• 대한수학회지
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• 제40권4호
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• pp.577-593
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• 2003

The Funk transform is defined by integrating a function on the two-sphere over its great circles. We use complex analysis to invert this transform.

• Kyungpook Mathematical Journal
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• 제53권4호
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• pp.639-646
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• 2013

We investigate the stability of orthogonally additive set-valued functional equation $$F(x+y)=F(x)+F(y)(x{\perp}y)$$ in Hausdorff topology on closed convex subsets of a Banach space.

• 소성∙가공
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• 제13권5호
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• pp.461-465
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• 2004

Based on the experimental observation, the mathematical friction model, which is an essential information for analyzing the forming process of sheet metal, is developed considering lubricant viscosity, surface roughness and hardness, punch comer radius, and punch speed. By comparing the punch load found by FEM with a proposed friction model with experimental measurement when the coated and uncoated steel sheets are formed in 2-D geometry in dry and lubricant conditions, the validity and accuracy of the developed friction model are demonstrated.

• 대한수학회지
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• 제59권1호
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• pp.35-51
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• 2022

We give secure parameter suggestions to use sparse secret vectors in LWE based encryption schemes. This should replace existing security parameters, because homomorphic encryption (HE) schemes use quite different variables from the existing parameters. In particular, HE schemes using sparse secrets should be supported by experimental analysis, here we summarize existing attacks to be considered and security levels for each attacks. Based on the analysis and experiments, we compute optimal scaling factors for CKKS.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권2호
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• pp.149-167
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• 2009

This study was aimed to examine problem-solving ability of fifth graders on two types of mathematical essay problems, and to analyze the process of mathematical justification in solving the essay problems. For this purpose, a total of 14 mathematical essay problems were developed, in which half of the items were single tasks and the other half were data-provided tasks. Sixteen students with higher academic achievements in mathematics and the Korean language were chosen, and were given to solve the mathematical essay problems individually. They then were asked to justify their solution methods in groups of 4 and to reach a consensus through negotiation among group members. Students were good at understanding the given single tasks but they often revealed lack of logical thinking and representation. They also tended to use everyday language rather than mathematical language in explaining their solution processes. Some students experienced difficulty in understanding the meaning of data in the essay problems. With regard to mathematical justification, students employed more internal justification by experience or mathematical logic than external justification by authority. Given this, this paper includes implications for teachers on how they need to teach mathematics in order to foster students' logical thinking and communication.

• 대한수학회보
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• 제30권2호
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• pp.245-250
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• 1993

• 한국수학교육학회지시리즈A:수학교육
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• 제19권1호
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• pp.57-58
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• 1980

• 대한수학회지
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• 제30권1호
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• pp.199-210
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• 1993

• 대한수학회논문집
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• 제9권1호
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• pp.79-87
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• 1994

• 대한수학회보
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• 제13권1호
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• pp.21-26
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• 1976