• Bulletin of the Korean Mathematical Society
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• v.33 no.4
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• pp.565-585
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• 1996

In 1976, Caristi [1] established a celebrated fixed point theorem in complete metric spaces, which is a very useful tool in the theory of nonlinear analysis. Since then, several generalizations of the theorem were given by a number of authors: for instances, generalizations for single-valued mappings were given by Downing and Kirk [4], Park [11] and Siegel [13], and the multi-valued versions of the theorem were obtained by Chang and Luo [3], and Mizoguchi and Takahashi [10].

• Research in Mathematical Education
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• v.9 no.3 s.23
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• pp.269-273
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• 2005

Nowadays application of modem achievements of information technologies in science, engineering and education is usual phenomenon. Application of these technologies allows easily creating new methods of learning of mathematics. More of new methods of creation of multimedia electronic manuals on high mathematics are founded to application of multimedia and communication opportunities of the computer. But application only multimedia and communication opportunities of the computer at creation of multimedia electronic manuals on high mathematics is insufficient to elimination of 'gap' between training and studying high mathematics. So, we offer a new way of the decision of this problem: creation of a multimedia electronic manual on high mathematics with built-in a mathematical environment MathCad in the national language.

• The Mathematical Education
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• v.46 no.2 s.117
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• pp.193-205
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• 2007

In this paper, we focus on the product rule and sum rule which are considered as the most fundamental counting tools of Combinatorics. Despite of the importance of these rules in both educational and social aspects, they are taught superficially in class. We take the survey through both internet and questionaire to investigate how thoroughly students understand the rules. Then we discuss about the results of the survey and suggest effective teaching methods to improve students' understanding of these rules.

• Research in Mathematical Education
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• v.10 no.3 s.27
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• pp.215-227
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• 2006

After reviewing China's appearance and research on the Math open-ended problems, together with the application of those problems in mathematics test of Shanghai Senior Middle School Entrance Exams (SSMSEE) since 1999, this paper points out the difficulty in establishing an evaluation system for such problem. Through comparative study, the paper gives an operational definition of open-ended problem, and it attempts to establish an evaluation system and non-systematic competence targets that are appropriate to Math open-ended problems. Meanwhile, it describes the performance feature of those targets. By applying the standard international grading system of difficulty, it discusses the elements of difficulty in Math open-ended problems, and puts forward an evaluation as well as a level-of-difficulty forecasting system that is appropriate to the Middle School Entrance Exam.

• The Transactions of the Korean Institute of Electrical Engineers
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• v.37 no.4
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• pp.226-231
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• 1988

A program is developed for generating the dynamic equations for the robotic manipulators using the symbolic language muSIMP/ MATH. The muSIMP/ MATH is a LISP-based computer. algebra package, devoted to the manipulation of algebraic expressions including numbers, variables, functions, and matrices. The muSIMP-MATH can operate on personal computer such as IBM-PC. The program is developed, based on the Lagrange-Euler formulation. This program is applicable to the manipulators with any number of degrees of freedom, and maximum number of degrees of freedom is set to be six in this program.

• The Pure and Applied Mathematics
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• v.10 no.3
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• pp.177-183
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• 2003

In this paper, we initiate the study of some annihilator conditions on polynomials which were used by Kaplansky [Rings of operators. W. A. Benjamin, Inc., New York, 1968] to abstract the algebra of bounded linear operators on a Hilbert spaces with Baer condition. On the other hand, p.p.-rings were introduced by Hattori [A foundation of torsion theory for modules over general rings. Nagoya Math. J. 17 (1960) 147-158] to study the torsion theory. The purpose of this paper is to introduce the near-rings with Baer condition and near-rings with p.p. condition which are somewhat different from ring case, and to extend a results of Armendariz [A note on extensions of Baer and P.P.-rings. J. Austral. Math. Soc. 18 (1974), 470-473] and Jøndrup [p.p. rings and finitely generated flat ideals. Proc. Amer. Math. Soc. 28 (1971) 431-435].

• The Mathematical Education
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• v.46 no.4
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• pp.423-443
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• 2007

Based on the framework of Huffered-Ackles, Fuson and Sherin(2004), data were analyzed in terms of 3 components: explaining(E), questioning(Q) and justifying(J) of students' mathematical concepts and problem solving in a math classroom. The students used varied presentations to explain and justify their mathematical concepts and ideas. They corrected their mathematical errors or misconceptions through discourses. In addition, they constructed and clarified their concepts and thinking while they were interacted. We were able to recognize there was a special feature in discourses that encouraged the students to construct and develop their mathematical concepts. As they participated in math class and received feedback on their learning, the whole class worked cooperatively in a positive way. Their discourse was improved from the level of the actual development to the level of the potential development and the pattern of interaction moved from ERE(Elicitaion-Response-Elaboration to PD(Proposition Discussion).

• Research in Mathematical Education
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• v.26 no.2
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• pp.105-120
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• 2023

With the rapid advancement of educational technology, recent studies have connected teachers' professional noticing with the use of digital resources in mathematical instructions. In this study, I examined elementary mathematics preservice teachers' attending and interpreting a mathematical software, ST Math, in the exploring and implementing phases. The findings indicate that preservice teachers paid attention to visual representations and manipulation prior to interactions with children and further took into consideration on task structures and situated context after interactions. They interpreted the events based on connected mathematical knowledge of prior interactions and further reflected on the progression of problem-solving strategies and sequence of tasks. In addition, four distinctive profiles of transitioning of evaluation on ST Math activities were identified with illustrations. Implications for noticing and teacher education were discussed.

• Honam Mathematical Journal
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• v.37 no.2
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• pp.253-264
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• 2015

In the present paper, we consider a position vector of an arbitrary curve in the three-dimensional Galilean space $G_3$. Furthermore, we give some conditions on the curvatures of this arbitrary curve to study special curves and their Smarandache curves. Finally, in the light of this study, some related examples of these curves are provided and plotted.

• East Asian mathematical journal
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• v.36 no.3
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• pp.425-435
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• 2020

We explore the Pauli table C^(-1) and nonzero Pauli table W. Recurrence rules and interrelationships of any k slope diagonal sums over C^(-1) and W are studied in connection with diagonal sums of the Pascal table C⁽¹⁾. Since diagonal sums of C⁽¹⁾ are Fibonacci numbers, any k slope diagonal sums over C^(-1) and W are explained by Fibonacci numbers.