• Journal for History of Mathematics
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• v.27 no.1
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• pp.1-12
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• 2014

From the mid 17th century, Joseon mathematics had a new beginning and developed along two directions, namely the traditional mathematics and one influenced by western mathematics. A great Joseon mathematician if not the greatest, Hong JeongHa was able to complete the Song-Yuan mathematics in his book GuIlJib based on his studies of merely Suanxue Qimeng, YangHui Suanfa and Suanfa Tongzong. Although Hong JeongHa did not deal with the systems of equations of higher degrees and general systems of linear congruences, he had the more advanced theories of right triangles and equations together with the number theory. The purpose of this paper is to show that Hong was able to realize the completion through his perfect understanding of mathematical structures.

• Communications of the Korean Mathematical Society
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• v.28 no.1
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• pp.71-77
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• 2013

Consider a multiplicative group of integers modulo $n$, denoted by $\mathbb{Z}_n^*$. Any element $a{\in}\mathbb{Z}_n^*$ is said to be a semi-primitive root if the order of $a$ modulo $n$ is ${\phi}(n)/2$, where ${\phi}(n)$ is the Euler phi-function. In this paper, we discuss some interesting properties of the multiplicative groups of integers possessing semi-primitive roots and give its applications to solving certain congruences.

• School Mathematics
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• v.4 no.1
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• pp.97-109
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• 2002

In this paper, tangram-like puzzles which are made by dissecting square are introduced. Especially, tangram-like puzzles which are consists of five pieces, six pieces, seven pieces, eight pieces, nine pieces, ten pieces, twelve pieces, fourteen pieces are introduced. But, This Introduction is very superficial. It means introduction is focused on each piece's geometrical shape, relative area when each tangram-like puzzles' area is one. With this introduction, six tangram-like puzzles' implication in mathematics education are suggested as followings. (1) Tangram-like puzzles may help fostering spatial senses. (2) Tangram-like puzzles may help teaching polygons, and its properties, congruences, similarities, etc. (3)Tangram-like puzzles may help teaching additions of fractions. (4) Tangram-like puzzles may help fostering mathematical thinking. (5) Tangram-like puzzles may serve as topics for supplement or reinforcement in teaching and learning tangram. (6) Tangram-like puzzles may serve as topics for problem posing in teaching and learning tangram.

• Journal for History of Mathematics
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• v.18 no.3
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• pp.1-24
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• 2005

Although indeterminate equations were dealt in Jiu zhang suan shu and then in Sun zi suan fing and Zhang Giu Jian suan Jing in China, they did not get any substantial development until Qin Jiu Shao introduced da yan shu in his great book Shu shu jiu zhang which solves goneral systems of linear congruences. We first investigate his da yan shu and then study the history of indeterminate equations in Chosun Dynasty. Further, we compare Qin's da yan shu with that in San Hak Jung Eui written by Chosun mathematician Nam Byung Gil.

• Communications of the Korean Mathematical Society
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• v.39 no.2
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• pp.345-352
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• 2024

We introduce a new class of bi-partition function c_k(n), which counts the number of bi-color partitions of n in which the second color only appears at the parts that are multiples of k. We consider two partitions to be the same if they can be obtained by switching the color of parts that are congruent to zero modulo k. We show that the generating function for c_k(n) involves the partial theta function and obtain the following congruences: c₂(27n + 26) ≡ 0 (mod 3) and c₃(4n + 2) ≡ 0 (mod 2).

• Bulletin of the Korean Mathematical Society
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• v.52 no.5
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• pp.1467-1480
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• 2015

Generalized Fibonacci and Lucas sequences ($U_n$) and ($V_n$) are defined by the recurrence relations $U_{n+1}=PU_n+QU_{n-1}$ and $V_{n+1}=PV_n+QV_{n-1}$, $n{\geq}1$, with initial conditions $U_0=0$, $U_1=1$ and $V_0=2$, $V_1=P$. This paper deals with Fibonacci and Lucas numbers of the form $U_n$(P, Q) and $V_n$(P, Q) with the special consideration that $P{\geq}3$ is odd and Q = -1. Under these consideration, we solve the equations $V_n=5kx^2$, $V_n=7kx^2$, $V_n=5kx^2{\pm}1$, and $V_n=7kx^2{\pm}1$ when $k{\mid}P$ with k > 1. Moreover, we solve the equations $V_n=5x^2{\pm}1$ and $V_n=7x^2{\pm}1$.

• Bulletin of the Korean Mathematical Society
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• v.51 no.4
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• pp.1041-1054
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• 2014

Let $P{\geq}3$ be an integer and let ($U_n$) and ($V_n$) denote generalized Fibonacci and Lucas sequences defined by $U_0=0$, $U_1=1$; $V_0= 2$, $V_1=P$, and $U_{n+1}=PU_n-U_{n-1}$, $V_{n+1}=PV_n-V_{n-1}$ for $n{\geq}1$. In this study, when P is odd, we solve the equations $V_n=kx^2$ and $V_n=2kx^2$ with k | P and k > 1. Then, when k | P and k > 1, we solve some other equations such as $U_n=kx^2$, $U_n=2kx^2$, $U_n=3kx^2$, $V_n=kx^2{\mp}1$, $V_n=2kx^2{\mp}1$, and $U_n=kx^2{\mp}1$. Moreover, when P is odd, we solve the equations $V_n=wx^2+1$ and $V_n=wx^2-1$ for w = 2, 3, 6. After that, we solve some Diophantine equations.

• The Mathematical Education
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• v.46 no.3
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• pp.273-292
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• 2007

The purpose of this study was to find out how second, fourth and sixth graders understood the main contents related to spatial sense in the Seventh National Mathematics Curriculum. For this purpose, this study examined students' understanding of the main contents of congruence transformation (slide, flip, turn), mirror symmetry, cubes, congruence and symmetry. An investigation was conducted and the subjects included 483 students. The main results are as follows. First, with regards to congruence transformation, whereas students had high percentages of correct answers on questions concerning slide, they had lower percentages on questions concerning turn. Percentages of correct answers on flip questions had significant differences among the three grades. In addition, most students experienced difficulties in describing the changes of shapes. Second, students understood the fact that the right and the left of an image in a mirror are exchanged, but they had poor overall understanding of mirror symmetry. The more complicated the cubes, the lower percentages of correct answers. Third, students had a good understanding of congruences, but they had difficulties in finding out congruent figures. Lastly, they had a poor understanding of symmetry and, in particular, didn't distinguish a symmetric figure of a line from a symmetric figure of a point.