• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.121-139
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• 2006

This study identified the problems of teaching quadratic functions using a translation and a vertex form by completing squares of which method make teaching contents not to be interconnected and tend to interfere students' conceptual understanding. This seems to generated from which the current mathematics curriculum is not organized to deliver the related contents of quadratic functions from polynomial expressions students have already known. To resolve it this study investigates the properties of quadratic functions from a polynomial perspective and discusses classroom implications with a couple of concrete applications.

• Bulletin of the Korean Mathematical Society
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• v.59 no.2
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• pp.431-452
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• 2022

For any positive integer 𝜇, we compute the mean value of the 𝜇-th derivative of quadratic Dirichlet L-functions over the rational function field 𝔽_q(t), where q is a power of 2.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.9 no.1
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• pp.55-61
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• 2005

A Conjugate Gradient algorithm for unconstrained minimization is proposed which is invariant to a nonlinear scaling of a strictly convex quadratic function and which generates mutually conjugate directions for extended quadratic functions. It is derived for inexact line searches and for general functions. It compares favourably in numerical tests (over eight test functions and dimensionality up to 1000) with the Dixon (1975) algorithm on which this new algorithm is based.

• East Asian mathematical journal
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• v.22 no.1
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• pp.71-77
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• 2006

By applying various known summation theorems to a general transformation formula based upon Bailey's transformation theorem due to Slater, Exton has obtained numerous and new quadratic transformations involving hypergeometric functions of order greater than two(some of which have typographical errors). We aim at first deriving a general quadratic transformation formula due to Exton and next providing a list of quadratic formulas(including the corrected forms of Exton's results) and some more results.

• The Mathematical Education
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• v.43 no.2
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• pp.163-175
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• 2004

We believe new assessment strategies and practices need to be developed that will enable teachers and others to assess students' performance in a manner that reflect the 7th Korean curriculum reform vision for school mathematics. This research was conducted to develop the assessment tasks based on the current literatures such as National Council of Teachers of Mathematics (1999) and Korea Institute of Curriculum & Evaluation(KICE, 2002, 2003) in quadratic functions of the secondary school and to find the effect of these tasks by classifying students' responses. The research instrument were composed of three criteria, the previous knowledge, the application of quadratic functions, and the general properties in functions. The research data were collected from 32 high school students in a suburb of Seoul and sorted by their similarities and differences in mathematical understanding. Through the research, we could know more than ever before about how the students learned mathematics and about how to improve teachers' mathematical instruction.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.8 no.2
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• pp.7-13
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• 2004

A Conjugate Gradient (CG) algorithm for unconstrained minimization is proposed which is invariant to a nonlinear scaling of a strictly convex quadratic function and which generates mutually conjugate directions for extended quadratic functions. It is derived for inexact line searches and is designed for the minimization of general nonlinear functions. It compares favorably in numerical tests with the original Dixon algorithm on which the new algorithm is based.

• Research in Mathematical Education
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• v.16 no.3
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• pp.177-194
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• 2012

What strategies are used to help students understand quadratic functions in mathematics classroom? In specific, how does Chinese teacher highlight a connection between algebraic representation and graphic representation? From October to November 2009, an experienced teacher classroom was observed. It was found that when students started learning a new type of quadratic function in lessons, the teacher used two different teaching strategies for their learning: (1) Eliciting students to plot the graphs of quadratic functions with pointwise approaches, and then construct the function image in their minds with global approaches; and (2) Presenting a specific mathematical problem, or introducing conception to elicit students to conjecture, and then encouraging them to verify it with appoint approaches.

• Journal of the Korean Data and Information Science Society
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• v.14 no.3
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• pp.623-630
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• 2003

Recently, Tanaka(1988) derived two influence functions related to an eigenvalue problem $(A-\lambda_sI)\upsilon_s=0$ of real symmetric matrix A and used them for sensitivity analysis in principal component analysis. In this paper, we deal with the perturbation expansions up to quadratic terms of the same functions and discuss the application to sensitivity analysis in principal component regression analysis(PCRA). Numerical example is given to show how the approximation improves with the quadratic term.

• Bulletin of the Korean Mathematical Society
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• v.60 no.1
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• pp.75-81
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• 2023

If a multiplicative function f is commutable with a quadratic form x² + xy + y², i.e., f(x² + xy + y²) = f(x)² + f(x) f(y) + f(y)², then f is the identity function. In other hand, if f is commutable with a quadratic form x² - xy + y², then f is one of three kinds of functions: the identity function, the constant function, and an indicator function for ℕ ＼ pℕ with a prime p.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.545-567
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• 2023

This study investigates effective ChatGPT prompts for solving mathematical problems, focusing on the chapters of quadratic equations and quadratic functions. A structured prompt was designed, following a sequence of 'Role-Rule-Example Solution-Problem-Process'. In this study, an artificial intelligence model combining GPT-4, Wolfram plugin, and Advanced Data Analysis was utilized. Wolfram was used as the primary tool for calculations to reduce computational errors. When using the structured prompt, the accuracy rate for problems from nine high school mathematics textbooks on quadratic equations and quadratic functions was 91%, showing higher performance compared to zero-shot prompts. This confirmed the effectiveness of the structured prompts in solving mathematical problems. The structured prompts designed in this study can contribute to the development of intelligent information systems for personalized and customized education.