• Communications of Mathematical Education
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• v.36 no.4
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• pp.559-587
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• 2022

The purpose of this study is to derive implications for the development of the next curriculum and textbooks by comparing and analyzing the textbooks of the 2015 revised high school mathematics curriculum <Mathematics for Economics> and social studies curriculum <Economics>. In the <Mathematics for Economics> textbooks, economic terms and function notations should be introduced. Additionally, the use of graphs for economic-related functions is different from the use of graphs in mathematics in the <Mathematics for Economics> textbooks. For these reasons, the usage of economic terms, function notations, and function graphs covered in the <Mathematics for Economics> textbooks were compared and analyzed with the usage in the <Economics> textbooks. In the <Mathematics for Economics> textbooks, economic terms that are highly related to mathematics are defined and presented. Contrary to the conventions of mathematics and economics, the function notations in the <Mathematics for Economics> textbooks were used inconsistently because uppercase and lowercase letters were mixed in the function notations. Function graphs in the <Mathematics for Economics> textbooks had differences in the range of values represented by the variables regarding axes and scaling. The <Mathematics for Economics> textbooks did not provide a mathematical interpretation of the translation or slope. In the course of <Mathematics for Economics>, it is necessary to specify considerations for teaching and learning, and assessment in the curriculum to promote students' understanding of mathematics and economics. The descriptions in the curriculum document and textbooks of <Mathematics for Economics> should be supplemented to provide learning opportunities for mathematical interpretation of economics-related contents.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.11-26
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• 2003

Although many mathematical teaching/learning materials are already developed in the web, diverse utilization of this materials such as calculation, searching, or reusing of expressions are limited since the expression is actually a figure. To cope with this, MathML which describing mathematical notation was developed. In the paper, we proposed the methods of developing teaching materials using MathML, making learning assistance tools which utilize MathML, and applying MathML to information exchange community for Mathematics courses in ICT environment. Using MathML to develop a teaching material makes easy to correct and reuse the mathematical notations conveniently. Furthermore, learning assistance tools made by placing MathML help teachers reorganize and utilize these materials in the classroom as well as enhancing the connection between mathematical notations and concepts. The web-board that can make a use the mathematical notations using MathML enables the teachers and students to exchange information actively. It also helps to fulfill different types of teaching using ICT such as "discussion on the web".

• Communications of the Korean Mathematical Society
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• v.22 no.2
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• pp.219-225
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• 2007

Since the time of Euler, the dilogarithm and polylogarithm functions have been studied by many mathematicians who used various notations for the dilogarithm function $Li_2(z)$. These functions are related to many other mathematical functions and have a variety of application. The main objective of this paper is to present corrected versions of two equivalent factorization formulas involving the Legendre's Chi-function $\chi_2$ and an evaluation of a class of integrals which is useful to evaluate some integrals associated with the dilogarithm function.

• Journal of the Korean Mathematical Society
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• v.33 no.4
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• pp.735-745
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• 1996

This is the sequel to our paper "On projective representations of a group and its subgroups I" [4]. In Section 4[4] we proved some global properties on regularity condition. The purpose of this paper is to study local properties, that is, we shall ask how the regularity condition on subgroups is related to that on group. Throughout the paper we use the same notations as in [4].as in [4].

• Journal of the Korean Mathematical Society
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• v.33 no.2
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• pp.319-332
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• 1996

Many authors have studied multiple stochastic integrals in pursuit of the existence of product processes in terms of multiple integrals. But there has not been much research into the structure of the product processes themselves. In this direction, a study which gives emphasis on sample path continuity and boundedness properties was initiated in Pyke[9]. For details of problem set-ups and necessary notations, see [9]. Recently the weak limits of U-processes are shown to be chaos processes, which is product of the same Brownian measures, see [2] and [7].

• Communications of the Korean Mathematical Society
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• v.9 no.2
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• pp.411-414
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• 1994

In this paper a flow will be a pair (X, T) where X is a compact Hausdorff space, and T is a homeomorphism of X onto X. We will usually but not always assume that X is a metric space. We sometimes suppress the homeomorphism T notationally, and just denote a flow by X. General references for the preliminary dynamical notations discussed in this section are [5] and [3]. (The latter should be used with care, since transformations are written on the right there.)(omitted)

• Communications of the Korean Mathematical Society
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• v.9 no.4
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• pp.825-830
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• 1994

This paper is concerned with the zeros of successive derivatives of real entire functions. In order to state our results, we introduce the following notations : An entire function which assumes only real values on the real axis is said to be a real entire function. Thus, if a complex number is a zero of a real entire function, then its conjugate is also a zero of the same function.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.211-237
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• 2017

Depending on the type of textbook, the word and mathematical notation expression used in high school mathematics textbooks varied and there were also some differences on the mathematical definition and the content description methods. Not only the composition of textbooks but also various expressing ways of textbooks have significant impacts on teaching and learning of teacher and student. The diversity of expression had pros and cons like both sides of a coin. There is a positive aspect that we can pursue pedagogical diversity. Simultaneously there is a negative aspect that the possibility of acting as a learning burden exists in the viewpoint of the student and the equality of evaluation may be undermined. In this study, Preferentially we focused on analyzing the actual situation rather than judging what is more appropriate about the diversity of words and notation expressions used in mathematics textbooks which is based on the current curriculum. For this purpose, we analyzed 56 kinds of mathematics textbooks based on the 2009 revised mathematics curriculum, and presented four aspects(terms expressing, notations expression, mathematical definition, content description method) with examples about differences of the various expressions used in textbooks including 'terms and notations'.

• Honam Mathematical Journal
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• v.46 no.2
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• pp.313-334
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• 2024

In the current study, our aim is to define new generalized extended beta and hypergeometric types of functions. Next, we methodically determine several integral representations, Mellin transforms, summation formulas, and recurrence relations. Moreover, we provide log-convexity, Turán type inequality for the generalized extended beta function and differentiation formulas, transformation formulas, differential and difference relations for the generalized extended hypergeometric type functions. Also, we additionally suggest a generating function. Further, we provide the generalized extended beta distribution by making use of the generalized extended beta function as an application to statistics and obtaining variance, coefficient of variation, moment generating function, characteristic function, cumulative distribution function, and cumulative distribution function's complement.

• Communications of the Korean Mathematical Society
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• v.33 no.2
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• pp.473-484
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• 2018

In this paper, we discuss how the operational calculus can be exploited to the theory of generalized special functions of many variables and many indices. We obtained the generating relations for 3-index, 3-variable and 1-parameter Hermite polynomials. Some mixed type generating relations and bilateral generating relations of many indices and many variable like Lagurre-Hermite and Hermite-Sister Celine's polynomials are also obtained. Further we generalize some results on old symbolic notations using operational identities.