• Bulletin of the Korean Mathematical Society
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• v.56 no.2
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• pp.535-547
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• 2019

In this paper, by using the lower bound of linear forms in logarithms of Matveev and the theory of continued fractions by means of a variation of a result of Dujella and $Peth{\ddot{o}}$, we find all generalized Fibonacci numbers which are Pell numbers. This paper continues a previous work that searched for Pell numbers in the Fibonacci sequence.

• Kyungpook Mathematical Journal
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• v.49 no.3
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• pp.483-492
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• 2009

In this paper we give formulae for sums of products of two Horadam type generalized Fibonacci numbers with the same recurrence equation and with possibly different initial conditions. Analogous improved alternating sums are also studied as well as various derived sums when terms are multiplied either by binomial coefficients or by members of the sequence of natural numbers. These formulae are related to the recent work of Belbachir and Bencherif, $\v{C}$erin and $\v{C}$erin and Gianella.

• 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.

• Bulletin of the Korean Mathematical Society
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• v.57 no.4
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• pp.1033-1048
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• 2020

We synthesize the recent work done on conditionally defined Lucas and Fibonacci numbers, tying together various definitions and results generalizing the linear recurrence relation. Allowing for any initial conditions, we determine the generating function and a Binet-like formula for the general sequence, in both the positive and negative directions, as well as relations among various sequence pairs. We also determine conditions for periodicity of these sequences and graph some recurrent figures in Python.

• Bulletin of the Korean Mathematical Society
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• v.32 no.2
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• pp.239-249
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• 1995

Let $V = (v_1, v_2, \cdots)$ be a sequence of positive integers arranged in nondecreasing order. We define V to be complete if every positive integer n is the sum of some subsequence of V, that is, $$ (1.1) n = \sum_{i=1}^{\infty} a_i v_i where a_i = 0 or 1.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.373-389
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• 2008

In this paper, we designed a teaching unit for the learning mathematization of secondary pre-service teachers through exploring the relationship between partition models and generalized fibonacci sequences. We first suggested some problems which guide pre-service teachers to make phainomenon for organizing nooumenon. Pre-service teachers should find patterns from partitions for various partition models by solving the problems and also form formulas front the patterns. A series of these processes organize nooumenon. Futhermore they should relate the formulas to generalized fibonacci sequences. Finding these relationships is a new mathematical material. Based on developing these mathematical materials, pre-service teachers can be experienced mathematising as real practices.

• School Mathematics
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• v.11 no.2
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• pp.243-260
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• 2009

In this paper, we have designed a teaching unit for the learning mathematising of secondary pre-service teachers by exploring generalized fibonacci sequences. First, we have found useful formulas for general terms of generalized fibonacci sequences which are expressed as combinatoric notations. Second, by using these formulas and CAS graphing calculator, we can help secondary pre-service teachers to conjecture and discuss the limit of the sequence given by the rations of two adjacent terms of an m-step fibonacci sequence. These processes can remind secondary pre-service teachers of a series of some mathematical principles.

• Journal for History of Mathematics
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• v.21 no.4
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• pp.87-104
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• 2008

In this paper we investigate several properties and characteristics of the generalized Fibonacci sequence $\{g_n\}$={a, b, a+b, a+2b, 2a+3b, 3a+5b,...}. This concept is a generalization of the famous Fibonacci sequence. In particular we find the identities of sums and the nth term $g_n$ in detail. Also we find the generalizations of the Catalan's identity and A. Tagiuri's identity about the Fibonacci sequence, and investigate the relation between $g_n$ and Pascal's triangle, and how fast $g_n$ increases. Furthermore, we show that $g_n$ and $g_{n+1}$ are relatively prime if a b are relatively prime, and that the sequence $\{\frac{g_{n+1}}{g_n}\}$ of the ratios of consecutive terms converges to the golden ratio $\frac{1+\sqrt5}2$.

• The Pure and Applied Mathematics
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• v.20 no.3
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• pp.137-148
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• 2013

In this paper, we study the Lie-generalized Fibonacci sequence and the root system of rank 2 symmetric hyperbolic Kac-Moody algebras. We derive several interesting properties of the Lie-Fibonacci sequence and relationship between them. We also give a couple of sufficient conditions for the existence of the integral points on the hyperbola $\mathfrak{h}^a:x^2-axy+y^2=1$ and $\mathfrak{h}_k:x^2-axy+y^2=-k$ ($k{\in}\mathbb{Z}_{>0}$). To list all the integral points on that hyperbola, we find the number of elements of ${\Omega}_k$.