• Journal of the Korean Mathematical Society
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• v.45 no.5
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• pp.1221-1241
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• 2008

Most of domains people have studied are convex bounded projective (or affine) domains. Edith $Soci{\acute{e}}$-$M{\acute{e}}thou$ [15] characterized ellipsoid in ${\mathbb{R}}^n$ by studying projective automorphism of convex body. In this paper, we showed convex and bounded projective domains can be identified from local data of their boundary points using scaling technique developed by several mathematicians. It can be found that how the scaling technique combined with properties of projective transformations is used to do that for a projective domain given local data around singular boundary point. Furthermore, we identify even unbounded or non-convex projective domains from its local data about a boundary point.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2008.04a
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• pp.311-312
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• 2008

Fuzzy logic is introduced by Zadeh in 1965. It has been continuously developed by many mathematicians and knowledge engineers all over the world. A lot of papers concerning with the history of mathematics and the mathematical education related with fuzzy logic, but there is no paper concerning with Zadeh. In this article, we investigate his life and papers about fuzzy logic. We also compare two-valued logic, three-valued logic, fuzzy logic, intuisionistic logic and intuitionistic fuzzy sets. Finally we discuss about the expression of intuitionistic fuzzy sets.

• Journal for History of Mathematics
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• v.27 no.4
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• pp.259-269
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• 2014

In China and Joseon, the measurement of the areas of various plane figures is a very important subject for mathematical officials because it is connected directly with tax problems. Most of mathematical texts in China and Joseon contained Chinese character '田', which means a field for farming, in title name for parts that dealt with problems of areas and treated as areas of plane figures. The form of mathematical texts in Joseon is identical with those in China because mathematicians in Joseon referred to texts in China. Gyeong SeonJing and Hong JeongHa also referred to Chinese texts. But they added their interpretations or investigated new methods for the measurement of areas. In this paper, we investigate the history of the measurement of areas in Joseon, which described in two books MukSaJibSanBeob and GuIlJib, with comparing some mathematical texts in China.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.43-54
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• 2005

The aims of the study were to analyze the contents of elementary mathematics curriculum in order to help students to have ideas about the history of mathematics and to apply the ideas to develop their knowledge of mathematicians or mathematical history into the lesson ideas for preservice elementary teachers and elementary students. As a result, many ideas of mathematical connection into the history of mathematics are reviewed, and posters about Pythagoras and Pascal are designed to help students to reinvent the idea of triangular numbers and square numbers.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.43-56
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• 2003

In late 19C, German mathematician Felix Klein declaired "Erlangen program" to reform mathematics education in Germany. The main ideas of "Erlangen program" contain the importance of instructing the concepts of functions and groups in school mathematics. After one century from that time, the importance of concepts of groups revived by Bourbaki in the sense of the algebraic structure which is the most important structure among three structures of mathematics - algebraic structure. ordered structure and topological structure. Since then, many mathematicians and mathematics educators devoted to work with the concepts of group for school mathematics. This movement landed on Korea in 21C, and now, the concepts of groups appeared in element mathematics text as plane rigid motion. In this paper, we state the rigid motions centered the symmetry - an important notion in group theory, then summarize the results obtained from some classroom activities. After that, we discuss the responses of children to concepts of groups.of groups.

• The Mathematical Education
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• v.41 no.2
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• pp.203-213
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• 2002

In this paper, we introduce the concepts of geometric and arithmetic triangles. Geometric and arithmetic triangles are special types of rational Heron triangles - triangles with rational sides and area. In addition, the theory illustrated in this paper gives certain theorems on the determination of non-right angled geometric and arithmetic triangles. In the meantime, with the help of Mathematica, we compute the sides and area of several triangles(GRT, IGT, RIGT, RAT). Since the material presented in this paper is within the reach of undergraduates, it can attract attention of mathematics students and may also be of interest to the mathematicians. In this content we believe this paper can help undergraduates to have interests in the new world of mathematics.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.301-311
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• 2015

If the storytelling Mathematics is teaching Mathematics by making and telling stories on Mathematics, the storymaking with Mathematics is that teachers(or mathematicians) who wish to develop their opinions concerning about their interesting fields apply them into a real life. They can use mathematical consequences for their arguments. I'll call it 'storymaking'. It could let the general public know that studying Mathematics is useful. So this application is helpful to the popularization of Mathematics.

• Research in Mathematical Education
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• v.8 no.3
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• pp.157-173
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• 2004

The paper discusses the phenomenon of mathematical giftedness, especially manifested at early stages of life of future outstanding mathematicians, taken in its socio-cultural context. The authors suggest that the images of mathematical giftedness are formed differently in various cultural contexts and thus can imply different settings of the educational institutions that can accordingly ignore, encourage, or restrain the students considered gifted. The paper focuses on the cases of traditional mathematics in several Asian countries (China, Vietnam, and Japan) and of modem mathematics in Soviet Union/Russia in order to provide examples of different patterns of forming the image of mathematical giftedness and of the corresponding educational approaches.

• Journal for History of Mathematics
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• v.27 no.1
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• pp.67-79
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• 2014

When imaginary numbers were first encountered in the 16th century, mathematicians were able to calculate the imaginary numbers the same as they are today. However, it required 200 years to mathematically acknowledge the existence of imaginary numbers. The new mathematical situation that arose with a development in mathematics required a harmony of real numbers and imaginary numbers. As a result, the concept of complex number became clear. A history behind the development of complex numbers involved a process of determining a comprehensive perspective that ties real numbers and imaginary numbers in a single category, complex numbers. This came after a resolution of conflict between real numbers and imaginary numbers. This study identified the new perspective and way of mathematical thinking emerging from resolving the conflicts. Also educational implications of the analysis were discussed.

• Journal for History of Mathematics
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• v.22 no.4
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• pp.29-40
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• 2009

we know that Zeng Cheng Kai Fang Fa is the generalization of the method of square roots and cube roots of ancient through the investigation of China mathematics. In this paper, we have research on traditional solutions equations of China mathematics and the development solutions of equations used by Chosun mathematicians.