• Korean Journal of Logic
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• v.14 no.1
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• pp.55-76
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• 2011

Fixed-point conjunctive left-continuous idempotent uninorms have been introduced (see e.g. [2, 3]). This paper studies a system for such uninorms. More exactly, one system obtainable from IUML (Involutive uninorm mingle logic) by dropping involution (INV), called here WUML (Weak Uninorm Mingle Logic), is first introduced. This is the system of fixed-point conjunctive left-continuous idempotent uninorms and their residua with weak negation. Algebraic structures corresponding to the system, i.e., WUML-algebras, are then defined, and algebraic completeness is provided for the system. Standard completeness is further established for WUML and IUML in an analogy to that of WNM (Weak nilpotent minimum logic) and NM (Nilpotent minimum logic) in [4].

• Korean Journal of Logic
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• v.20 no.3
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• pp.313-333
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• 2017

In this paper, we deal with standard completeness of some axiomatic extensions of the involutive mianorm logic IMIAL. More precisely, first, seven involutive mianorm-based logics are introduced. Their algebraic structures are then defined, and their corresponding algebraic completeness is established. Next, standard completeness is established for four of them using construction in the style of Jenei-Montagna.

• Korean Journal of Logic
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• v.18 no.2
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• pp.197-215
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• 2015

In this paper, we deal with standard completeness of some axiomatic extensions of the involutive micanorm logic IMICAL. More precisely, first, four involutive micanorm-based logics are introduced. Their algebraic structures are then defined, and their corresponding algebraic completeness is established. Next, standard completeness is established for two of them using construction in the style of Jenei-Montagna.

• School Mathematics
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• v.10 no.3
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• pp.357-374
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• 2008

The complex number system is supposed to introduce first chapter in the first grade of high school. When number system is expanded to complex numbers, the main aim is to understand preservation of algebraic structure with regard to the flow of curriculum and textbook. This research reviewed overall alternative articulation and treatment of textbooks from a logical viewpoint. Two research questions are developed below. First, in the structure of the current curriculum, when we consider student's 'level', how are the alternative articulation and treatment of textbooks in complex unit on a logical point of view? Second, What are more logical alternative articulation and treatment? What alternative articulation and treatment are suitable for a running goal? and what are the improvement which is definitive?

• Korean Journal of Logic
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• v.20 no.2
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• pp.273-292
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• 2017

In this paper, we deal with some axiomatic extensions of the involutive micanorm logic IMICAL. More precisely, first, the two involutive micanorm-based logics $P_nIMICAL$ and $FP_nIMICAL$ are introduced. Their algebraic structures are then defined, and their corresponding algebraic completeness is established. Next, standard completeness is established for $FP_nIMICAL$ using construction in the style of Jenei-Montagna.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.137-164
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• 2008

Given the importance of early experience in algebraic thinking, we designed six consecutive lessons in which $4^{th}$ graders were encouraged to recognize patterns in the process of finding the relationships between two quantities and to represent a given problem with various mathematical models. The results showed that students were able to recognize patterns through concrete activities with manipulative materials and employ various mathematical models to represent a given problem situation. While students were able to represent a problem situation with algebraic expressions, they had difficulties in using the equal sign and letters for the unknown value while they attempted to generalize a pattern. This paper concludes with some implications on how to connect algebraic thinking with students' arithmetic or informal thinking in a meaningful way, and how to approach algebra at the elementary school level.

• Journal of Soil and Groundwater Environment
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• v.7 no.4
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• pp.10-16
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• 2002

The multi-aquifer system separated by semipervious leaky beds was analyzed. The finite difference scheme of the Crank-Nicolson method is applied to obtain the solution for this system. The solution of this scheme was compared with the analytical solution for two-layer aquifer systems with one-dimensional steady state. The results showed a good agreement between analytical and numerical solution for two-layer aquifer systems. So, the numerical scheme can be extended to multi-aquifer system. When the pumping is tried for single or multi aquifer, the computation of the groundwater heads was possible for each aquifer in the multi-aquifer with two-dimensional system. So, it might be helpful for the effective groundwater management.

• School Mathematics
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• v.10 no.1
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• pp.43-61
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• 2008

This study is based on the pedagogical aspect that both connections of mathematical concepts and a geometric approach enhance the understanding of structures in school mathematics. This study is to investigate the graphical properties of quadratic functions such as symmetry, coordinates of vertex, intercepts and congruency through the geometric properties of graphs of linear functions. From this investigation this study would give suggestions on a new pedagogical perspective about current teaching and learning methods of quadratic function graphs which is focused on routine algebraic transformation of the completing squares. In addition, this study would provide the topic of quadratic function graphs with the understanding of geometric perspective.

• Journal of the Korean Institute of Telematics and Electronics
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• v.12 no.2
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• pp.11-17
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• 1975

The paper examined the character structure as a basic study for the recognition of Korean characters. In view of concave structure, line structure and node relationship of character graph, the algebraic structure of the basic Korean characters is are analized. Also, the degree of complexities in their character structure is discussed and classififed. Futhermore, by describing the fact that some equivalence relations are existed between the 10 vowels of rotational transformation group by Affine transformation of one element into another, it could be pointed out that the geometrical properting in addition to the topological properties are very important for the recognition of Korean characters.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.211-230
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• 2016

The study aimed to investigate the characteristics of algebraic thinking of the mathematically gifted students and search for how to teach algebraic thinking. Research subjects in this study included 93 students who applied for a science gifted education center affiliated with a university in 2015 and previously experienced gifted education. Students' responses on an algebraic item of a creative thinking test in mathematics, which was given as screening process for admission were collected as data. A framework of algebraic thinking factors were extracted from literature review and utilized for data analysis. It was found that students showed difficulty in quantitative reasoning between two quantities and tendency to find solutions regarding equations as problem solving tools. In this process, students tended to concentrate variables on unknown place holders and to had difficulty understanding various meanings of variables. Some of students generated errors about algebraic concepts. In conclusions, it is recommended that functional thinking including such as generalizing and reasoning the relation among changing quantities is extended, procedural as well as structural aspects of algebraic expressions are emphasized, various situations to learn variables are given, and activities constructing variables on their own are strengthened for improving gifted students' learning and teaching algebra.