• Research in Mathematical Education
• /
• v.4 no.1
• /
• pp.1-22
• /
• 2000

The purpose of this study was to investigate the effects of using graphing calculators on students' understanding of the linear and quadratic function concepts. The populators of this study are tenth graders at high school in Seoul, one class for the treatment group and another class for the comparison group, and experiment period is 14 weeks including two weeks for school regular exams.Function tests used in the study was proposed which described a conceptual knowledge of functions in terms of the following components: a) Conceptual understanding, b) Interpreting a function in terms of a verbal experission, c) Translating between different representations of functions, and d) Mathematical modeling a real-world situation using functions. Even though the group test means of the individual components of conceptual understanding, interpreting, translating, mathematical modeling did not differ significantly, there is evidence that the two groups differed in their performance on conceptual understanding. It was shown that students learned algebra using graphing calculators view graphs more globally. The attitude survey assessed students' attitudes and perceptions about the value of mathematics, the usefulness of graphs in mathematics, mathematical confidence, mathematics anxiety, and their feelings about calculators. The overall t-test was not statistically significant, but the students in the treatment group showed significantly different levels of anxiety toward mathematics.

• Communications of Mathematical Education
• /
• v.18 no.2 s.19
• /
• pp.9-33
• /
• 2004

The purpose of this paper is to contribute to the dialogue about the notion of advanced mathematical thinking by offering an alternative characterization for this idea, namely advancing mathematical activity. We use the term advancing (versus advanced) because we emphasize the progression and evolution of students' reasoning in relation to their previous activity. We also use the term activity, rather than thinking. This shift in language reflects our characterization of progression in mathematical thinking as acts of participation in a variety of different socially or culturally situated mathematical practices. We emphasize for these practices the changing nature of student' mathematical activity and frame the process of progression in terms of multiple layers of horizontal and vertical mathematizing.

• Journal of the Korean Mathematical Society
• /
• v.53 no.2
• /
• pp.461-473
• /
• 2016

Let C be a projective plane curve of degree d whose singularities are all isolated. Suppose C is not concurrent lines. P loski proved that the Milnor number of an isolated singlar point of C is less than or equal to $(d-1)^2-{\lfloor}\frac{d}{2}{\rfloor}$. In this paper, we prove that the Milnor sum of C is also less than or equal to $(d-1)^2-{\lfloor}\frac{d}{2}{\rfloor}$ and the equality holds if and only if C is a P loski curve. Furthermore, we find a bound for the Milnor sum of projective plane curves in terms of GIT.

• Bulletin of the Korean Mathematical Society
• /
• v.25 no.2
• /
• pp.195-201
• /
• 1988

In general relativity, analyzing causality is central to the study of black holes, to cosmology, and to each of the major recent mathematical theorems. By causality we refer to the general question of which points in a space-time can be joined by causal curves; relativistically which events can influence (be influenced by) a given event. Various causality conditions have been developed for space-times of the problems associated with examples of causality violations (2, 4). Causally continuous space-times were defined by Hawking and Sachs (5). Budic and Sachs (3) established causal completion. A metrizable topology on the causal completion of a causally continuous space-time was studied by Beem(1). Recently the region of space-time where causal continuity is violated was studied by Ishikawa (6) and Vyas and Akolia (8). In this paper we show characterization for reflectingness in terms of continuity of set valued functions. We investigate some properties of the region related to a causally continuous space-time where distinguishingness is violated, and characterize the chronology condition in terms of distinguishing-violated region.

• Communications of the Korean Mathematical Society
• /
• v.23 no.2
• /
• pp.211-227
• /
• 2008

As a mathematical model proposed to understand the behaviors of interacting species, cross-diffusion systems with functional responses of prey-predator type are considered. In order to obtain $W^{1_2}$-estimates of the solutions, we make use of several forms of calculus inequalities and embedding theorems. We consider the quasilinear parabolic systems with the cross-diffusion terms, and without the self-diffusion terms because of the simplicity of computations. As the main result we derive the uniform $W^{1_2}$-bound of the solutions and obtain the global existence in time.

• Research in Mathematical Education
• /
• v.1 no.1
• /
• pp.13-22
• /
• 1997

Cognitive psychology has provided valuable theoretical perspectives on learning mathematics. Based on the metaphor of the mind as an information processing device, educators and psychologists have developed detailed models of competence in a variety of areas of mathematical skill and understanding. Unquestionably, these models are an asset in thinking about the curriculum we want our students to follow. But any psychological paradigm has aspects of learning and knowledge that it accounts for well, and others that it accounts for less well. For instance, the paradigm of cognitive science gives us valuable models of the knowledge we want our students to acquire; but in picturing the mind as a computational device it reduces us to conceiving of learning in individualist terms. It is less useful in helping us develop effective learning communities in our classrooms. In this paper I review some of the significant accomplishments of cognitive psychology for mathematics education, and some of the directions that situated cognition theorists are taking in trying to understand knowing and learning in terms that blend individual and social perspectives.

• Journal of the Korean Society for Industrial and Applied Mathematics
• /
• v.27 no.4
• /
• pp.207-231
• /
• 2023

This paper aims to improve the alternative formulation of the fifth- and sixth-order accurate weighted essentially non-oscillatory (AWENO) finite difference schemes. The first is to derive the AWENO scheme with sixth-order accuracy in the smooth region of the solution. Second, a new weighted polynomial functions combining the perturbed forms with conserved variable to the AWENO is constructed; the new form of tunable functions are invented to maintain non-oscillatory property. Detailed numerical experiments are presented to illustrate the behavior of the new perturbational AWENO schemes. The performance of the present scheme is evaluated in terms of accuracy and resolution of discontinuities using a variety of one and two-dimensional test cases. We show that the resulted perturbational AWENO schemes can achieve fifth- and sixth-order accuracy in smooth regions while reducing numerical dissipation significantly near singularities.

• Journal of the Korean Mathematical Society
• /
• v.61 no.2
• /
• pp.279-291
• /
• 2024

In this paper, we investigate a few strategies to construct Ulrich bundles of small ranks over smooth fourfolds in ℙ⁵, with a focus on the case of special quartic fourfolds. First, we give a necessary condition for Ulrich bundles over a very general quartic fourfold in terms of the rank and the Chern classes. Second, we give an equivalent condition for Pfaffian fourfolds in every degree in terms of arithmetically Gorenstein surfaces therein. Finally, we design a computer-based experiment to look for Ulrich bundles of small rank over special quartic fourfolds via deformation theory. This experiment gives a construction of numerically Ulrich sheaf of rank 4 over a random quartic fourfold containing a del Pezzo surface of degree 5.

• Education of Primary School Mathematics
• /
• v.27 no.3
• /
• pp.247-260
• /
• 2024

In real life, the concepts of number range and approximation are frequently used. These concepts are closely related to various mathematical concepts, and the need for research on the defining and learning of these related terms is emphasized. The learning contents of seven mathematical terms related to the range of numbers and approximation were analyzed, focusing on the definition of terms and the context of real life. As a result of analyzing the contents of 10 currently used elementary school mathematics textbooks, the lessons were organized according to the achievement standards presented in the curriculum, but the composition and order, real-life context, examples used in definitions, and the highlighted parts and directions of the activities varied depending on the author's intent. Based on the analysis results, implications for textbook writing and classroom instruction were presented.

• The Mathematical Education
• /
• v.46 no.4
• /
• pp.423-443
• /
• 2007

Based on the framework of Huffered-Ackles, Fuson and Sherin(2004), data were analyzed in terms of 3 components: explaining(E), questioning(Q) and justifying(J) of students' mathematical concepts and problem solving in a math classroom. The students used varied presentations to explain and justify their mathematical concepts and ideas. They corrected their mathematical errors or misconceptions through discourses. In addition, they constructed and clarified their concepts and thinking while they were interacted. We were able to recognize there was a special feature in discourses that encouraged the students to construct and develop their mathematical concepts. As they participated in math class and received feedback on their learning, the whole class worked cooperatively in a positive way. Their discourse was improved from the level of the actual development to the level of the potential development and the pattern of interaction moved from ERE(Elicitaion-Response-Elaboration to PD(Proposition Discussion).