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DOUBLY NONLINEAR PARABOLIC EQUATIONS RELATED TO THE LERAY-LIONS OPERATORS: TIME-DISCRETIZATION
신기연,강수진 영남수학회 2010 East Asian mathematical journal Vol.26 No.3
In this paper, we consider a doubly nonlinear parabolic equation related to the Leray-Lions operator with Dirichlet boundary condition and initial data given. By exploiting a suitable implicit time-discretization technique, we obtain the existence of global strong solution.
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우리나라 수학 교수·학습 연구에 적용된 수학교육 이론의 동향
박민경,김영옥,Park, Min-Kyung,Kim, Young-Ok 영남수학회 2014 East Asian mathematical journal Vol.30 No.4
This study was conducted to analyze the education theories applied to teaching-learning from the perspective of mathematical education. To this end, 41 papers regarding mathematical education theories were selected as study subjects from among 1,190 papers published in Korea between 2000 and 2013 in the Journal of the Korean Society of Mathematical Education and the Journal of the Korean Society of Educational Studies in Mathematics, which are journals that specialize in mathematics education. These papers were classified according to mathematical education theory, study method, content field, and study subject to obtain the numbers of papers and percentages by category in order to analyze their contents.
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손민지,표용수,Son, Min Ji,Pyo, Yong-Soo 영남수학회 2014 East Asian mathematical journal Vol.30 No.4
The purpose of this thesis is to analyze mathematical errors in descriptive problems of the Mathematics Level Assessment(MLA) which is conducted in P University. We classified mathematical errors, which are easily made in solving the descriptive problems of the MLA, into nine types as misused data, misinterpreted language, logically invalid inference, misunderstood theorem or definition, unmatched solution, technical errors, omission of solving process, ambiguous errors, and unattempted errors. With classifying the errors in nine types, we analyzed the errors of students, who are in intermediate and low level grades, by descriptive problems. On the basis of these analysis results, we suggest plans for improving the implementation of the MLA and the teaching-learning methods about College General Mathematics.
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노은환,강정기,정상태,Roh, EunHwan,Kang, JeongGi,Jeong, SangTae 영남수학회 2014 East Asian mathematical journal Vol.30 No.4
The mathematics has moved toward the independence from unit. However, is this tendency also kept up in teaching and learning mathematics? This study starts from this question. We have illuminated this question in respects of a character of unit operation, an essential probability of unit operation and a didactical application of unit. As results, addition and subtraction are operations on identical objects and the result of operation does not also get out of operation's object. On the other hand, multiplication and division are operations on both identical objects and different objects. And the result of operation can generate new unit. We proposed a hypothesis which multiplication and division are transcendental operations from this analysis. The unit operation is not possible essentially. It seems only like unit operation is possible superficially by operational definition on unit. We could discuss on a didactical application of unit from above analysis. And we could deduct implications that the direction of developing mathematic does not necessarily match with the direction of teaching and learning mathematics.
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김동화,이민정,이양,Kim, Dong Hwa,Lee, Min Jung,Lee, Yang 영남수학회 2014 East Asian mathematical journal Vol.30 No.4
Students might find different solutions to the quadratic inequalities according to the range of the number representing the character of the inequalities. They have confusion when the roots of a quadratic inequality are complex numbers since the character of the inequalities generally represents the real number in the mathematics textbooks. Therefore we suggest that we must explain definitely the range of the number representing the character for each inequality question.
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김성현,한인기,Kim, Sung-Hyun,Han, In-Ki 영남수학회 2011 East Asian mathematical journal Vol.27 No.4
In this study we study Krutetskii and Krutetskii's monograph 'The Psychology of Mathematical Abilities in Schoolchidren' which is published in Russia(in Russian) and USA(in English). We describe Krutetskii's biography briefly, which was not published in Korea. We analyze the methods, procedures, and results which are presented in the Krutetskii' work, and systemize these. Our study will give a overview of Krutetskii' viewpoint about mathematical abilities.
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유충현,Yu, Chung-Hyun 영남수학회 2011 East Asian mathematical journal Vol.27 No.4
Arithmetic education is based not only on concept but also fundamentally on intuition. Pestalozzi understood time, a Kant's transcendental intuition, as numbers, a form of cognition, so that he considered intuition essential in arithmetic education. Pestalozzi and Herbart also recommended the intuitive arithmetic education. Significance of the arithmetic education based on intuition resides in the fact that arithmetic, an expression of nature and the world, is succeeded to modern arithmetic education because numbers, a cornerstone of mathematics, are symbolized as a law of mind reasoning.
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조진협,남영만,Cho, Jin-Hyub,Nam, Young-Man 영남수학회 2011 East Asian mathematical journal Vol.27 No.4
이 논문은 "산학정의" (고종 4년 1867년, 남병길 편저, 이상혁 교정)의 하편 중 세 번째 부분의 내용 즉, 다원술(방정식의 표기법)에 대해 연구한 것이다. "산학정의" 하편에서의 다원절은 사원술을 가장 빨리 쉽게 이해시키고자 하였으며, 더 좋은 풀이법을 설명하고자 시도한 우수한 저술이다.
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윤정한,하신혜,Yoon, Joung-Hahn,Ha, Shin-Hye 영남수학회 2011 East Asian mathematical journal Vol.27 No.4
This article deals with the teacher training for a minor in mathematics. We investigate the drawbacks of the teacher training which is enforced to resolve the overabundant teachers. And we claim that theachers must get a master's degree in a graduate school of education if they get a secondary teaching certificate.
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미국 Common Core State Standards for Mathematics 소개
김영옥,Kim, Young-Ok 영남수학회 2011 East Asian mathematical journal Vol.27 No.4
The purpose of this study is to introduce the Common Core State Standards (CCSS) for mathematics which is released on June 2, 2010 in the U.S.A. The common core state standards are aligned with college and work expectations, and include rigorous content and application of knowledge through high-order skills. The most distinguishable differences between the CCSS standards and the NCTM standards are that the CCSS standards considers the mathematical modeling as one of the mathematical content domains such as algebra, geometry, ets, and the standards are designed by working together with school leaders of all states.
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