• Journal of the Korean Mathematical Society
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• v.31 no.3
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• pp.439-456
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• 1994

Let $\tau$ be a given hereditary torsion theory for left R-module category R-Mod. The class of all $\tau$-torsion left R-modules, denoted by T is closed under homomorphic images, submodules, direct sums and extensions. And the class of all $\tau$-torsionfree left R-modules, denoted by $F$, is closed under submodules, injective hulls, direct products, and isomorphic copies ([3], Proposition 1.7 and 1.10).

• Journal of the Chungcheong Mathematical Society
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• v.27 no.4
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• pp.707-720
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• 2014

We get a theorem which shows the existence of at least three solutions for some elliptic system with Dirichlet boundary condition. We obtain this result by using the finite dimensional reduction method which reduces the infinite dimensional problem to the finite dimensional one. We also use the critical point theory on the reduced finite dimensioal subspace.

• Journal of the Chungcheong Mathematical Society
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• v.24 no.1
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• pp.121-130
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• 2011

We obtain multiplicity results for the biharmonic problem with a variable coefficient semilinear term. We show that there exist at least three solutions for the biharmonic problem with the variable coefficient semilinear term under some conditions. We obtain this multiplicity result by applying the Leray-Schauder degree theory.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.257-277
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• 2017

The purpose of this research is divide into two kinds. First, develop the mathematical modeling program for mathematically gifted students focused on Voronoi diagram and Delaunay triangulation, and then gifted teachers can use it in the class. Voronoi diagram and Delaunay triangulation are Spatial partition theory use in engineering and geography field and improve gifted student's mathematical connections, problem solving competency and reasoning ability. Second, after applying the developed program to the class, I analyze gifted student's core competency. Applying the mathematical modeling program, the following findings were given. First, Voronoi diagram and Delaunay triangulation are received attention recently and suitable subject for mathematics gifted education. Second,, in third enrichment course(Student's Centered Mathematical Modeling Activity), gifted students conduct the problem presentation, division of roles, select and collect the information, draw conclusions by discussion. In process of achievement, high level mathematical competency and intellectual capacity are needed so synthetic thinking ability, problem solving, creativity and self-directed learning ability are appeared to gifted students. Third, in third enrichment course(Student's Centered Mathematical Modeling Activity), problem solving, mathematical connections, information processing competency are appeared.

• East Asian mathematical journal
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• v.35 no.1
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• pp.41-50
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• 2019

This paper is dealt with one-dimensional elliptic jumping problem with nonlinearities crossing n eigenvalues. We get one theorem which shows multiplicity results for solutions of one-dimensional elliptic boundary value problem with jumping nonlinearities. This theorem is that there exist at least two solutions when nonlinearities crossing odd eigenvalues, at least three solutions when nonlinearities crossing even eigenvalues, exactly one solutions and no solution depending on the source term. We obtain these results by the eigenvalues and the corresponding normalized eigenfunctions of the elliptic eigenvalue problem and Leray-Schauder degree theory.

• Communications of Mathematical Education
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• v.27 no.2
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• pp.165-177
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• 2013

Mathematics teaching is often more effective when teachers connect the contents of mathematics with history, culture, and social events. In the history of mathematics, the 'paradigm' theory from Thomas Kuhn's scientific revolution is very effective to explain the revolutionary process of development in mathematics, and his theory has been widely quoted in the history of science and economics. However, it has not been appropriate to use his theory in the other fields. This is due to the fact that the scope of Kuhn's paradigm theory is limited to mathematics and science. In this study, this researcher introduced pan-paradigm as a general concept that encompasses all, since through any relation in the field of mathematics and architecture, Thomas Kuhn's theory of paradigm does not explain the phenomena. That is, at the root of various cultures there exist always a 'collective unconsciousness' and 'demands of the times,' and these two factors by synergism form values and controlling principles common to various parts of the culture, and this synergism leads the cultural activities, the process of which is a phenomenon called pan-paradigm.

• The Mathematical Education
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• v.51 no.2
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• pp.161-171
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• 2012

Generally mathematics is regarded as a subtle subject to grasp their true meaning. And teacher's personal conceptions of mathematics influence greatly on the teaching and learning of mathematics. More over often teachers confess their difficulties in explaining the true nature of mathematics. In this paper, applying the theory of epistemology, we tried to search factors that must be counted important when trying to understand the true nature of mathematics. As results, we identified five characteristics of mathematical knowledge such as logical reasoning, abstractive concept, mathematical representation, systematical structure, and axiomatic validation. Next, we tried to investigate math education major students' conception of mathematics using these items. To proceed this research we asked 51 students from three Universities to answer their opinion on 'What do you think is mathematics?'. Analysing their answers in the light of the above five items, we got the following facts. 1. Only 38% of the students regarded mathematics as one of the five items, which can be considered to reveal students' low concern about the basic nature of mathematics. 2. The status of students' responses to the question were greatly different among the three Universities. This shows that mathematics professors need to lead students to have concern about the true nature of mathematics.

• East Asian mathematical journal
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• v.21 no.1
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• pp.77-103
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• 2005

The theory of multiple Gamma functions was studied in about 1900 and has, recently, been revived in the study of determinants of Laplacians. There is a class of mathematical constants involved naturally in the multiple Gamma functions. Here we summarize those mathematical constants associated with the Gamma and multiple Gamma functions and will show how they are involved, if possible.

• Communications of Mathematical Education
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• v.24 no.4
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• pp.877-889
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• 2010

Mathematical modelling is a useful method for reinterpreting the real world and for solving real problems. In this paper, we introduced a theory on mathematical modelling. Further, we developed a mathematical model of the H1N1 influenza with Excel. Then, we analyzed the model which tells us what role it can play in an appropriate prediction of the future and in the decision of accompanied policies.

• Korean Journal of Mathematics
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• v.22 no.3
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• pp.471-489
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• 2014

We investigate the number of the weak periodic solutions for the bifurcation problem of the Hamiltonian system with the superquadratic nonlinearity. We get one theorem which shows the existence of at least two weak periodic solutions for this system. We obtain this result by using variational method, critical point theory induced from the limit relative category theory.