• Communications of Mathematical Education
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• v.22 no.3
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• pp.289-310
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• 2008

The purpose of study is to propose the possibilities of finding trigonometric function values using trigonometric function graphs instead of the unit circle method. And it is to discuss how to enhance relating trigonometric function value finding to graphs construction, and students conceptual understanding of the properties of trigonometric functions. The conclusions of this study are the effectiveness of function value finding using trigonometric function graphs, the use of a precise term of function value finding given general angles, consideration of a link between function value finding and graphs, and the possibility of teaching trigonometric function graphs in advance of function value finding.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.101-113
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• 2003

The purpose of this study is to analyze students misunderstood types relate to trigonometric function and to devise its teaching method using GSP. To do this, we performed several steps as followings: First, we performed questionnaire survey to 70 students belong to second year at high school to find students comprehension degree about radian angle representation and trigonometric function graph. Second, we devised the teaching-learning materials relate to trigonometric function graph using GSP. And then, we used them in the class of 35 students who are at the time to learn trigonometric function in the first year at high school. Third, we conducted Questionnaire survey to students studied through teaching and learning materials using GSP. As a result of doing the survey, we found that general students were interested in the class using GSP and they could also operate computer without difficulty.

• Proceedings of the KIEE Conference
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• 1987.07b
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• pp.1485-1487
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• 1987

To improve time delay produced in computation of trigonometric function by software method, the function generator was designed to compute the sine function with ROMs. Since the computation speed of trigonometric function can be improved by this ROM, it will be used in various parts required to scientific calculation-radar, FFT and signal processing etc.

• Journal of the Korean Mathematical Society
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• v.32 no.4
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• pp.785-802
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• 1995

It is well known that every periodic function $f \in L^p([0,2\pi]), p > 1$, can be represented by a convergent trigonometric series called the Fourier series of f. Uniqueness of the representing series is very important, and we know that the Fourier series of a periodic function $f \in L^p([0,2\pi])$ is unique.

• The Pure and Applied Mathematics
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• v.18 no.3
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• pp.231-244
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• 2011

We prove the Hyers-Ulam stability for trigonometric type functional inequalities in restricted domains with time variables. As consequences of the result we obtain asymptotic behaviors of the inequalities and stability of related functional inequalities in almost everywhere sense.

• School Mathematics
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• v.11 no.1
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• pp.111-129
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• 2009

This paper is about didactical transposition, which is to transpose academic knowledge into practical knowledge intended to teach. The research questions are addressed as follows. 1. Are the 13 mathematics textbooks of the 10-Na level indisputable regarding with the didactical transposition, in terms that the order of arrangement and the way of explaining the knowledge of trigonometric functions being analyzed and that its logical construction and students' understandings are considered? 2. Can some transpositions for easier use of didactical manipulative, for more practical and for more principle based be proposed? To answer these questions, this research examined previous studies of mathematics education, specifically the organization of the textbook and the trigonometric functions, and also compared orders of arranging and ways of explaining trigonometric functions from the perspective of didactical transposition of 13 versions of the 10-Na level reorganized under the 7th curriculum. The paper investigated what lacks in the present textbook and sought a teaching guideline of trigonometric functions(especially about sector and graph, period, characters of trigonometric function, and sine rule).

• Journal of Ocean Engineering and Technology
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• v.18 no.1
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• pp.7-9
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• 2004

Using the solution to th contour integral of the complex logarithmic function ${\oint}_cIn(z-z_{0})dz$, the following definite integral, derived from the formula to calculate the forces exerted to n circular cylinder by the discrete vortices shed from it, has been evaluated (equation omitted)

• Communications of the Korean Mathematical Society
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• v.35 no.1
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• pp.63-81
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• 2020

In this paper we consider certain classes of generalized level 2 Eisenstein series by simple differential calculations of trigonometric functions. In particular, we give four new transformation formulas for some level 2 Eisenstein series. We can find that these level 2 Eisenstein series are reducible to infinite series involving hyperbolic functions. Moreover, some interesting new examples are given.

• The Mathematical Education
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• v.50 no.3
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• pp.355-365
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• 2011

The purpose of this study is to provide mathematical knowledge for supporting the didactical knowledge on circular measure and radian in the high school curriculum. We show that circular measure related to arcs can be mathematically justified as an angular measure and radian is a well defined concept to be able to reconcile the values of trigonometric functions and ones of circular functions, which are real variable functions. Radian has two-fold intrinsic attributes of angular measure and arc measure on the unit circle, in particular, the latter property plays a very important role in simplifying the trigonometric derivatives. To improve students's low academic achievement in trigonometry section, the useful advantage and the background over the introduction of radian should be preferentially taught and recognized to students. We suggest some teaching plans to practice in the class of elementary and middle school for enhancing teachers' and students' understanding of radian.

• Journal of applied mathematics & informatics
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• v.39 no.1_2
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• pp.83-91
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• 2021

In this paper, we introduce the concepts of q-cosine tangent polynomials and q-sine tangent polynomials. From these polynomials, we find some identities and properties by using q-numbers and q-trigonometric functions.