• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.27-32
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• 2001

The paper describes some principles how we design the mathematics curriculum through mathematical Modelling. since the motivation for modelling is that it give us a cheap and rapid method of answering illposed problem concerning the real world situations. The experiment was focussed on the possibility that they can involved in modelling problem sets and carry modelling process. The main principles could be described as follows. principle 1. we as a teacher should introduce the modelling problems which have many constraints at the begining situation, but later eliminate those constraints possibly. principle 2. we should avoid the modelling real situations which contain the huge data collection in the classroom, but those could be involved in the mathematics club and job oriented problem solving. principle 3. Analysis of modelling situations should be much emphasized in those process of mathematics curriculum principle 4. As a matter of decision, the teachers should have their own activities that do mathematics curriculum free. principle 5. New strategies appropriate in solving modelling problem could be developed, so that these could contain those of polya's heusistics

• Journal of the Korean Mathematical Society
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• v.43 no.1
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• pp.87-98
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• 2006

In this paper, a class of constrained inverse eigenvalue problem for antisymmetric matrices and their optimal approximation problem are considered. Some sufficient and necessary conditions of the solvability for the inverse eigenvalue problem are given. A general representation of the solution is presented for a solvable case. Furthermore, an expression of the solution for the optimal approximation problem is given.

• Korean Journal of Mathematics
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• v.23 no.2
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• pp.259-267
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• 2015

This paper is devoted to investigate the existence of the solutions for a class of the noncooperative elliptic system involving critical Sobolev exponents. We show the existence of the negative solution for the problem. We show the existence of the unique negative solution for the system of the linear part of the problem under some conditions, which is also the negative solution of the nonlinear problem. We also consider the eigenvalue problem of the matrix.

• Journal of applied mathematics & informatics
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• v.7 no.2
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• pp.453-465
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• 2000

In this paper, a new method for finding the approximate solution of a second order nonlinear partial differential equation is introduced. In this method the problem is transformed to an equivalent optimization problem. them , by considering it as a distributed parameter control system the theory of measure is used for obtaining the approximate solution of the original problem.

• Journal of applied mathematics & informatics
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• v.32 no.5_6
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• pp.791-805
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• 2014

In this article, we investigate third order three-point fuzzy boundary value problem to using a generalized differentiability concept. We present the new concept of solution of third order three-point fuzzy boundary value problem. Some illustrative examples are provided.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.3 no.1
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• pp.55-69
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• 1999

In this paper we analyze the error estimates for a single-phase nonlinear Stefan problem with Neumann boundary conditions. We apply the modified Crank-Nicolson method to get the optimal order of error estimates in the temporal direction.

• Journal of applied mathematics & informatics
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• v.33 no.3_4
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• pp.425-434
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• 2015

In this paper, a two-point fractional boundary value problem at resonance is considered. By using the coincidence degree theory some existence results of solutions are established.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.105-110
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• 2000

This paper is discussing about the culture of mathematics classroom for problem solving. The mathematics classroom which we have to aim at is where every students make proper belief and attitude about mathematics, and also can express their own idea and make question freely. In that classroom, the students can meet with various problem solving methods and communicate with other students, and then elaborate their own method.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.311-331
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• 2016

The purpose of this study was to analyze mathematical errors and the effects of reflective problem posing activities on students' mathematical problem solving abilities and attitudes toward mathematics. We chose two 5th grade groups (experimental and control groups) to conduct this research. From the results of this study, we obtained the following conclusions. First, reflective problem posing activities are effective in improving students' problem solving abilities. Students could use extended capability of selecting a condition to address the problem to others in the activities. Second, reflective problem posing activities can improve students' mathematical willpower and promotes reflective thinking. Reflective problem posing activities were conducted before and after the six areas of mathematics. Also, we examined students' mathematical attitudes of both the experimental group and the control group about self-confidence, flexibility, willpower, curiosity, mathematical reflection, and mathematical value. In the reflective problem posing group, students showed self check on their problems solving activities and participated in mathematical discussions to communicate with others while participating mathematical problem posing activities. We suggested that reflective problem posing activities should be included in the development of mathematics curriculum and textbooks.

• The Mathematical Education
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• v.49 no.1
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• pp.15-37
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• 2010

In this study, we investigated the application of oriental history of mathematics in school mathematics teaching. We set up three study problems to achieve this purpose. First, we analyze the middle and high school mathematics textbooks and auxiliary books. Second, we survey the mathematics teacher's knowledge and degree of application on history of mathematics. Third, we develop the teaching and learning materials on oriental history of mathematics. We performed three study-methods to settle above study problem. First, we analyzed 24 textbooks and auxiliary books for study problem 1. There were 6 middle school mathematics textbooks and 6 auxiliary books and also 6 high school mathematics textbooks and 6 auxiliary books. We categorized the contents into "anecdote", "systematization", "application of problem", "expansibility of thought", and "comparative of the contents". Second, we surveyed the 78 mathematics teachers's knowledge and degree of application using questionnaire about knowledge and application on history of mathematics. The questionnaire was made up of four types of question; the effect of material about history of mathematics, the understanding of western history of mathematics, the understanding of oriental history of mathematics; the direction of development of teaching material. Third, we exemplified the teaching and learning materials about three categories: "anecdote", "comparative of the contents".