• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.239-259
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• 2011

This study investigated the elementary school students' ability on the algebraic reasoning as generalized arithmetic. It analyzed the written responses from 648 second graders, 688 fourth graders, and 751 sixth graders using tests probing their understanding of the properties of whole number operations. The result of this study showed that many students did not recognize the properties of operations in the problem situations, and had difficulties in applying such properties to solve the problems. Even lower graders were quite successful in using the commutative law both in addition and subtraction. However they had difficulties in using the associative and the distributive law. These difficulties remained even for upper graders. As for the associative and the distributive law, students had more difficulties in solving the problems dealing with specific numbers than those of arbitrary numbers. Given these results, this paper includes issues and implications on how to foster early algebraic reasoning ability in the elementary school.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.15 no.6
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• pp.105-110
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• 2005

The linearized polynomial fan be regarded as a generalization of the identity function so that the inverse of the linearized polynomial is a generalization of e inverse function. Since the inverse function has so many good cryptographic properties, the inverse of the linearized polynomial is also a candidate of good Boolean functions. In particular, a construction method of vector resilient functions with high algebraic degree was proposed at Crypto 2001. But the analysis about the algebraic degree of the inverse of the linearized Polynomial. Hence we correct the inexact result and give the exact maximal algebraic degree.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.569-590
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• 2023

The purpose of this case study is to compare and analyze the covariational reasoning levels of two middle school students revealed in the process of solving and generalizing algebra word problems. A class was conducted with two middle school students who had not learned quadratic equations in school mathematics. During the retrospective analysis after the class was over, a noticeable difference between the two students was revealed in solving algebra word problems, including situations where speed changes. Accordingly, this study compared and analyzed the level of covariational reasoning revealed in the process of solving or generalizing algebra word problems including situations where speed is constant or changing, based on the theoretical framework proposed by Thompson & Carlson(2017). As a result, this study confirmed that students' covariational reasoning levels may be different even if the problem-solving methods and results of algebra word problems are similar, and the similarity of problem-solving revealed in the process of solving and generalizing algebra word problems was analyzed from a covariation perspective. This study suggests that in the teaching and learning algebra word problems, rather than focusing on finding solutions by quickly converting problem situations into equations, activities of finding changing quantities and representing the relationships between them in various ways.

• Korean Journal of Logic
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• v.16 no.1
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• pp.1-15
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• 2013

Yang [12] investigated weakening-free fuzzy logics expanded by the delta connective $\Delta$, which can be interpreted as Baaz's projection and its generalizations. In this paper, we keep investigating such logics with an alternative delta connective $\Delta$, which can be regarded as a variant of the Baaz projection. The main difference is that although our new $\Delta$ satisfies many properties of Baaz projection, it can nether be interpreted as Baaz's projection itself nor its generalizations. For this, we first introduce several weakening-free fuzzy logics with the alternative connective $\Delta$. The algebraic structures corresponding to the systems are then defined, and their algebraic completeness is proved.

• Journal of the Korean Institute of Intelligent Systems
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• v.22 no.2
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• pp.212-217
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• 2012

A fuzzy set $A$ defined on a probability space ${\Omega}$, $\mathfrak{F}$, $P$ is called a fuzzy event. Zadeh defines the probability of the fuzzy event $A$ using the probability $P$. We define the generalized triangular fuzzy set and apply the extended algebraic operations to these fuzzy sets. A generalized triangular fuzzy set is symmetric and may not have value 1. For two generalized triangular fuzzy sets $A$ and $B$, $A(+)B$ and $A(-)B$ become generalized trapezoidal fuzzy sets, but $A({\cdot})B$ and $A(/)B$ need not to be a generalized triangular fuzzy set or a generalized trapezoidal fuzzy set. We define the normal fuzzy probability on $\mathbb{R}$ using the normal distribution. And we calculate the normal fuzzy probability for generalized triangular fuzzy sets.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.655-676
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• 2016

The purpose of this study is to examine the effects of teaching on functional thinking, one of the algebraic thinking in sixth grade students level. For this study, we developed functional thinking based-teaching through analyzing mathematical curriculum and preceding research, which consisted of 12 classes, and we investigated the effects of teaching through quantitative and qualitative analysis. In the results of this study, functional thinking based-teaching was statistically proven to be more effective in improving algebraic reasoning skills and lower elements which is an algebraic reasoning as generalized arithmetic and functional thinking, compared to traditional textbook-centered lessons. In addition, the functional thinking based-teaching gave a positive impact on the functional thinking level. Thus functional thinking based-teaching provides guidance on the implications for teaching and learning methods and study of the functional thinking in the future, because of the significant impact on the mathematics learning in six grade students.

• The Mathematical Education
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• v.50 no.1
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• pp.41-59
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• 2011

Given the importance of algebra in the early grades, this paper analyzed the contents of whole numbers and their operations from the perspectives of generalized arithmetic. In particular, the focus of analysis was given to the properties of 0 and 1, those of operations such as commutativity, associativity, and distributivity, and the relations between operations. As such, this paper analyzed in detail how such properties and relations were introduced and expanded across different grades. It is expected that many issues in this paper will serve basic information to develop instructional materials in a way to fostering students' algebraic thinking in the elementary grades.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.105-119
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• 2008

Functional thinking, which focuses on the relationship between two or more varying quantities, is one of the key strands of algebraic thinking. This article is a case study that aimed to investigate how 3rd grade elementary students might make their functional thinking. The results showed that students not only understood the functional situation well but also created a record of the corresponding values of quantities, typically using descriptive writings and pictures. But when they tried to find a pattern and make a generalization, the students showed various difficulties. This paper concludes with implications on how to promote students' functional thinking from early grades in the elementary school.

• 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 the Korean School Mathematics Society
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• v.11 no.1
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• pp.133-157
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• 2008

This paper is based on theory of Usiskin who defined inclusively the various concepts of algebra among many theories classifying a type of the algebra. For this purpose, we examined the curriculum of the algebra of Korea, America and Japan, then analyzed where the problems in "Letter and Formula" of the textbooks fall under Usiskin's concepts of algebra.