• Korean Journal of Mathematics
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• v.32 no.2
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• pp.285-295
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• 2024

In this work, we consider the function $${\Psi}(z)=\frac{z}{\ln(1+z)}=1+\sum\limits_{n=1}^{\infty}\,G_nz^n$$ whose coefficients G_n are the Gregory coefficients related to Stirling numbers of the first kind and introduce a new subclass ${\mathcal{G}}^{{\lambda},{\mu}}_{\Sigma}(\Psi)$ of analytic bi-univalent functions subordinate to the function Ψ. For functions belong to this class, we investigate the estimates for the general Taylor-Maclaurin coefficients by using the Faber polynomial expansions. In certain cases, our estimates improve some of those existing coefficient bounds.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.357-367
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• 2013

It is important to make students do research for oneself. But the practice of inquiry activity is not easy in the mathematics education field. Intellectual curiosities of students are unpredictable. It is important to meet intellectual curiosities of students. We could get a sequence in the process solving a problem. This sequence was expressed in a form of the recurrence relation $a_n=a_{n-1}+a_{n-3}$ ($n{\geq}4$), $a_1=a_2=a_3=1$. We tried to look for the general terms of this sequence. This sequence is similar to Fibonacci sequence, but the process finding the general terms is never similar to Fibonacci sequence. We can get two general terms expressed in different form after our a great deal of effort. We hope that this study will give the spot of education energy.

• School Mathematics
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• v.17 no.2
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• pp.309-329
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• 2015

This study is to provide didactical implications for teaching and learning of radian through a analysis of investigation result about pre-service teachers' understanding of radian. The results of this study are as follows. First, pre-service teachers understood the radian as ${\frac{180^{\circ}}{\pi}}$, rather than as the definition. Secondly, the definition style of radian affected the problem solving strategy for the measurement of the angle. Thirdly, pre-service teachers had insufficient content knowledge about properties of measurement as a pure number of radian. Lastly, They failed to describe the usefulness of circular measure. We suggested the definition of radian in textbooks should be changed from ${\frac{180^{\circ}}{\pi}}$ to mathematical definition of radian. And the general angle should be stated as the reason why the domain of trigonometric function is real numbers.

• Research in Mathematical Education
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• v.13 no.2
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• pp.151-170
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• 2009

This study reports a research which was conducted on how frequently and where the students use the unit circle method while dealing with trigonometric functions in solving the trigonometry questions. Moreover, the reasons behind the choice of the methods, which could be the unit circle method, the ratio method, or the use of trigonometric identities, are also investigated to get an insight about their understanding. In this study, the relationship between the students' choices of methods in solving questions is examined in terms of instrumental or relational understanding. This is a multi-method research which involves a range of research strategies. The research techniques used in this study are test, verbal protocol (think aloud), and interview. The test has been applied to ten tenth grade students of a public school to get students' solution processes on the paper. Later on, verbal protocol has been performed with three students of these ten who were of the upper, middle and lower sets in terms of their performance in the test. The aim was to get much deeper data on the students' thinking and reasoning. Finally, interview questions have been asked both these three students and other three from the initial ten students to question the reasons behind their answers to the trigonometry questions. Findings in general suggest that students voluntarily choose to learn instrumentally whose reasons include teachers' and students' preference for the easier option and the anxiety resulting from the external exam pressure.

• Proceedings of the Korean Society of Computational and Applied Mathematics Conference
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• 2003.09a
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• pp.1-1
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• 2003

In this talk, a reduced-order modeling methodology based on centroidal Voronoi tessellations (CVT's)is introduced. CVT's are special Voronoi tessellations for which the generators of the Voronoi diagram are also the centers of mass (means) of the corresponding Voronoi cells. The discrete data sets, CVT's are closely related to the h-means clustering techniques. Even with the use of good mesh generators, discretization schemes, and solution algorithms, the computational simulation of complex, turbulent, or chaotic systems still remains a formidable endeavor. For example, typical finite element codes may require many thousands of degrees of freedom for the accurate simulation of fluid flows. The situation is even worse for optimization problems for which multiple solutions of the complex state system are usually required or in feedback control problems for which real-time solutions of the complex state system are needed. There hava been many studies devoted to the development, testing, and use of reduced-order models for complex systems such as unsteady fluid flows. The types of reduced-ordered models that we study are those attempt to determine accurate approximate solutions of a complex system using very few degrees of freedom. To do so, such models have to use basis functions that are in some way intimately connected to the problem being approximated. Once a very low-dimensional reduced basis has been determined, one can employ it to solve the complex system by applying, e.g., a Galerkin method. In general, reduced bases are globally supported so that the discrete systems are dense; however, if the reduced basis is of very low dimension, one does not care about the lack of sparsity in the discrete system. A discussion of reduced-ordering modeling for complex systems such as fluid flows is given to provide a context for the application of reduced-order bases. Then, detailed descriptions of CVT-based reduced-order bases and how they can be constructed of complex systems are given. Subsequently, some concrete incompressible flow examples are used to illustrate the construction and use of CVT-based reduced-order bases. The CVT-based reduced-order modeling methodology is shown to be effective for these examples and is also shown to be inexpensive to apply compared to other reduced-order methods.

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.547-563
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• 2005

There have been many papers reporting that the axiomatic approach in Abstract Algebra is a big obstacle to overcome for the students who are not trained to think in an abstract way. Therefore an instructor must seek for ways to help students grasp mathematical concepts in Abstract Algebra and select the ones suitable for students. Mathematics faculty and students generally consider Abstract Algebra in general and quotient groups in particular to be one of the most troublesome undergraduate subjects. For, an individual's knowledge of the concept of group should include an understanding of various mathematical properties and constructions including groups consisting of undefined elements and a binary operation satisfying the axioms. Even if one begins with a very concrete group, the transition from the group to one of its quotient changes the nature of the elements and forces a student to deal with elements that are undefined. In fact, we also have found through running abstract algebra courses for several years that students have considerable difficulty in understanding the concept of quotient groups. Based on the above observation, we explore and analyze the nature of students' knowledge about $Z_n$ that is the set of congruence classes modulo n. Applying the genetic decomposition method, we propose a model to lead students to achieve the correct concept of $Z_n$.

• Journal of applied mathematics & informatics
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• v.28 no.1_2
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• pp.13-30
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• 2010

Let C be a nonempty closed convex subset of a real Hilbert space H. Consider the following iterative algorithm given by $x_0\;{\in}\;C$ arbitrarily chosen, $x_{n+1}\;=\;{\alpha}_n{\gamma}f(W_nx_n)+{\beta}_nx_n+((1-{\beta}_n)I-{\alpha}_nA)W_nP_C(I-s_nB)x_n$, ${\forall}_n\;{\geq}\;0$, where $\gamma$ > 0, B : C $\rightarrow$ H is a $\beta$-inverse-strongly monotone mapping, f is a contraction of H into itself with a coefficient $\alpha$ (0 < $\alpha$ < 1), $P_C$ is a projection of H onto C, A is a strongly positive linear bounded operator on H and $W_n$ is the W-mapping generated by a finite family of nonexpansive mappings $T_1$, $T_2$, ${\ldots}$, $T_N$ and {$\lambda_{n,1}$}, {$\lambda_{n,2}$}, ${\ldots}$, {$\lambda_{n,N}$}. Nonexpansivity of each $T_i$ ensures the nonexpansivity of $W_n$. We prove that the sequence {$x_n$} generated by the above iterative algorithm converges strongly to a common fixed point $q\;{\in}\;F$ := $\bigcap^N_{i=1}F(T_i)\;\bigcap\;VI(C,\;B)$ which solves the variational inequality $\langle({\gamma}f\;-\;A)q,\;p\;-\;q{\rangle}\;{\leq}\;0$ for all $p\;{\in}\;F$. Using this result, we consider the problem of finding a common fixed point of a finite family of nonexpansive mappings and a strictly pseudocontractive mapping and the problem of finding a common element of the set of common fixed points of a finite family of nonexpansive mappings and the set of zeros of an inverse-strongly monotone mapping. The results obtained in this paper extend and improve the several recent results in this area.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.405-424
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• 2006

The purpose of this study was to develop the instruments which can measure behavior characteristics as a component of Mathematically Giftedness with in middle school period. This study prescribed the variable factors of measurement after classify the characteristics of Mathematically Giftedness through literature studies. And it produced instruments those are finally composed of 51 items through the preliminary test. The participants for the study were 424 Korean middle school students. Statistical analyses were carried out to verify the validities and reliability. Reliability(Cronbach $\alpha$) was in behavior characteristics, .95. Content validity was found to be satisfactory by internal validity evaluation on the test items. Internal validity were analyzed by BIGSTEPTS based on Rasch's 1-parameter item-response model. Construct validity was also found to be satisfactory through factor analysis which showed the four factors which the identification instruments were intended to measure such as, General mathematical mental ability, Mathematical Ability, Processing and Obtaining mathematical information Anility and Mathematical Disposition Ability. In conclusion, the instruments about behavior characteristics of Mathematically Giftedness during middle school period developed by this study are highly reliable on its reliability and validity.

• School Mathematics
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• v.10 no.1
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• pp.1-22
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• 2008

The purpose of this study is to search the effective teaching-learning program by considering how affect on formation of linear function using Excel. This study was based on qualitative case study. The teaching experiment using Excel executed with five 8th graders' students for second research content. Teaching experiment was performed for two classes. Collecting the data was conducted via observations and interviews with students. The data include audio and video recording of the students' work, students' worksheets and detailed field notes. The conclusions drawn from teaching experiment are as follows: First, when students explored relevancy content of function in Excel environment, formation of concept of function was facilitated by experiencing operation of algebraic formulas, tables and graphs. We could infer that formation of concept was effected by conjecture activity and iterative process of feedback through Excel environment. Second, the students explored the changes very interestingly making algebraic formulas and presenting tables and graphs. The students were familiarized with observation on algebraic formulas, graphs and tables concurrently. Also, they tried to look for general rules through inductive observation. According to this study, we noticed that exploration teaming environment using Excel could supplement paper-and-pencil environment.

• Journal of the Korean Mathematical Society
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• v.48 no.1
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• pp.105-115
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• 2011

Let f be a function which assigns a positive integer f(v) to each vertex v $\in$ V (G), let r, s and t be non-negative integers. An f-coloring of G is an edge-coloring of G such that each vertex v $\in$ V (G) has at most f(v) incident edges colored with the same color. The minimum number of colors needed to f-color G is called the f-chromatic index of G and denoted by ${\chi}'_f$(G). An [r, s, t; f]-coloring of a graph G is a mapping c from V(G) $\bigcup$ E(G) to the color set C = {0, 1, $\ldots$; k - 1} such that |c($v_i$) - c($v_j$ )| $\geq$ r for every two adjacent vertices $v_i$ and $v_j$, |c($e_i$ - c($e_j$)| $\geq$ s and ${\alpha}(v_i)$ $\leq$ f($v_i$) for all $v_i$ $\in$ V (G), ${\alpha}$ $\in$ C where ${\alpha}(v_i)$ denotes the number of ${\alpha}$-edges incident with the vertex $v_i$ and $e_i$, $e_j$ are edges which are incident with $v_i$ but colored with different colors, |c($e_i$)-c($v_j$)| $\geq$ t for all pairs of incident vertices and edges. The minimum k such that G has an [r, s, t; f]-coloring with k colors is defined as the [r, s, t; f]-chromatic number and denoted by ${\chi}_{r,s,t;f}$ (G). In this paper, we present some general bounds for [r, s, t; f]-coloring firstly. After that, we obtain some important properties under the restriction min{r, s, t} = 0 or min{r, s, t} = 1. Finally, we present some problems for further research.