• Industrial Engineering and Management Systems
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• v.12 no.1
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• pp.36-40
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• 2013

The paper discusses the problem of how to allocate the fund to a large number of individuals in a higher school so as to bring a higher utility return based on the theory of uncertain set. Suppose that experts can assign each invested individual a corresponding nondecreasing membership function on a close interval I according to its actual level and developmental foreground. The membership degree at the fund $x{\in}I$ is called utility degree from fund x, and product (minimum) of utility degrees of distributed funds for all invested individuals is called united utility degree from the fund. Based on the above concepts, we present an uncertain optimization model, called Maximal United Utility Degree (or Maximal Membership Degree) model for fund distribution. Furthermore, we use nondecreasing polygonal functions defined on close intervals to structure a mathematical maximal united utility degree model. Finally, we design a genetic algorithm to solve these models.

• Bulletin of the Korean Mathematical Society
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• v.56 no.6
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• pp.1589-1600
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• 2019

In this paper, we apply the notion of cocyclic maps to the category of pairs proposed by Hilton and obtain more general concepts. We discuss the concept of cocyclic morphisms with respect to a morphism and find that it is a dual concept of cyclic morphisms with respect to a morphism and a generalization of the notion of cocyclic morphisms with respect to a map. Moreover, we investigate its basic properties including the preservation of cocyclic properties by morphisms and find conditions for which the set of all homotopy classes of cocyclic morphisms with respect to a morphism will have a group structure.

• Journal of Industrial Convergence
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• v.14 no.1
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• pp.39-45
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• 2016

This paper deals with the consideration of mathematical models with regards to growth of cluster and firms by reviewing the Metcalf and Breuner's articles. prior studies have been argued the phenomenon of local industrial clusters and districts. Several concepts have been adopted to support the success of and changes to these clusters and firm growth. Through the review of two papers, evolution of both cluster and firm growth may be achieved in terms of utilizations of the different local aspects and mechanisms. This paper supports the theoretical back bone with regards to the regional cluster policy implementing in Korea for the purpose of regional developments. In particular, a mathematical model that, on a more abstract level, captures the fundamental dynamic structure of all the observed mechanisms. On the basis of this model, the emergence and evolution of local clusters can be described. Also this model has given that the knowledge sharing between firms has an important role to firms and cluster' growth.

• Education of Primary School Mathematics
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• v.24 no.3
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• pp.157-174
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• 2021

This study analyzed the process of establishing a social structure in a third-grade mathematics classroom for one semester and explored learning processes based on various social interactions and relationships between the teacher and students. In the early phase of the semester, main foci were placed on establishing an overall social norms and basic social structure for effective mathematical learning. In the middle phase of the semester, an emphasis among students' interactions was given to exploration of mathematical concepts. Students tended to ask whatever they did not know exactly and clearly understood what to explain. In the late phase of the semester, students' individual disposition was further considered. Disciplinary personality traits including intellectual courage, honesty, consideration, and cooperation were emphasized along with mathematical exploration. Based on these research results, this study was intended to provide implications for implementing more meaningful mathematics lessons by fully considering not only mathematical connections but also social connections.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.2
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• pp.231-257
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• 2020

As the main mathematical concepts are presented and expressed in various ways through textbooks during the teaching and learning process, it is necessary to look at the representations used in elementary math textbooks to find effective guidance. This study analyzed sentences used in the definition of mathematical terms and unit assessments of current elementary mathematics textbooks according to word depth (Yngve, 1960) from a syntactic perspective. As a result of the analysis, it could be seen that the sentences in textbook were generally concise, the word depth was lower, and the sentence structure and form were different depending on the individual characteristics of each term. Also, the sentences in the lower grade textbooks were more easily constructed, and the sentences of the term definition were more complex than the sentences of the unit assessments. Efforts should be made to help learners learn mathematical concepts, such as clarifying sentences in textbooks, presenting visual materials together, and providing additional explanations to suit the level of individual learners.

• 제어로봇시스템학회:학술대회논문집
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• 1992.10a
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• pp.382-386
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• 1992

In this paper, the author proposed FLVSC(Fuzzy Logic Variable Structure Controller), of which control rules are extracted from the concepts of VSC(Variable Structure Control). FLC(Fuzzy Logic Controller) based on linguistic rules has the advantages of not needing of some exact mathematical model for plant to be controlled. The proposed method has the characteristics which are viewed in conventional VSC, e.g. insensitivity to a class of disturbances, parameter variations and uncertainties in sliding mode. In addition, the method has the properties of FLC - noise rejection capability etc. The computer simulations have been carried out for a DC servo motor to show the usefulness of the proposed method and the effects of disturbances and parameter variations are considered.

• The Transactions of the Korean Institute of Electrical Engineers
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• v.43 no.5
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• pp.809-818
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• 1994

In this paper , the author proposed FLVSC (Fuzzy Logic Variable Structure Controller),of which control rules are extracted from the concepts of VSC(Variable Structure Control). FLC(Fuzzy Logic Controller) based on linguistic rules has the advantages of not needing of some exact mathematical model for plant to be controlled. The proposed method has the characteristics which are viewed in conventional VSC, e.g. insensitivity to a class of disturbances, parameter variations and uncertainties in sliding mode. In addition, the method has the properties of FLC-noise rejection capability etc. The computer simulations have been carried out for position control of DC servo motor to show the usefulness of the proposed method and the effects of disturbances and parameter variations are considered.

• Research in Mathematical Education
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• v.11 no.4
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• pp.247-263
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• 2007

Problem solving takes place not only in mathematics classes but also in real-world. For this reason, a problem and the structure of problem solving, and the enhancing of success in problem solving is a subject which has been studied by any educators. In this direction, the aim of this study is that the strategy used by students in Turkey when solving oral problems and their achievements of choosing operations when solving oral problems has been researched. In the research, the students have been asked three types of questions made up groups of 5. In the first category, S-problems (standard problems not requiring to determine any strategy but can be easily solved with only the applications of arithmetical operations), in the second category, AS-SA problems (problems that can be solved with the key word of additive operation despite to its being a subtractive operation, and containing the key word of subtractive operation despite to its being an additive operation), and in the third category P-problems (problematic problem) take place. It is seen that students did not have so much difficulty in S-problems, mistakes were made in determining operations for problem solving because of memorizing certain essential concepts, and the succession rate of students is very low in P-problems. The reasons of these mistakes as a summary are given below: $\cdot$ Because of memorizing some certain key concepts about operations mistakes have been done in choosing operations. $\cdot$ Not giving place to problems which has no solution and with incomplete information in mathematics. $\cdot$ Thinking of students that every problem has a solution since they don't encounter every type of problems in mathematics classes and course books.

• The Mathematical Education
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• v.41 no.3
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• pp.233-256
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• 2002

This study investigated school mathematics curriculum of England, newly revised in 1998, focused on the 'number and algebra' domain among three major domains of the English curriculum. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The structure of the National Curriculum in England is composed of programmes of study and attainment targets. The former sets out what should be taught in mathematics at key stages 1, 2, 3, and 4 and provides the basis for planning schemes of work, and the latter sets out the knowledge, skills, and understanding that pupils of different abilities and matures are expected to have by the end of each key stage. Attainment targets are composed of eight levels and an additional level of increasing difficulty. According to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, England tends to deal with numbers more flexibly and naturally through the aquisition of mental methods, calculator use methods, etc, and emphasizes that mathematics be realistic and useful in solving a diverse number of problems confronted in everyday life.

• School Mathematics
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• v.4 no.3
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• pp.415-433
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• 2002

The mathematics education community is seeking to change a teacher-centered class-room culture to a student-centered culture. However, the real transition is not easy, even for teachers who are eager and willing to teach differently. The challenge for teachers is to use the social structure of the classrooms to nurture students' development toward mathematical ways of thinking and communicating as well as their under-standing of mathematical concepts and processes. By introducing an elementary teacher's teaching practice and professional develop-ment along with her classroom episodes, this paper is to make strides toward an enriched understanding of the culture of the elementary mathematics classrooms in which students may have a lot of opportunities to develop conceptual under standing and math-ematical disposition. This paper first provides a detailed description of the classroom flow in terms of general social norms and sociomathematical norms in order to explore how the teacher and the students have established such a student-centered math-ematics microculture. This paper then analyzes the teacher's teaching approach and professional development.