• Honam Mathematical Journal
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• v.38 no.2
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• pp.279-294
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• 2016

Half integer values of harmonic numbers and reciprocal binomial squared coeffients sums are investigated in this paper. Closed form representations and integral expressions are developed for the infiite series.

• Journal of the Korean Mathematical Society
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• v.37 no.5
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• pp.857-870
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• 2000

In this paper, we estimate correlation dimensions of discrete quasi periodic ordits with frequencies, irrational numbers, which are called quasi Roth numbers. We specify the lower estimate valuse of the dimensions by using the parameters which are derived the rational approximable properties of the quasi Roth numbers.

• Journal of applied mathematics & informatics
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• v.36 no.3_4
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• pp.205-212
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• 2018

In this paper, we study linear differential equations arising from the generating functions of twisted (h, q)-tangent polynomials. We give explicit identities for the twisted (h, q)-tangent polynomials.

• Journal of the Chungcheong Mathematical Society
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• v.21 no.4
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• pp.585-590
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• 2008

We give a formula for the Hodge numbers of Calabi-Yau 3-folds, constructed by smoothing and calculate the Hodge numbers of Calabi-Yau 3-folds of Y. Kawamata and Y. Namikawa.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.10a
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• pp.9-15
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• 1998

In this paper, we introduce new results of law large numbers for mutually T-related fuzzy numbers, when T is Archimedean t-norm and spreads are random variables, and generalize earlier result of Fullr[FSS 45(1992) 299-303].

• Journal of the Chungcheong Mathematical Society
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• v.32 no.1
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• pp.97-111
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• 2019

The purpose of work is to study the sums of k distanced numbers in Pell sequence {$P_i$} as well as in the generalized ${\lambda}-Pell$ sequence {$P_{{\lambda},i}$}.

• Journal of applied mathematics & informatics
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• v.37 no.1_2
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• pp.97-103
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• 2019

In this paper, we give some interesting symmetric identities of the (p, q)-Hurwitz zeta function. We also give some new interesting properties, explicit formulas, a connection with (p, q)-Bernoulli numbers and polynomials.

• Journal of the Korean Society for information Management
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• v.29 no.3
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• pp.79-97
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• 2012

The purpose of this study was to investigate the current status of assigning book numbers and the perceptions of librarians who assign the book numbers at two National Libraries, nine Regional Central Libraries and Jeongdok Public Library in Korea. Based upon the analysis, a better method to assign book numbers for the libraries was suggested. The most serious problem was the length of the book numbers due to the duplication of book numbers and lack of intuitiveness. Therefore, this study suggested a user-oriented way of assigning book numbers based upon combining the name of the author and the year of the publication.

• School Mathematics
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• v.19 no.1
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• pp.209-228
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• 2017

Understanding decimal numbers is important in mathematics as well as real-life contexts. However, lots of students focus on procedures or algorithms of decimal numbers without understanding its meanings. This study analyzed teaching method related to decimal numbers in a series of mathematics textbooks of Korea, Japan, Singapore and the US. The results showed that three countries except Japan introduced the decimal numbers as another name of fraction, which highlights the relation between the concept of decimal numbers and fractions. And limited meanings of decimal numbers were shown such as 'equal parts of a whole' and 'measurement'. Especially in the korean textbooks, relationships between the decimals were dealt instrumentally and small number of models such as number lines or $10{\times}10$ grids were used repeatedly. Based these results, this study provides implications on what and how to deal with decimal numbers in teaching and learning decimal numbers with textbooks.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.263-279
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• 2015

The introduction of real numbers is one of the most difficult steps in the teaching of school mathematics since the mathematical justification of the extension from rational to real numbers requires the completeness property. The author elucidated what questions about real numbers can be unanswered as the "institutional didactic void" in school mathematics defining real numbers as the union of the rational and irrational numbers. The pre-service teachers' explanations on the extension from rational to real numbers and the raison d'$\hat{e}$tre of arbitrary non-recurring decimals showed the superficial and fragmentary understanding of real numbers. Connecting school mathematics to university mathematics via the didactic void, the author discussed how pre-service teachers could break the illusion of transparency about the real number.