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- 저자 : 白南渡 (검색결과 24 건)
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白南渡 진주산업대학교 1983 論文集 Vol.21 No.-
As it is important to try solve the problem of possibility of the order exchange in multiplication and operation, several points are enumerated as follows.
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白南渡 진주산업대학교 1980 論文集 Vol.18 No.-
Born in France in 1814, Catalan was a university professor of mathematics in his manhood and a member of the Belgian Royal Academy. Catalan wrote about 400 pieces of treatises in the field of mathematics, and he won the Belgian Academy prize for "on the Transformation of Variables on the Multiplex Integral Calculus" in 1840. He showed a distinctive quality in the interpreting "Solution d'um Problemede Probabilite Relatif au jeu de vencontre" of his many treatises, using definite difference equation.
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白南渡 진주산업대학교 1981 論文集 Vol.19 No.-
It is possible to solve the four species; addition, subtraction, multiplication and division in allrational numbers, because the above four species are not solyed with natural numbers. If there is problem in the four species; subtraction, multiplication and division, it is satis factory with all rational number. In the problem of the continuous number, it is not enough to solve the algebraical eguation χ^2+1=0 with the actual number Gauss found the complex number style expanding the actual number style. Based on this result, an algebracial equation of n order had root of n number certainly. This is basic theorem of algebra and the complex number was expressed with vector.
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白南渡 진주산업대학교 1984 論文集 Vol.22 No.-
The definition of integral is that finite function for finite interval could be integrated. Next when in spite of heing finite in interval integral of infinite funcfcon and integral introducing integral concepts is distinguished with general integral, it is defined as transcase integral, extensive integral and pseudo integral. Though general integral is defined as a utmost limits of Rieman sum, pseudo integral is defined as a utmost limits of general integral
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白南渡 진주산업대학교 1975 論文集 Vol.13 No.-
Of the general prob1ems concerning teaching mathematics, first, I described the general features, second, the particulars, and this time I will describe such and such parents are disired to cooperate with the teaching students at school. A teacher should have good character, sufficient knowledge of his major field, and firm view-point of eduation, of course, and it is most important how the parents cooperate with teacher's teaching for their student's better 1earning. There are many technical problems. A teacher of mathematics should not evaluate his students with zero, and the most important point is the process from which a conclusion is drawn out. The teacher had better give some points to a student required some answers as far as he knows if he cannot solve a question completely. On the contrary a teacher should be strict in evaluating a student with fu1l marks. Parents must not be impatient and they are required to treat their sudent with Jong-sightedness, and they should desert the so-called parent's disposition. There is a famous psychologist's saying,“Praise first and b1ame second.”
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白南渡 진주산업대학교 1969 論文集 Vol.3 No.-
Geometry is one of the subjects which were developed earlier than any other in the field on mathematics, and it has been the object of study of many scholars for thousands of years. Accordingly it has been developed into a wide range, and its logical basis was established lastely in a rigid criticism. As the relation between geometry and numbers is deep, the origin of numbers is described first. The knowledge and technique concerning geometry in ancient times can be supposed through Herodotus(B.C 5th century), the Greek historian's History, and the pyramids which are conjectured to have been built about 3,000 years ago, and geometry was put in order and completed later by the Greek's initiative. The relationship between numbers and geometry follows.
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白南渡 진주산업대학교 1976 論文集 Vol.14 No.-
Aggregate consists of such things as numbers points, functions, letters, etc. In general, any kinds of things whch can be the objects for logical consideraton are thought to be the things which compose aggregate. In mathematics, however, as strictness is important, the group of things which are called as aggregate must be the definite things whether they are included in the group of the things on not. also, I described the notations of aggregate, equality of aggregate, suf-aggregate etc. in details.
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