• The Pure and Applied Mathematics
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• v.28 no.4
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• pp.329-341
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• 2021

In this study, we consider an efficient and accurate finite difference method for the four underlying asset equity-linked securities (ELS). The numerical method is based on the operator splitting method with non-uniform grids for the underlying assets. Even though the numerical scheme is implicit, we solve the system of discrete equations in explicit manner using the Thomas algorithm for the tri-diagonal matrix resulting from the system of discrete equations. Therefore, we can use a relatively large time step and the computation of the ELS option pricing is fast. We perform characteristic computational test. The numerical test confirm the usefulness of the proposed method for pricing the four underlying asset equity-linked securities.

• Communications of the Korean Mathematical Society
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• v.28 no.2
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• pp.269-283
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• 2013

In this paper, we investigate a stability of the functional equation $$\sum^3_{i=0}_3C_i(-1)^{3-i}f(ix+y)=0$$ by using the fixed point theory in the sense of L. C$\breve{a}$dariu and V. Radu.

• Journal of the Chungcheong Mathematical Society
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• v.25 no.1
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• pp.43-49
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• 2012

In this paper, we investigate the stability of a functional equation $$f(x+y+z)-f(x+y)-f(y+z)-f(x+z)+f(x)+f(y)+f(z)=0$$ by using the fixed point theory in the sense of L. $C\breve{a}dariu$ and V. Radu.

• The Pure and Applied Mathematics
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• v.28 no.2
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• pp.91-102
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• 2021

In this paper, we introduce Lie bracket Jordan derivations in Banach Jordan algebras. Using the direct method and the fixed point method, we prove the Hyers-Ulam stability of Lie bracket Jordan derivations in complex Banach Jordan algebras.

• Honam Mathematical Journal
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• v.34 no.1
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• pp.19-34
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• 2012

In this paper, we investigate the stability of a functional equation f(x+y+z)-f(x+y)-f(y+z)-f(x+z)+f(x)+f(y)+f(z) = 0 by using the fixed point theory in the sense of L. Cadariu and V. Radu.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.473-491
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• 2002

This article analyzes mathematics education from dialectical materialism acknowledging the objectivity of knowledge. The thesis that knowledge is objective advances to the recognition that knowledge will be internalized, and an idea of zone of proximal development(ZPD) is established as a practice program of internalization. The lower side of ZPD, i.e. the early stage of internalization takes imitation in a large portion. And in the process of internalization the mediational means play an important role. Hereupon the role of mathematics teacher, the object of imitation, stands out significantly. In this article, treating the contents of study as follows, I make manifest that teaching and learning in mathematics classroom are united dialectically: I hope to findout the method of teaching-learning to mathematical knowledge from the point of view that mathematical knowledge is objective; I look into how analysis into units, as the analytical method of Vygotsky, has been developed from the side of mathematical teaching-learning; I discuss the significance of mediational means to play a key role in attaining the internalization in connection with ZPD and re-illuminate imitation. Based on them, I propose how the role of mathematics teachers, and the principle of organization to mathematics textbook should be.

• School Mathematics
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• v.2 no.2
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• pp.403-426
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• 2000

In this study, we tried to suggest a meaningful teaching method that is a mathematical thinking-oriented. After referring to the recent trend of mathematics education, we examined the direction that school mathematics should go. Next, we considered previous studies that deals with teaching methods focusing on the mathematical thinking. On the basis of the above examination, we accomplished case studies that aims at mathematical thinking-oriented teaching. And we explained that these case studies reflects the key points didactics of mathematics such as the education of ‘open mathematics’, constructivism etc. Finally, we proposed the necessity of mathematical thinking-oriented teaching in the current state of school mathematics.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.339-352
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• 2014

In this paper we introduce mathematical modellings in teaching and learning differential equations which were adopted by 2009 revised curriculum. The textbook of 'Advanced Mathematics II' published in 2014 with one publisher includes the content of the second order differential equation y"+y=0 by the power series method. This paper discusses the issue of the power series and gives an alternative method to explain problems of differential equation. Also, we found that the textbook of 'Advanced Mathematics II' used the mechanical system not electrical system in solving differential equation problems. Thus this paper suggests a method using an electric circuit in teaching and learning the first order differential equation. Finally we suggest some terminologies in the teaching and learning of differential equations.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.167-181
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• 2005

Statistics is based on a data, therefore a practical use of suitable data is important in teaching statistics. But, most teachers feel always that there is seldom data that students can understand easily. In this study, we presented a teaching method of statistics education that can elevate student's participation and interest in their statistics class using a web-based data collection program and MS Excel software. Also, the presented teaching method may apply extending to various part of statistics education.

• The Mathematical Education
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• v.27 no.1
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• pp.15-23
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• 1988

We are at the onset of a major revolution in education, a revolution unparalleled since the invention of the printing press. The computer will be the instrument of this revolution. Computers and computer application are everywhere these days. Everyone can't avoid the influence of the computer in today's world. The computer is no longer a magical, unfamiliar tool that is used only by researchers or scholars or scientists. The computer helps us do our jobs and even routine tasks more effectively and efficiently. More importantly, it gives us power never before available to solve complex problems. Mathematics instruction in secondary schools is frequently perceived to be more a amendable to the use of computers than are other areas of the school curriculum. This is based on the perception of mathematics as a subject with clearly defined objectives and outcomes that can be reliably measured by devices readily at hand or easily constructed by teachers or researchers. Because of this reason, the first large-scale computerized curriculum projects were in mathematics, and the first educational computer games were mathematics games. And now, the entire mathematics curriculum appears to be the first of the traditional school curriculum areas to be undergoing substantial trasformation because of computers. Recently, many research-Institutes of our country are going to study on computers in orders to use it in mathematics education, but the study is still start ing-step. In order to keep abreast of this trend necessity, and to enhance mathematics teaching/learning which is instructed lecture-based teaching/learning at the present time, this study aims to develop/present practical method of computer-using. This is devided into three methods. 1. Programming teaching/learning method This part is presented the following five types which can teach/learn the mathematical concepts and principle through concise program. (Type 1) Complete a program. (Type 2) Know the given program's content and predict the output. (Type 3) Write a program of the given flow-chart and solve the problem. (Type 4) Make an inference from an error message, find errors and correct them. (Type 5) Investigate complex mathematical fact through program and annotate a program. 2. Problem-solving teaching/learning method solving This part is illustrated how a computer can be used as a tool to help students solve realistic mathematical problems while simultaneously reinforcing their understanding of problem-solving processes. Here, four different problems are presented. For each problem, a four-stage problem-solving model of polya is given: Problem statement, Problem analysis, Computer program, and Looking back/Looking ahead. 3. CAI program teaching/learning method This part is developed/presented courseware of sine theorem section (Mathematics I for high school) in order to avail individualized learning or interactive learning with teacher. (Appendix I, II)