• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.69-96
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• 2005

Motivation for learning is important for positive learning outcomes as well as for measured achievement levels. When students come to our classes, they bring with them learning histories in which we as individual teachers, most likely, did not have an input. Our students do not only bring with them different levels of prerequisite leanings but also different levels of affect for what they will be learning. If we leave their final learning at the mercy of these entry characteristics, a test given the first day before the course will have almost isomorphic results with their achievement levels on the last day. The ones who had 'it' on the first day will be the ones who in the future will also have 'it', not too different from what the present situation is all over the world. These circumstances will tend to be the case ad infinitum, unless of course, we want to change the situation. This research clearly shows that effective instructional methodologies coupled with cooperative peer interactions not only have an impact on achievement but also on positive attitudes toward one's learning.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.131-146
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• 2018

Differentiation with integration is an important subject which is widely applied in mathematics, natural science, and engineering. Derivative is an important concept of differentiation. But students don't understand its concept well and concentrate on acquiring only the skill to solve the standardized calculus problem. So they are poor at understanding of the concept of differentiation. In this study, after making a survey of differentiation on college students, we try to analyze errors which appeared in solving differentiation problem and investigate mathematics process of limiting process inherent in the derivative and historical development about derivative. Thus, we try to analyze the understanding of differentiation and present the results about this.

• Journal of Korean Society for Quality Management
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• v.41 no.1
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• pp.119-134
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• 2013

Purpose: The purpose of this paper is to show whether the results are changed with respect to the variance of the data, by analysis of data obtained from the Taguchi experimental techniques and general experiment. Because which cannot be prove by mathematical Formula, through experimental examples will show. Methods: Taguchi experiments were carried out with paper Helicopter experiment. Experimental Data are obtained by special designed Drop Test Equipment. While Experimental value arbitrarily changed, we looked at how Significant control Factor of Taguchi Methods and Factor experiments are changed. This process cannot be expressed as a Mathematical formula, but showed as a numerical example. Results: Saw significant changes in the factors when data is outside a certain range of the experimental data. By Test of Equivalence Variance, Experiment data is verified reliability. To find the Control Factor, Taguchi Method is better than the general experiment. Conclusion: We know that a Significant Factor is changed with the range of Variance of Experiment Data. The value of this paper is verified change process with Numerical Data obtained Experiment.

• Communications of Mathematical Education
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• v.21 no.4
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• pp.621-646
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• 2007

In our new learning environment, we were asked to change our teaching method in our Linear Algebra class. In mathematics class, we could use several math-softwares such as MATHEMATICA, MATLAB, MAPLE, Drive etc.. MATLAB was quite well fit with our Linear Algebra class. In this paper we introduce an efficient way of delivery on important concepts in linear algebra by using well-known MATLAB/ATLAST M-files which we downloded from http://www.umassd.edu/specialprograms/atlast/.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.333-350
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• 1999

The purpose of this study is to define performance assessment of mathematics, to make a model of performance task of mathematics for the first grade middle school students in higher group, to examine validity and reliability of performance task and to investigate the effects on the students' achievement and attitude. It first defines performance assessment and exanmines its main features and scoring methods. Based on these, nine performance assessment tasks and scoring criteria were designed for the first grade middle school students in higher group. The validity of performance tasks were examined by experts. The loaming achievement and mathematical attitude test between two groups were performed as pre and post test. The thinking of students about performance assessment was investigated by attitude survey. The results of this study are as follows: First, the validity of the performance tasks is very high. Second, The control group. Forth, there is a difference in student's attitude about mathematics between scorer reliability was high due to the scorer training. Third, there is little difference in teaming achievement between experimental and experimental and control group in 5% meaningful levels. That is, student's of both groups attitude about mathematics comes negatives, but the width of change of negative attitude in experimental group is less than control group. In the trend of negative attitude of mathematics as grade comes higher, this results showed that performance assessment of mathematics had positive influence on attitude of mathematics. The result of survey about mathematical performance assessment experience showed that students have positive attitude to performance assessment and recognized effectiveness of the performance assessment of mathematics.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.559-573
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• 2007

Traditionally, the university mathematics has consisted of contents without consideration of the students' major and state of students' academic achievement. Even though this kind of policy seems to be good overall, there are some drawbacks because it does not give much consideration to the current system of entrance examinations and change of society. Hence we are required to classify contents of general university mathematics according to particular majors and colleges. Furthermore, we need to adjust the difficulty level of contents according to the appropriate level of academic need and standard.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.11
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• pp.1113-1122
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• 2020

The purpose of this study is to examine how the Indian banks have adjusted their risk-based capital ratios during 2009-2018 to meet the regulatory requirements. Banks can, in principle, increase their risk-based regulatory capital ratio, either by increasing their levels of regulatory capital or by shrinking their risk-weighted assets by adjusting asset growth or risk in the portfolio. We investigate banks' capital behavior by decomposing the change in the capital ratio into the contribution of its components and analyzing their variance across regulatory regimes and banks' ownerships. We further investigate how each component of the capital ratio is adjusted by the banks by breaking down them into balance sheet items. We find that the banks' capital behavior significantly differed between public and private sector banks and between the two regulatory regimes. During Basel II, banks, in general, followed a strategy of aggressive asset growth with increased risk-taking. The decline in the CRAR because of such an expansionary strategy was adjusted by augmenting additional capital. However, during Basel III, due to higher capital requirements, both in terms of quantity and quality, banks followed a strategy of cutting back their asset growth and reducing the risk in their portfolio to maintain their CRAR.

• Transactions of the Korean Society of Machine Tool Engineers
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• v.17 no.5
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• pp.30-35
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• 2008

As the quality of a weld feint is strongly influenced by process parameters during the welding process, an intelligent algorithms that can predict the bead geometry and shape to accomplish the desired mechanical properties of the weldment should be developed. This paper focuses on the development of mathematical models fur the selection of process parameters and the prediction of bead geometry(bead width, bead height and penetration) in robotic GMA(Gas Metal Arc) welding. Factorial design can be employed as a guide for optimization of process parameters. Three factors were incorporated into the factorial model: arc current, welding voltage and welding speed. A sensitivity analysis has been conducted and compared the relative impact of three process parameters on bead geometry in order to verify the measurement errors on the values of the uncertainty in estimated parameters. The results obtained show that developed mathematical models can be applied to estimate the effectiveness of process parameters for a given bead geometry, and a change of process parameters affects the bead width and bead height more strongly than penetration relatively.

• Korean Journal of Air-Conditioning and Refrigeration Engineering
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• v.22 no.8
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• pp.573-578
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• 2010

Topological matrix which reflects characteristics of network connectivity has been widely used in efficient solving for complicated flow network. Using topological matrix, one can easily define continuity at each node of flow network and make algorithm to automatically generate continuity equation of matrix form. In order to analyze flow network completely it is required to satisfy energy conservation in closed loops of flow network. Fundamental cycle retrieving algorithm based on graph theory automatically constructs energy conservation equation in closed loops. However, it is often accompanied by NP-complete problem. In addition, it always needs fundamental cycle retrieving procedure for every structural change of flow network. This paper proposes alternative mathematical method to analyze flow network without fundamental cycle retrieving algorithm. Consequently, the new mathematical method is expected to reduce solving time and prevent error occurrence by means of simplifying flow network analysis procedure.

• School Mathematics
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• v.12 no.1
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• pp.79-95
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• 2010

The purpose of this study is to examine into how the mathematically gifted cope with ambiguity when they are encountered to learn via resolving ambiguity. In this study 6 gifted students are asked to resolve the ambiguity. Participant in this study appeared to experience the need of mathematical justification and the flexible change of perspective. The gifted have constructed unified mathematical knowledge by making a relation between two incompatible perspective in the process of resolving the ambiguity. We suggest that dealing with ambiguity in mathematics class can be a good opportunity for enhancing the gifted student mathematics education.