• Journal of the Korean Mathematical Society
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• v.54 no.2
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• pp.517-543
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• 2017

Let H be a cocommutative faithfully flat Hopf quasigroup in a strict symmetric monoidal category with equalizers. In this paper we introduce the notion of (strong) Galois H-object and we prove that the set of isomorphism classes of (strong) Galois H-objects is a (group) monoid which coincides, in the Hopf algebra setting, with the Galois group of H-Galois objects introduced by Chase and Sweedler.

• Research in Mathematical Education
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• v.15 no.1
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• pp.15-30
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• 2011

We study to design educational Logo-based microworld environment equipped with 3D construction capability, 3D manipulation, and web-based communication. Extending the turtle metaphor of 2D Logo, we design simple and intuitive symbolic representation system that can create several turtle objects and operations. We also present various mathematization activities applying the turtle objects and suggest the way to make good use of them in mathematics education. In our microworld environment, the symbolic representations constructing the turtle objects can be used for web-based collaborative learning, communication, and assessments.

• Journal of the Korean Mathematical Society
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• v.58 no.2
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• pp.351-381
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• 2021

In this paper we introduce the notion of strong Galois H-progenerator object for a finite cocommutative Hopf quasigroup H in a symmetric monoidal category C. We prove that the set of isomorphism classes of strong Galois H-progenerator objects is a subgroup of the group of strong Galois H-objects introduced in [3]. Moreover, we show that strong Galois H-progenerator objects are preserved by strong symmetric monoidal functors and, as a consequence, we obtain an exact sequence involving the associated Galois groups. Finally, to the previous functors, if H is finite, we find exact sequences of Picard groups related with invertible left H-(quasi)modules and an isomorphism Pic(HMod) ≅ Pic(C)⊕G(H∗) where Pic(HMod) is the Picard group of the category of left H-modules, Pic(C) the Picard group of C, and G(H∗) the group of group-like morphisms of the dual of H.

• Korean Journal of Mathematics
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• v.22 no.4
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• pp.693-698
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• 2014

Although the category NFHG of normal fuzzy hypergroups is not a topos, it forms a pseudo topos. Also we show that there are pseudo power objects in NFHG.

• Journal of Korean Institute of Industrial Engineers
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• v.35 no.2
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• pp.129-140
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• 2009

This paper introduces the planar storage location assignment problem (PSLAP) that no research has attempted to mathematically solve. The PSLAP can be defined as the assignment of the inbound and outbound objects to the storage yard with aim of minimizing the number of obstructive object moves. The storage yard allows only planar moves of objects. The PSLAP usually occurs in the assembly block stockyard operations at a shipyard. This paper formulates the PSLAP using a mathematical programming model, but which belongs to the NP-hard problems category. Thus this paper utilizes an efficient genetic algorithm (GA) to solve the PSLAP for real-sized instances. The performance of the proposed mathematical programming model and developed GA is verified by a number of numerical experiments.

• The Mathematical Education
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• v.42 no.5
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• pp.697-706
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• 2003

In this paper we consider the equality sign as a mathematical concept and investigate its meaning, errors made by students, and subject matter knowledge of mathematics teacher in view of The Model of Mathematic al Concept Analysis, arithmetic-algebraic thinking, and some examples. The equality sign = is a symbol most frequently used in school mathematics. But its meanings vary accor ding to situations where it is used, say, objects placed on both sides, and involve not only ordinary meanings but also mathematical ideas. The Model of Mathematical Concept Analysis in school mathematics consists of Ordinary meaning, Mathematical idea, Representation, and their relationships. To understand a mathematical concept means to understand its ordinary meanings, mathematical ideas immanent in it, its various representations, and their relationships. Like other concepts in school mathematics, the equality sign should be also understood and analysed in vie w of a mathematical concept.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.197-215
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• 2012

The purpose of this study was to analyze the research trends of 114 papers about mathematical creativity published in domestic journals from 1997 to 2011 with regard to the years, objects, subjects, and methods of such research. The research of mathematical creativity education has been studied since 2000. The frequent objects in the research were non-human, middle and high school students, elementary students, gifted students, teachers (in-service and pre-service), and kindergarteners in order. The research on the teaching methods of mathematical creativity, the general study of mathematical creativity, or the measurement and the evaluation of mathematical creativity was active, whereas that of dealing with curricula and textbooks was rare. The qualitative research method was more frequently used than the quantitative research one. The mixed research method was hardly used. On the basis of these results, this paper shows how mathematical creativity was studied until now and gives some implications for the future research direction in mathematical creativity.

• Bulletin of the Korean Mathematical Society
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• v.32 no.1
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• pp.115-121
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• 1995

We define a group of homogeneous type G which is a more general setting than $R^n$. This group G forms a natural habitat for extensions of many of the objects studied in Euclidean harmonic analysis.

• Journal of the Korean Mathematical Society
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• v.33 no.2
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• pp.455-468
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• 1996

Certain analytic behavior of geometric objects defined on a Riemannian manifold depends on some very crude properties of the manifold. Some of those crude invariants are the volume growth rate, isoperimetric constants, and the likes. However, these crude invariants sometimes exercise surprising control over the analytic behavior.

• Honam Mathematical Journal
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• v.1 no.1
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• pp.77-81
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• 1979

Almost mathematicians wish to study on the classification of the objects within isomorphism and determination of effective and computable invariants to distinguish the isomorphism classes. In topology, the concepts of homotopy and homeomorphism are such examples. In this lecture I shall speak of with respect to (i) Thom's cobordism group (ii) Cobordism category (iii) finally, the semigroup in cobordism category is isomorphic to the Thom's cobordism group.