• 대한수학회논문집
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• 제26권2호
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• pp.169-182
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• 2011

The notions of bipolar fuzzy hyper MV-subalgebras, (weak) bipolar fuzzy hyper MV-deductive system and precisely weak bipolar fuzzy hyper MV-deductive system are introduced, and their relations are investigated. Characterizations of bipolar fuzzy hyper MV-subalgebras and weak bipolar fuzzy hyper MV-deductive systems are provided.

• 충청수학회지
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• 제27권1호
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• pp.57-64
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• 2014

It is known that the class of CI-algebras is a generalization of the class of BE-algebras [5]. Recently, K. H. Kim introduced the notion of a CS-algebra [4]. In this paper we discuss a closed deductive system of a CS-algebra, and we find some fundamental properties. Moreover, we study a CS-algebra homomorphism and a congruence relation.

• 한국수학교육학회지시리즈B:순수및응용수학
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• 제15권4호
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• pp.377-385
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• 2008

The notion of fuzzy abysms in Hilbert algebras is introduced, and several properties are investigated. Relations between fuzzy subalgebra, fuzzy deductive systems, and fuzzy abysms are considered.

• 대한수학회논문집
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• 제23권3호
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• pp.313-324
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• 2008

Molodtsov [8] introduced the concept of soft set as a new mathematical tool for dealing with uncertainties that is free from the difficulties that have troubled the usual theoretical approaches. In this paper we apply the notion of soft sets by Molodtsov to the theory of subtraction algebras. The notion of soft WS-algebras, soft subalgebras and soft deductive systems are introduced, and their basic properties are derived.

• 한국수학사학회지
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• 제20권2호
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• pp.47-58
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• 2007

본 논문에서는 동양수학과 고대 그리스 수학을 비교한 결과, 동양수학은 엄밀한 논리적 체계를 갖추지는 못했지만 양적이고 계산적이며 어떤 원리를 가지고 문제를 해결한 반면, 고대 그리스에서는 완전한 학문으로써의 공리적이고 연역적인 전개로 이루어진 수학의 특성을 가지고 있음을 고찰하였다. 이는 동양과 고대 그리스의 수학적 특성과 장점들을 결합하여 연구하면 미래의 수학교육과 수학발전에 원동력이 될 것으로 기대된다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제24권2호
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• pp.325-344
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• 2010

본 연구는 중학생을 대상으로 학생들이 경험적 증명과 연역적 증명에 대한 선호를 결정할 때 영향을 미치는 요인을 분석하였다. 47명의 중학생에게 설문지를 통하여 자료를 수집하고 응답들을 분석한 결과, 경험적 증명과 연역적 증명의 선호에 영향을 미치는 요인들로 측정, 수학적 원리, 다양한 예를 통한 검증과정에 대한 인식들이 공통적으로 나타났다. 이 요소들은 경험적 증명과 연역적 증명의 선호와 비선호를 결정짓는 요인으로써, 선호하는 증명에 따라 상호 배타적으로 나타나지 않고 증명 선호에 영향을 미쳤다. 이를 통해 본 연구에서는 학생들이 특정 증명을 선호할 때, 한 증명에 대한 비선호와 다른 증명에 대한 선호가 동시에 작용할 수 있다는 결론과 함께 한 증명에 대한 선호요인을 보는 것만으로는 학생들의 증명 선호 이유를 정확히 파악할 수 없을 것이라는 가능성을 제언한다.

• 호남수학학술지
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• 제33권1호
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• pp.61-71
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• 2011

The notion of a complicated pre-logic is introduced and investigated some properties of it. A special set in a pre-logic is established and some related its properties are discussed. Also more extended special sets in a pre-logic are introduced and some relations with deductive systems are obtained.

• 한국지능시스템학회논문지
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• 제11권3호
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• pp.286-291
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• 2001

We inverstigate the properties of BL-hommorphisms on BL-algebras. In particular, we find the BL-algebra in duced by lattice-isomorphism. From these facts, we obtain the generalized Lukasiewicz structure. More-over, we study the properties of quotient BL-algebras and deductive systems.

• 한국수학사학회지
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• 제34권6호
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• pp.195-204
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• 2021

Mathematical induction is one of the deductive methods used for proving mathematical theorems, and also used as an inductive method for investigating and discovering patterns and mathematical formula. Proper understanding of the mathematical induction provides an understanding of deductive logic and inductive logic and helps the developments of algorithm and data science including artificial intelligence. We look at the origin of mathematical induction and its usage and educational aspects.

• 한국수학교육학회지시리즈A:수학교육
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• 제37권1호
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• pp.73-85
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• 1998

The purpose of this study is to investigate the understanding of middle school students on the meaning of proof and to suggest a teaching method to improve their understanding based on three levels identified by Kunimune as follows: Level I to think that experimental method is enough for justifying proof, Level II to think that deductive method is necessary for justifying proof, Level III to understand the meaning of deductive system. The conclusions of this study are as follows: First, only 13% of 8th graders and 22% of 9th graders are on level II. Second, although about 50% students understand the meaning of hypothesis, conclusion, and proof, they can't understand the necessity of deductive proof. This conclusion implies that the necessity of deductive proof needs to be taught to the middle school students. One of the teaching methods on the necessity of proof is to compare the nature of experimental method and deductive proof method by providing their weak and strong points respectively.