• Journal of the Korean Mathematical Society
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• v.39 no.3
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• pp.363-376
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• 2002

Stability result is obtained for the approximation of the stationary Stokes problem with nonconforming elements proposed by Douglas et al [1] for the velocity and discontinuous piecewise constants for the pressure on qudrilateral elements. Optimal order $H^1$and $L^2$error estimates are derived.

• Bulletin of the Korean Mathematical Society
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• v.49 no.2
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• pp.381-394
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• 2012

We generalize the insertion-of-factors-property by setting nilpotent products of elements. In the process we introduce the concept of a nil-IFP ring that is also a generalization of an NI ring. It is shown that if K$\ddot{o}$the's conjecture holds, then every nil-IFP ring is NI. The class of minimal noncommutative nil-IFP rings is completely determined, up to isomorphism, where the minimal means having smallest cardinality.

• Journal of the Korean Mathematical Society
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• v.57 no.3
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• pp.793-807
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• 2020

Stable range of rings is a unifying concept for problems related to the substitution and cancellation of modules. The newly appeared element-wise setting for the simplest case of stable range one is tempting to study the lifting property modulo ideals. We study the lifting of elements having (idempotent) stable range one from a quotient of a ring R modulo a two-sided ideal I by providing several examples and investigating the relations with other lifting properties, including lifting idempotents, lifting units, and lifting of von Neumann regular elements. In the case where the ring R is a left or a right duo ring, we show that stable range one elements lift modulo every two-sided ideal if and only if R is a ring with stable range one. Under a mild assumption, we further prove that the lifting of elements having idempotent stable range one implies the lifting of von Neumann regular elements.

• Education of Primary School Mathematics
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• v.18 no.3
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• pp.235-247
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• 2015

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 3rd and 4th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. According to the results, the difference between 3rd and 4th grade in the number of STEAM elements is almost not visible. Distribution of specific content areas could be seen that the distribution STEAM element is similar to the percentage distribution of the content area. However, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 448(67.6%) and this elements are seen the most. The number of representative art and cultural art is 344(51.9%) and 104(15.7%), respectively. The number of technology-engineering and science is 160(24.1%) and 55(8.3%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Journal for History of Mathematics
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• v.20 no.2
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• pp.33-46
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• 2007

In this Paper the change of trends over historical research of mathematics, that has been developed since 1970, is inquired. Most of all it deals with the controversy concerning so-called 'geometrical algebra'. It covers the contents of Euclid' work II. And the relation of the controversy with the change of direction over historical research of mathematics is examined.

• Communications of the Korean Mathematical Society
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• v.26 no.3
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• pp.373-384
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• 2011

In this paper we introduce and give some characterizations of (m, n)-regular le-${\Gamma}$-semigroup in terms of (m, n)-ideal elements and (m, n)-quasi-ideal elements. Also, we give some characterizations of subidempotent (m, n)-ideal elements in terms of $r_{\alpha}$- and $l_{\alpha}$- closed elements.

• The Mathematical Education
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• v.59 no.2
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• pp.147-166
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• 2020

Textbooks are important resources in support of teaching and learning mathematics competencies which are emphasized in the most recently revised mathematics curriculum. This study analyzed how six mathematics competencies and their sub-elements are implemented in the mathematics textbooks for the fifth and sixth grades. A total of 465 activities or items in the targeted textbooks were analyzed. The findings of this study showed that both the communication competence and the reasoning competence were the most frequent competencies, followed by the problem solving competence. In contrast, the other three competences (i.e., creativity and integration, attitude and practice, and information processing) were less popular. Detailed analyses of sub-elements according to each competence revealed that one or two specific sub-elements were emphasized within a competence. Whereas "expressing one's idea" was the most prevalent sub-element in the communication competence, both "analyzing mathematical facts" and "observation and conjecture" were the most frequent in the reasoning practice. Specific sub-elements were jointly implemented within or across competences. "External connections of mathematics and integration" in the creativity and integration competence was carried out in relation to "recognition of values" in the attitude and practice competence. This paper also included some examples of activities or items showing how specific sub-elements of each competence were reflected on. This study is expected to provide implications on how to implement mathematics competencies throughout the textbooks.

• Communications of the Korean Mathematical Society
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• v.5 no.1
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• pp.55-72
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• 1990

• Journal of applied mathematics & informatics
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• v.19 no.1_2
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• pp.507-512
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• 2005

We find a condition that a graded Artinian O-sequence of codimension 4 is not level.

• East Asian mathematical journal
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• v.35 no.2
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• pp.115-139
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• 2019

In problem solving education, sentence problems are a tool for comprehensive evaluation of mathematical ability. The sentence problems refer to the problem expressed in sentence form rather than simply a numerical representation of mathematical problems. In order to solve sentence problems with a mixture of mathematical terms and general language, problem-solving ability including the ability to understand the meaning of sentences as well as the mathematical computation ability is required. Therefore, it is important to analyze syntactic elements from the linguistic aspects in sentence problems. The purpose of this study is to investigate the complexity of sentence problems in the length of sentences and the grammatical complexity of the sentences in the depth of the sentences by analyzing the 51 sentence problems presented in the $4^{th}$ grade mathematics textbook(2015 revised curriculum). As a result, it was confirmed that it is necessary to examine the length and depth of the sentence more carefully in the teaching and learning of sentence problems. Especially in elementary mathematics, the sentence problems requires a linguistic understanding of the sentence, and therefore it is necessary to consider syntactic elements in the process of developing and teaching sentence problems in mathematics textbook.