• Journal of the Korean School Mathematics Society
• /
• v.19 no.1
• /
• pp.1-19
• /
• 2016

This study investigated the mathematical notation used today in terms of skip ping the parenthesis. At first we have studied the elementary and secondary curriculum content related to omitted rules. As a result, it is difficult to find explicit evidence to answer that question 'What is the calculation of the $48{\div}2(9+3)$?'. In order to inquire the notation fundamentally, we checked the characteristics on prefix, infix and postfix, and looked into the advantages and disadvantages on infix. At the same time we illuminated the development of mathematical notation from the point of view of skipping the parenthesis. From this investigation, we could check that this interpretation was smooth in the point of view that skipping the parentheses are the image of the function. Through this we proposed some teaching methods including 'teaching mathematical notation based on historic genetic principle', 'reproduction of efforts to overcome the disadvantages of infix and understand the context to choose infix', 'finding the omitted parentheses to identify the fundamental formula' and 'specifying the viewpoint that skipping the multiplication notation can be considered as an image of the function'.

• The Mathematical Education
• /
• v.57 no.3
• /
• pp.311-328
• /
• 2018

In school mathematics, the concept of an average is not a concept that is limited to a unit of statistics. In particular, high school students will learn about arithmetic mean and geometric mean in the process of learning absolute inequality. In calculus learning, the concept of average is involved when learning the concept of average speed. The arithmetic mean is the same as the procedure used when students mean the test scores. However, the procedure for obtaining the geometric mean differs from the procedure for the arithmetic mean. In addition, if the arithmetic mean and the geometric mean are the discrete quantity, then the mean rate of change or the average speed is different in that it considers continuous quantities. The average concept that students learn in school mathematics differs in the quantitative nature of procedures and objects. Nevertheless, it is not uncommon to find out how students construct various mathematical concepts into mathematical knowledge. This study focuses on this point and conducted the interviews of the students(three) in the second grade of high school. And the expression of students in the process of average concept formation in arithmetic mean, geometric mean, average speed. This study can be meaningful because it suggests practical examples to students about the assertion that various scholars should experience various properties possessed by the average. It is also meaningful that students are able to think about how to construct the mean conceptual properties inherent in terms such as geometric mean and mean speed in arithmetic mean concept through interview data.

• Education of Primary School Mathematics
• /
• v.25 no.4
• /
• pp.395-410
• /
• 2022

Nominalization is one of the grammatical metaphors, and it is the representation of verbal meaning through noun equivalent phrases. In mathematical word problems, texts using nominalization have both the advantage of clarifying the object to be noted in the mathematization stage, and the disadvantage of complicating sentence structure, making it difficult to understand the sentences and hindering the experience of the full steps in mathematical modelling. The purpose of this study is to analyze word problems in the textbooks from the perspective of nominalization, a linguistic element, and to derive implications in relation to students' difficulties during solving the word problems. To this end, the types of nominalization of 341 word problems from the content domain of 'Numbers and Operations' of elementary math textbooks according to the 2015 revised national curriculum were analyzed in four aspects: grade-band group, main class and unit assessment, specialized class, and mathematical expression required word problems. Based on the analysis results, didactical implications related to the linguistic expression of the mathematical word problems were derived.

• The Mathematical Education
• /
• v.56 no.4
• /
• pp.387-405
• /
• 2017

The purpose of this study is to investigate the change of students 'perception and expression about the motion of object following distance function $={x \atop 3}$ and distance function $y=\frac{x^3}{3}+3$ according to the necessity of research on students' perception and expression about integral constant. In this paper, we present the recognition and the expression of the difference of the constant in the relationship between the distance function and the speed function of the students, while examining the process of constructing the speed function and the inverse process of the distance function. This provides implications for the relationship between the derivative and the indefinite integral corresponding to the inverse process. In particular, in a teaching experiment, a constructive activity was performed to analyze the motion of two distance functions, where the student had a difference of the constant term. At this time, the students used the expression 'starting point' for the constants in the distance function, and the motion was interpreted by using the meaning. This can be seen as a unique 'students' mathematics' in the process of analyzing the motion of objects. These scenes, in introducing the notion of the relation between differential and indefinite integral, it is beyond the comprehension of the integral constant as a computational procedure, so that the learner can understand the meaning of the integral constant in relation to the motion of the object. It is expected that it will be a meaningful basic research on the relationship between differential and integral.

• Communications of the Korean Mathematical Society
• /
• v.26 no.4
• /
• pp.669-684
• /
• 2011

In this note, we obtain the expression of the characteristic fucntion of the random variable $\int_o^TB_s^{{\alpha},{\beta}}dB_s^{H,K}$, where $B^{{\alpha},{\beta}}$ and $B^{H,K}$ are two independent bifractional Brownian motions with indices ${\alpha}{\in}(0,1),{\beta}{\in}(0, 1]$ and $HK{\in}(\frac{1}{2},\;1)$ respectively.

• Honam Mathematical Journal
• /
• v.34 no.3
• /
• pp.297-310
• /
• 2012

The relationship between the integral polynomials obtained from the iterations of the matrix given by the expression (1) and the entries of the Krawtchouk matrices is derived by using the associated Riordan arrays.

• East Asian mathematical journal
• /
• v.27 no.4
• /
• pp.453-470
• /
• 2011

Arithmetic education is based not only on concept but also fundamentally on intuition. Pestalozzi understood time, a Kant's transcendental intuition, as numbers, a form of cognition, so that he considered intuition essential in arithmetic education. Pestalozzi and Herbart also recommended the intuitive arithmetic education. Significance of the arithmetic education based on intuition resides in the fact that arithmetic, an expression of nature and the world, is succeeded to modern arithmetic education because numbers, a cornerstone of mathematics, are symbolized as a law of mind reasoning.

• Communications of the Korean Mathematical Society
• /
• v.12 no.3
• /
• pp.797-812
• /
• 1997

For analytic functions we give an expression for the kernel $K_n$ of the remainder terms for the Gauss-Radau and the Gauss-Lobatto rules with end points of multiplicity r and prove the convergence of the kernel we obtained. The error bound are obtained for the type $$\mid$R_n(f)$\mid$ \leq \frac{1}{\pi}l(\Gamma) max_{z \in \Gamma} $\mid$K_n(z)$\mid$ max_{z \in \Gamma} $\mid$f(z)$\mid$$, where $l(\Gamma)$ denotes the length of contour $\Gamma$.

• Korean Journal of Mathematics
• /
• v.25 no.2
• /
• pp.137-145
• /
• 2017

We consider some simple periodic functions on the field of rational numbers with values in ${\mathbb{Q}}/{\mathbb{Z}}$ which are defined in terms of lowest-term-expression of rational numbers. We prove the density of graphs of these functions by constructing explicitly points on the graphs close to a given point using continued fractions.

• Communications of the Korean Mathematical Society
• /
• v.35 no.3
• /
• pp.979-998
• /
• 2020

We study totally umbilical real half lightlike submanifolds of indefinite Kaehler manifolds with a quarter-symmetric metric connection. We obtain some conditions for a real half lightlike submanifold of an indefinite Kaehler manifold with a quarter-symmetric metric connection to be a product manifold. We derive the expression for induced Ricci type tensor 𝓡^(0,2) and also obtain conditions for 𝓡^(0,2) to be symmetric.