fractional number by measurement of quantity based on the claims of Dewey and Davydov, and compare it with our current method. In conclusion, we drew some educational implications of teaching the natural number and the fractional number by measurement of quantity as follows. First, the concepts of the natural number and the fractional number evolve from measurement of quantity. Second, the process of transition from the natural number to the fractional number became to continuous. Third, the natural number, the fractional number, and their lower categories are closely related.

• The Korean Journal of Applied Statistics
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• v.28 no.5
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• pp.951-963
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• 2015

The conjoint analyst in marketing are anxious to know whether there exist synergy or antagonistic effects between two attributes. That is to say, they are interested in estimating the main effects as well as the two factor interaction effects.We research the design of survey questionnaire so that all the main effects and two factor interaction effects are estimable by employing the resolution V balanced Incomplete Block Fractional Factorial Design. We screen vital few effects, find the proper model and obtain information for efficient concepts optimization by analyzing all respondents survey data.

• The Mathematical Education
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• v.40 no.2
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• pp.195-215
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• 2001

The purpose of this paper is to present a specific set of home teaching methods in hopes to prevent slow learner of the elementary mathematics. This paper deals with the number and operations, one of five topics in the elementary mathematics A survey of two hundred elementary school teachers was made to see the teacher's opinions of the role of home studying and to concretize the contents of the research topics. There were asked which is the most essential contents for the concrete loaming and which is the most difficult monad that might cause slow leaner. And those were found to be; counting, and arithmetic operations(addition and subtraction) of one or two-digit numbers and multiplication and their concepts representations and operations(addition and subtraction) of fractions. The home teaching methods are based on the situated learning about problem solving in real life situations and on the active teaming which induces children's participation in the process of teaching and learning. Those activities in teaching each contents are designed to deal with real objects and situations. Most teaching methods are presented in the order of school curriculum. To teach the concepts of numbers and the place value, useful activities using manipulative materials (Base ten blocks, Unifix, etc.) or real objects are also proposed. Natural number's operations such as addition, subtraction and multiplication are subdivided into small steps depending upon current curriculum, then for understanding of operational meaning and generalization, games and activities related to the calculation of changes are suggested. For fractions, this paper suggest 10 learning steps, say equivalent partition, fractional pattern, fractional size, relationship between the mixed fractions and the improper fraction, identifying fractions on the number line, 1 as a unit, discrete view point of fractions, comparison of fractional sizes, addition and subtraction, quantitative concepts. This research basically centers on the informal activities of kids under the real-life situation because such experiences are believed to be useful to prevent slow learner. All activities and learnings in this paper assume children's active participation and we believe that such active and informal learning would be more effective for learning transfer and generalization.

• Korean Journal of Mathematics
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• v.32 no.1
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• pp.137-162
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• 2024

This paper consists of two significant aims. The first aim of this paper is to establish the criteria for the existence of solutions to nonlinear Volterra-Fredholm (V-F) fractional integral equations on [0, L], where 0 < L < ∞. The fractional integral is described here in the sense of the Katugampola fractional integral of order λ > 0 and with the parameter β > 0. The concepts of the fixed point theorem and the measure of noncompactness are used as the main tools to prove the existence of solutions. The second aim of this paper is to introduce a computational method to obtain approximate numerical solutions to the considered problem. This method is based on the Fibonacci wavelets with collocation technique. Besides, the results of the error analysis and discussions of the accuracy of the solutions are also presented. To the best knowledge of the authors, this is the first computational method for this generalized problem to obtain approximate solutions. Finally, two examples are discussed with the computational tables and convergence graphs to interpret the efficiency and applicability of the presented method.

• School Mathematics
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• v.4 no.4
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• pp.633-642
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• 2002

This paper focuses on the concepts of a value of ratio and a rate in elementary school mathematics. Although the concept of a value of ratio can be distinguished meaningfully from that of a rate by phenomenological analyses, this distinction is impossible at the elementary school level. Two concepts tend to be treated as identical, therefore they need to be classified by the other methods. By analyzing the series of mathematics textbooks from the first curriculum to the present 7th curriculum, this paper investigated how two concepts have been transposed into the products of school mathematics. In addition, we discussed how the difference of two concepts in the changing process of definitions have been presented clearly to the students. As a result, this paper concluded that the difference of two concepts has not been developed clearly for elementary students in general, except the textbook by the 7th curriculum. The definitions of two concepts were described obscurely so that the students may confuse the concept of a value of ratio with that of a rate. The role of a value of ratio needs to be reconsidered when it is applied to set proportional expressions. Therefore, this paper suggests not adhering to the terminology ‘value of ratio’ to present the ratio as a quotient or the rate as a fractional representation in school mathematics.

• Research in Mathematical Education
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• v.24 no.2
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• pp.111-130
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• 2021

This exploratory study focuses on analyzing three mathematics textbooks in Germany, Singapore and South Korea to reveal similarities and differences in their introductions of fraction concepts. Findings reveal that all three countries' textbooks introduce fraction concepts predominantly by using pictorial representations such as area models, but the introductions of multiple fraction constructs vary. The Singaporean and South Korean textbooks predominantly used a part-whole construct to introduce fractional concepts while the German textbook introduced various constructs sequentially in the first pages using several scenarios from different real-life situations. The findings were represented using visual representations, which we called textbook signatures. The textbook signatures provided configurations of the textbook features across the three countries. At the end of paper, we share insights and limitations about the use of textbook signatures in the research on textbook analysis.

• Proceeding of EDISON Challenge
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• 2014.03a
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• pp.516-520
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• 2014

Fractional quantum Hall Effect (FQSH) is one of most fundamental issues in condensed matter physics, and the Topological insulator becomes its prominent applications. This article reviews the general frameworks of these development and the physical properties. FQSH states and topological insulators are supposed to be topologically invariant under the minor change of geometrical shape or internal impurities. The phase transitions involved in this phenomena are known not to be explained in terms of symmetry breaking or Landau-Ginsburg theory. The new type of phase transitions related to topological invariants has acquired new name - topological phase transition. The intuitive concepts and the other area having same type of phase transitions are discussed.