• 충청수학회지
• /
• 제35권3호
• /
• pp.227-234
• /
• 2022

Let 𝔽_q be a finite field with odd q elements. In this article, we prove that if E ⊆ 𝔽^d_q, d ≥ 2, and |E| ≥ q, then there exists a set Y ⊆ 𝔽^d_q with |Y| ~ q^d such that for all y ∈ Y, the number of distances between the point y and the set E is ~ q. As a corollary, we obtain that for each set E ⊆ 𝔽^d_q with |E| ≥ q, there exists a set Y ⊆ 𝔽^d_q with |Y| ~ q^d so that any set E ∪ {y} with y ∈ Y determines a positive proportion of all possible distances. The averaging argument and the pigeonhole principle play a crucial role in proving our results.

• 충청수학회지
• /
• 제23권2호
• /
• pp.231-236
• /
• 2010

Using the properties of the concave function, we show that the Hausdorff dimension of the product $C_{\frac{a+b}{2},\frac{a+b}{2}}{\times}C_{\frac{a+b}{2},\frac{a+b}{2}}$ of the same symmetric Cantor sets is greater than that of the product $C_{a,b}{\times}C_{a,b}$ of the same anti-symmetric Cantor sets. Further, for $1/e^2$ < a, b < 1/2, we also show that the dimension of the product $C_{a,a}{\times}C_{b,b}$ of the different symmetric Cantor sets is greater than that of the product $C_{\frac{a+b}{2},\frac{a+b}{2}}{\times}C_{\frac{a+b}{2},\frac{a+b}{2}}$ of the same symmetric Cantor sets using the concavity. Finally we give a concrete example showing that the latter argument does not hold for all 0 < a, b < 1/2.

• 대한수학회논문집
• /
• 제38권3호
• /
• pp.741-754
• /
• 2023

In this paper, we study the existence and nonexistence of solutions for a class of Hamiltonian strongly degenerate elliptic system with subcritical growth $$\left{\array{-{\Delta}_{\lambda}u-{\mu}v={\mid}v{\mid}^{p-1}v&&\text{in }{\Omega},\\-{\Delta}_{\lambda}v-{\mu}u={\mid}u{\mid}^{q-1}u&&\text{in }{\Omega},\\u=v=0&&\text{ on }{\partial}{\Omega},}$$ where p, q > 1 and Ω is a smooth bounded domain in ℝ^N, N ≥ 3. Here Δ_λ is the strongly degenerate elliptic operator. The existence of at least a nontrivial solution is obtained by variational methods while the nonexistence of positive solutions are proven by a contradiction argument.

• 대한수학회보
• /
• 제61권2호
• /
• pp.469-477
• /
• 2024

For a knot in the 3-sphere, the Upsilon invariant is a piecewise linear function defined on the interval [0, 2]. It is known that this invariant of an L-space knot is the Legendre-Fenchel transform (or, convex conjugate) of a certain gap function derived from the Alexander polynomial. To recover an information lost in the Upsilon invariant, Kim and Livingston introduced the secondary Upsilon invariant. In this note, we prove that the secondary Upsilon invariant of an L-space knot is a concave conjugate of a restricted gap function. Also, a similar argument gives an alternative proof of the above fact that the Upsilon invariant of an L-space knot is a convex conjugate of a gap function.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제18권4호
• /
• pp.237-256
• /
• 2014

This paper reports findings from a written assessment which was designed to investigate Chinese primary school students' understanding of the equal sign and equation structure. The investigation included a sample of 110 Grade 3, 112 Grade 4, and 110 Grade 5 students from four schools in China. Significant differences were identified among the three grades and no gender differences were found. The majority of Grades 3 and 4 students were found to view the equal sign as a place indicator meaning "write the answer here" or "do something like computation", that is, holding an operational view of the equal sign. A part of Grade 5 students were found to be able to interpret the equal sign as meaning "the same as", that is, holding a relational view of the equal sign. In addition, even though it was difficult for Grade 3 students to recognize the underlying structure in arithmetic equation, quite a number of Grades 4 and 5 students were able to recognize the underlying structure on some tasks. Findings in this study suggest that Chinese primary school students demonstrate a relational understanding of the equal sign and a strong structural sense of equations in an earlier grade. Moreover, what found in the study support the argument that students' understanding of the equal sign is influenced by the context in which the equal sign is presented.

• 대한수학교육학회지:수학교육학연구
• /
• 제10권2호
• /
• pp.229-246
• /
• 2000

The purpose of this paper is to compare and analyze the two different teaching methods of elementary mathematics in the traditional method and in the constructive view. To do so, the actual class in the constructive view has been made for about four months using a class of 45 students in the second grade of an elementary school. After the class was finished, we collected diverse data from the class, such as the responses from the children(self-evaluation, mathematics diary, observation by the investigator, daily report), class evaluation report by other teacher and so on. The results of this research are as follows: First, the traditional class reaches at the goal of learning in a unit time because the class is guided by the teacher but the class in the constructive view is a little flexible because it is contextual. Second, in the constructive process of mathematical knowledge we knew that small group activities or discussion without intervention of teacher was often ended in exhaustive argument without arriving at valid social consensus. Third, the attitude in mathematics was changed from the passive one to the self-regulated ones. Fourth, the class in the constructive view could extend not only the ability of mathematical communication but also the ability of self-directed learning of children. Fifth, it was a considerable change the role of teacher, that is, guide of instruction instead of unique specialist in the classroom. Sixth, finally, the evaluation was made after finishing a unit class in the traditional instruction but it was integrated in a class in a constructive view.

• 대한수학회지
• /
• 제55권2호
• /
• pp.373-390
• /
• 2018

In this paper we study the small-data scattering of the d dimensional fractional $Schr{\ddot{o}}dinger$ equations with d = 2, 3, $L{\acute{e}}vy$ index 1 < ${\alpha}$ < 2 and Hartree type nonlinearity $F(u)={\mu}({\mid}x{\mid}^{-{\gamma}}{\ast}{\mid}u{\mid}^2)u$ with max(${\alpha}$, ${\frac{2d}{2d-1}}$) < ${\gamma}{\leq}2$, ${\gamma}$ < d. This equation is scaling-critical in ${\dot{H}}^{s_c}$, $s_c={\frac{{\gamma}-{\alpha}}{2}}$. We show that the solution scatters in $H^{s,1}$ for any s > $s_c$, where $H^{s,1}$ is a space of Sobolev type taking in angular regularity with norm defined by ${\parallel}{\varphi}{\parallel}_{H^{s,1}}={\parallel}{\varphi}{\parallel}_{H^s}+{\parallel}{\nabla}_{{\mathbb{S}}{\varphi}}{\parallel}_{H^s}$. For this purpose we use the recently developed Strichartz estimate which is $L^2$-averaged on the unit sphere ${\mathbb{S}}^{d-1}$ and utilize $U^p-V^p$ space argument.

• 응용통계연구
• /
• 제19권1호
• /
• pp.163-170
• /
• 2006

역학(epidemiology) 또는 임상(clinic) 자료를 분석하기 위한 주효 측도의 선택에 대한 연구가 계속되고 있지만, 주효 측도들이 일반적인 함수 형태로만 표현되는 경우에는 주효 측도들의 특징이나 관계를 이해하는 것이 쉽지 않다. 이 논문에서는 주효 측도의 선택 문제 보다는 이변량 자료에 대한 주효 측도 중에서 위험도차이(risk different: RD), 상대위험률(relative risk: RR), 그리고 교차비(odds ratio: OR)를 방사형 그림(radar diagram)을 사용하여 나타내고 이 그림을 이용하여 이들의 특성이나 관계를 살펴보았다. 방사형 그림은 이 측도들을 이해하는데 좋은 도구가 될 것이다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제40권2호
• /
• pp.217-239
• /
• 2001

To lessen the ratio of under achievers is one of the most urgent task which recent school mathematics education is confronted with. To cope with this problem efficiently, math. teachers should know more specifically and concretely the causes that make the students dislike mathematics. But actually, there are too many reasons for these situations. So, in this paper, we tried to devise a tool to analyze and measure each student's math. disliking status. We proceeded this research via the following procedures. 1. Grasping the causes which make the students dislike mathematics as specifically as possible. To obtain this, we asked more than 300 of secondary school students to write down their thoughts about school mathematics. 2. Analyzing the responses, we abstracted 74 numbers of items which were supposed to be the causes for secondary school students'mathematics disliking. 3. With these items we made a test to measure students'aptitude for each item. 4. With this test paper, we tested over 800 of secondary school students. Through factor analysis and theoretical argument, we categorized the 74 items into 11 groups whose names were defined as factors of mathematics disliking. 5. For each of these 11 factors, we developed a norm which could serve as standard of comparison in measuring each student's mathematics disliking status. Using this tool teachers were able to describe each student's traits of mathematics disliking more specifically.

• 대한수학회보
• /
• 제58권5호
• /
• pp.1279-1300
• /
• 2021

Let P be a finite point set in ℝ² with the set of distance n-chains defined as ∆_n(P) = {(|p₁ - p₂|, |p₂ - p₃|, …, |p_n - p_n+1|) : p_i ∈ P}. We show that for 2 ⩽ n = O_|P|(1) we have ${\mid}{\Delta}_n(P){\mid}{\gtrsim}{\frac{{\mid}P{\mid}^n}{{\log}^{\frac{13}{2}(n-1)}{\mid}P{\mid}}}$. Our argument uses the energy construction of Elekes and a general version of Rudnev's rich-line bound implicit in [28], which allows one to iterate efficiently on intersecting nested subsets of Guth-Katz lines. Let G is a simple connected graph on m = O(1) vertices with m ⩾ 2. Define the graph-distance set ∆_G(P) as ∆_G(P) = {(|p_i - p_j|)_{i,j}∈E(G) : p_i, p_j ∈ P}. Combining with results of Guth and Katz [17] and Rudnev [28] with the above, if G has a Hamiltonian path we have ${\mid}{\Delta}_G(P){\mid}{\gtrsim}{\frac{{\mid}P{\mid}^{m-1}}{\text{polylog}{\mid}P{\mid}}}$.