• Journal of the Korean Mathematical Society
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• v.33 no.4
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• pp.1123-1128
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• 1996

Let A be an (nonassociative) algebra with multiplication xy over a field F, and denote by $A^-$ the algebra with multiplication [x, y] = xy - yx$ defined on the vector space A. If $A^-$ is a Lie algebra, then A is called Lie-admissible. Lie-admissible algebras arise in various topics, including geometry of invariant affine connections on Lie groups and classical and quantum mechanics(see [2, 5, 6, 7] and references therein).

• Communications of the Korean Mathematical Society
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• v.10 no.1
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• pp.123-131
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• 1995

The notion of our non-associative algebra is obtained from the Lotka-Volterra system of differential equation describing competitiion between animals or vegetals species and also in the kinetic theory of gasses. For the structure of an algebra, the existence of idempotents is of particular interest. But also from the biological aspect the existence of such elements is of interest because the equilibria of a population which can be described by an algebra correspond to idempotents of this algebra. Thus we present some properties of the general natures for a Lotka-Volterra algebra associated to a weight function and idempotents elements.

• Research in Mathematical Education
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• v.8 no.2
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• pp.107-114
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• 2004

University teachers of linear algebra often feel annoyed and disarmed when faced with the inability of their students to cope with concepts that they consider to be very simple. Usually, they lay the blame on the impossibility for the students to use geometrical intuition or the lack of practice in basic logic and set theory. J.-L. Dorier [(2002): Teaching Linear Algebra at University. In: T. Li (Ed.), Proceedings of the International Congress of Mathematicians (Beijing: August 20-28, 2002), Vol. III: Invited Lectures (pp. 875-884). Beijing: Higher Education Press] mentioned that the situation could not be improved substantially with the teaching of Cartesian geometry or/and logic and set theory prior to the linear algebra. In East Asian countries, science-orientated mathematics curricula of the high schools consist of calculus with many other materials. To understand differential and integral calculus efficiently or for other reasons, students have to learn a lot of content (and concepts) in linear algebra, such as ordered pairs, n-tuple numbers, planar and spatial coordinates, vectors, polynomials, matrices, etc., from an early age. The content of linear algebra is spread out from grades 7 to 12. When the high school teachers teach the content of linear algebra, however, they do not concern much about the concepts of content. With small effort, teachers can help the students to build concepts of vocabularies and languages of linear algebra.

• The Pure and Applied Mathematics
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• v.16 no.1
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• pp.1-11
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• 2009

The notion of a BCK-algebra with supremum (briefly, sBCK-algebra) is introduced, and several examples are given. Related properties are investigated. We show that every sBCK-algebra with an additional condition has the condition (S). The notion of a dry ideal of an sBCK-algebra is introduced. Conditions for an sBCK-algerba to be an spBCK-algebra are provided. We show that every sBCK-algebra satisfying additional condition is a semi-Brouwerian algebra.

• East Asian mathematical journal
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• v.29 no.4
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• pp.355-392
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• 2013

Generally school algebra is to start with introducing variables and algebraic expressions, which have major cognitive obstacles to students in the transfer from arithmetic to algebra. But the recent studies in the teaching school algebra argue the algebraic thinking from an early algebraic point of view. We compare the Korean elementary mathematics textbooks with Americans from this perspective. First, we discuss the history of school algebra in the school curriculum. And Second, we investigate the recent studies in relation to early algebra. We clarify the goals of this study(the importance of early algebra in the elementary school) through these discussions. Next we examine closely the number sense in the arithmetic and the symbol sense in the algebra. And we conclude that the operation sense can connect these senses within early algebra using the algebraic thinking. Finally, we compare the elementary mathematics books between Korean and American according to the components of the operation sense. In this comparative study, we identify a possibility of teaching algebraic thinking in the elementary mathematics and early algebra can be introduced to the elementary mathematics textbooks from aspects of the operation sense.

• Proceedings of the KIEE Conference
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• 2009.07a
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• pp.1921_1922
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• 2009

According to recent researches, apparent power in non-sinusoidal single phase system can be represented with geometric algebra. In this paper, the geometric algebra is applied to apparent power defined in a multi-line system having transmission lines with frequency-dependent resistances under non-sinusoidal conditions.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.

• School Mathematics
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• v.2 no.1
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• pp.29-51
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• 2000

In this study, we tried to suggest an example of the analysis on the use of mathematical manipulatives. Taking algebra tiles as an example of mathematical manipulatives, we analysed several effects resulted from the use of algebra tiles. The algebra tiles make it possible to do activities that are needed to introduce and explain the distributive law and factoring. The algebra tiles have a several advantages; First of all, This model is simple. Even though they cannot make algebra easy, this model can play an important role in the transition to a new algebra course. This model provides access to symbol manipulation for students who had previously been frozen out of the course because of their weak number sense. This model provides a geometric interpretation of symbol manipulation, thereby enriching students' understanding, This model supports cooperative learning, and help improve discourse in the algebra class by giving students objects to think with and talk about. On the other hand, The disadvantages of this model are as follows; the model reinforces the misconception that -x is negative, and x is positive; the area model of multiplication is not geometrically sound when minus is involved; only the simplest expressions involving minus can be represented; It is ineffective when be used the learning of already known concept. Mathematics teachers must have a correct understanding about these advantages and disadvantages of manipulatives. Therefore, they have to plan classroom work that be maximized the positive effect of manipulatives and minimized the negative effect of manipulatives.

• Journal of applied mathematics & informatics
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• v.10 no.1_2
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• pp.51-62
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• 2002

The present paper gives a new construction of a quotient BCI(BCK)-algebra X/${\mu}$ by a fuzzy ideal ${\mu}$ in X and establishes the Fuzzy Homomorphism Fundamental Theorem. We show that if ${\mu}$ is a fuzzy ideal (closed fuzzy ideal) of X, then X/${\mu}$ is a commutative (resp. positive implicative, implicative) BCK(BCI)-algebra if and only if It is a fuzzy commutative (resp. positive implicative, implicative) ideal of X Moreover we prove that a fuzzy ideal of a BCI-algebra is closed if and only if it is a fuzzy subalgebra of X We show that if the period of every element in a BCI-algebra X is finite, then any fuzzy ideal of X is closed. Especiatly, in a well (resp. finite, associative, quasi-associative, simple) BCI-algebra, any fuzzy ideal must be closed.

• Journal of the Chungcheong Mathematical Society
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• v.11 no.1
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• pp.151-161
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• 1998

The odd spherical non-commutative tori $\mathbb{S}_{\omega}$ were defined in [2]. Assume that no non-trivial matrix algebra can be factored out of $\mathbb{S}_{\omega}$, and that the fibres are isomorphic to the tensor product of a completely irrational non-commutative torus with a matrix algebra $M_{km}(\mathbb{C})$. It is shown that the tensor product of $\mathbb{S}_{\omega}$ with the even Cuntz algebra $\mathcal{O}_{2d}$ has the trivial bundle structure if and, only if km and 2d - 1 are relatively prime, and that the tensor product of $\mathbb{S}_{\omega}$ with the generalized Cuntz algebra $\mathcal{O}_{\infty}$ has a non-trivial bundle structure when km > 1.