• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.17-37
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• 2015

In this paper, we compared and analyzed the Korean National Mathematics textbooks of the 2007 amendment curriculum and the Harcourt Math in America focused on fractions and decimals. To summarize the results of the analysis are as follows. First, both textbooks introduce fractions to the meaning of parts-whole concept, but the Harcourt Math is stronger than that of Korean Mathematics textbooks in the concept of unit fractions as a generator of fractions. Second, the fractions can be considered trivial materials - a fraction representing 1 whole, a fraction with it's denominator is 1 - were more clearly represented in our US textbooks than those of our Korean textbooks. Third, in the introduction of the term relating to the fractions, Korea is a strong point of view of the classification of fractions than the point of view of representation in comparison with the case of the United States. Fourth, the equivalent fraction and equivalent decimal concepts were described more detail in the United States of textbooks than those of the case of Korean textbooks. Finally, the approaches of fraction and decimal concepts were introduced more mathematically in the case of the United States than those of the case of Korean textbooks.

• Journal of the Korean Mathematical Society
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• v.37 no.5
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• pp.835-847
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• 2000

We investigate various ${\Phi}$(t)-stability of comparison differential equations and we obtain necessary and/or sufficient conditions for the asymptotic and uniform asymptotic stability of the differential equations x'=f(t, x).

• Journal for History of Mathematics
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• v.33 no.5
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• pp.277-287
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• 2020

There are many results for Zadeh's max-min composition operators based on Zadeh's extension principle. We calculate Zadeh's max-min composition operators for two triangular fuzzy numbers defined on ℝ.

• Journal of the Korean Data and Information Science Society
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• v.13 no.2
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• pp.1-10
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• 2002

A Bayes estimator of the scale parameter in an exponential distribution will be considered by a LINEX error, then the risk of the Bayes estimator using a LINEX loss will be compared with that of a Bayes estimator using a square error.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.449-453
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• 2006

In teaching statistics in the secondary school, most math teachers do it and students enjoy it well before 11th grade. But, both of teachers and students feel statistics hard at 11th grade, which has been contained permutations, combinations, random variables, probability distributions, hypotheses and tests for normal distribution. In this study, we explore the efficient teaching methods of statistics for math teachers and also find many students enjoying it.

• Honam Mathematical Journal
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• v.27 no.3
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• pp.431-443
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• 2005

We investigate the equation Ax = y, where the vectors x and y are given and the operator A is normal and required to lie in CSL-algebra $AlG{\mathcal{L}}$. We desire a necessary and sufficient condition for the existence of a solution A.

• Kyungpook Mathematical Journal
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• v.46 no.2
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• pp.185-188
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• 2006

In the present paper, we give the applications of the optimum bound for Bernstein basis functions. It is noted that using the optimum bound the main results of Aniol and Taberska [Ann. Soc. Math. Pol. Seri, Commentat. Math., 30(1990), 9-17], [Approx. Theory and its Appl. 11:2(1995), 94-105] and V. Gupta [Soochow J. Math., 23(1)(1997) 115-118] can be improved which were not pointed out earlier.

• East Asian mathematical journal
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• v.38 no.4
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• pp.533-547
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• 2022

This study investigated the Influence of self-regulation and self-efficacy on academic procrastination of middle school students. For this investigation, 384 middle school students who are in completed the questionnaires including self-regulation, self-efficacy, and academic procrastination in Math Learning. The results were as follows: First, self-regulation and self-efficacy had significant correlations with academic procrastination. Also as a result of hierarchical regression analysis, self-regulation moderated the mediation effect of self-regulation between self-efficacy and academic procrastination. Implications of these results were discussed.

• Kyungpook Mathematical Journal
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• v.23 no.2
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• pp.193-201
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• 1983

• Communications of Mathematical Education
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• v.24 no.3
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• pp.563-585
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• 2010

The major goals of this study are to find the factors that enhance self-directed math learning in college math classes and to provide the students with the opportunities to check and develop their self-directed math learning attitude. For these research goals, we prepared the questionnaires that asked about their learning motivations, basic learning ability, self-discipline strategies, and self-directed learning strategies. Another purpose of the questionnaires was to give them the chances to check and improve their attitude toward those learning strategies, motivation and ability. From the research results, we find that the important factors for self-directed learning are internal & external motivations, concentration ability, and the goal-setting and plan-making abilities. In addition, concentration ability, good habit, stress-control, recognition of math value, and self-directing ability are found to be necessary for the desirable learning environment. On the other hand, we find that the ability to perform note-taking, class preparation and review, time-control, and test-control is required for the selection and practice of self-fitting learning strategies. Finally, we provided our own self-directed math learning model. Our model, containing the necessary factors for self-directed math learning, is the revised and modified one of Knowles(1975)'s 5 stage self-directed learning model that comprises diagnosis of learning desire, setting learning goals, grasping human&material resources, selection and practice of proper learning strategies, and evaluation of learning results.