• Honam Mathematical Journal
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• v.37 no.3
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• pp.335-337
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• 2015

We modify the normalizing constants of the functions in the orthonormal basis for the Bergman space and restate their consequences in the paper that was published in Honam Math. J. 36 (2014), no. 4, pp. 777-786.

• Kyungpook Mathematical Journal
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• v.48 no.1
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• pp.93-100
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• 2008

In this paper, by introducing some parameters and estimating the weight function, we give a new Hilbert-type integral inequality with a best constant factor. The equivalent inequality and the reverse forms are considered.

• Journal for History of Mathematics
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• v.31 no.1
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• pp.1-17
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• 2018

In this expository paper, we present an abridged report on the max-plus eigenspaces of max-plus matrices with its brief history. At the end of our work, a number of examples are presented with maple codes, and then we make a claim from the observation of these examples, which is on the euclidean dimension of the max-plus eigenspaces of strongly definite matrices.

• Journal of Integrative Natural Science
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• v.5 no.1
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• pp.38-41
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• 2012

In this paper we show that for any triangle and any point on the circumcircle the envelope of the Wallace-Simson lines with signed angle ${\alpha}$ is a parabola. The proof is obtained naturally using polar coordinates. We also present the reparametrization of the envelope which is a linear normal curve.

• Journal of the Korean Mathematical Society
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• v.58 no.3
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• pp.791-797
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• 2021

In this corrigendum, we offer a correction to [J. Korean Math. Soc. 54 (2017), No. 2, 461-477]. We construct a counterexample for the strengthened Cauchy-Schwarz inequality used in the original paper. In addition, we provide a new proof for Lemma 5 of the original paper, an estimate for the extremal eigenvalues of the standard unpreconditioned FETI-DP dual operator.

• Journal of the Korean Mathematical Society
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• v.60 no.5
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• pp.1135-1136
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• 2023

In this erratum, we offer a correction to [J. Korean Math. Soc. 60 (2023), No. 1, pp. 115-141]. We rectify Theorem 5.7 and Table 1 of the original paper.

• East Asian mathematical journal
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• v.1
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• pp.71-79
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• 1985

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.151-175
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• 2015

This study configured an integrated math program in which young children can directly participate through storytelling, a teaching technique that has recently earned great popularity. The purpose of the study is to have a positive effect on their mathematical disposition and self-efficacy through the adoption of this program. The program consists of the following five themes: 'understanding of the basic concept of numbers and calculation', 'understanding of the basic concept of space and figure', 'basic measurement', 'understanding of rules' and 'basic data collection and result representation'. The specific activities for each theme planned and executed according to a detailed plan were designed for 20 classes including integrated activities such as story sharing, fine arts and games. The study's participants were 48 five-year old children. The result of the research was that the experimental group's mathematical disposition and self-efficacy score was significantly higher than the control group. The Storytelling-Integrated Math Program was effective in young children's cultivating mathematical disposition and improving self-efficacy. Considering the reality that there has been some confusion and difficulty in carrying out storytelling math and an integrated math program based on the NURI curriculum, it appears that this study could provide a specific and effective teaching-learning program to teachers who want to introduce a program like this.g

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.521-536
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• 2017

One of difficulties with which teachers meet is to have underachievers with no willingness and motivation for study involved in class. Mathematics underachiever are average or above average in their intelligence but their actual achievement in mathematics did not coincide to their intellectual capabilities. The teaching strategy for them is to motivate them to try to study mathematics and to experience the improvement in their mathematics grade. In this paper, we choose flipped classroom as the strategy of teaching basic mathematics to math underachievers and applied it to them. Then we wanted to make sure the possibility for applying flipped classroom to teaching math underachievers through the analysis of change in the scholastic achievement of students in mathematics and mathematical disposition. The results of this study are as followings; First, when we taught basic math to underachievers using a flipped classroom, we confirm that math underachievers with active participation improved scholastic achievements significantly. Second, the flipped classroom was led to positive effects in an affective domain. In particular, it showed the most noticeable change in the area of willingness to math problem-solving and perception about the value of mathematics.

• Korean Journal of Cognitive Science
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• v.21 no.2
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• pp.283-307
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• 2010

In this study, a new open-ended format math testing system for elementary school students has been proposed. This system is an application of the recently proposed Constructive Multiple-choice Testing (CMT) system on math testing. The CMT system is a testing system in which the examinee has to respond to an item twice, first in an open ended format, and then in the multiple choice format. The advantages of this system is that process information can easily be obtained and that the examinee can receive feedback immediately after the test, based on his/her multiple choice responses. This open-ended format math testing system includes the manager mode, which allows the generation of the test items and student account management, and the testing mode, which allows the students to input their solution process using the menu bar and the keyboard. When two groups, one tested using the CMT system and the other tested using the paper and pencil test, were compared, there was no significant difference in average scores between the two groups although the testing time was longer for the group tested using the CMT system. This result suggests that the open-ended format math testing system proposed in this study can be used effectively in the actual classroom setting.