• Research in Mathematical Education
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• v.26 no.3
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• pp.147-166
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• 2023

Mathematics is a science of pattern. Mathematics is a subject of inquiring which aims at discovering the models hidden behind the world. Pattern is abstraction and generalization of the model. Mathematical pattern is a higher level of mathematical model. Mathematics patterns are often hidden in pattern similarity. Creation of mathematics lies largely in discovering the pattern similarity among the various components of mathematics. Inquiring is the core and soul of mathematics teaching. It is very important for students to study mathematics like mathematicians' exploring and discovering mathematics based on pattern similarity. The author describes an example about how to guide students to carry out mathematics inquiring based on pattern similarity in classroom.

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.125-141
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• 2005

For many years, the educational effects of instructional manipulatives in mathematics education have been investigated in classroom practice and educational research. This paper demonstrates how pattern block, a type of instructional manipulatives could be used and integrated in elementary mathematics areas in order to develop student's mathematical thinking Further, students' thinking process with pattern blocks is analysed to show their thinking process.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.681-700
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• 2010

These days, the importance of the mathematics interaction is strongly emphasized, which leads to the need of research on how the interaction is being practiced in the math class and what can be the desirable interaction in terms of mathematical thinking. To figure out the correlation between the mathematical interaction patterns and mathematical thinking, it also classifies mathematical thinking levels into the phases of recognizing, building-with and constructing. we can say that there are all of three patterns of the mathematics interactions in the class, and although it seems that the funnel pattern is contributing to active interaction between the students and teachers, it has few positive effects regarding mathematical thinking. In other words, what we need is not the frequency of the interaction but the mathematics interaction that improves students' mathematical thinking. Therefore, we can conclude that it is the focus pattern that is desirable mathematics interaction in the class in the view of mathematical thinking.

• Communications of the Korean Mathematical Society
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• v.10 no.3
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• pp.561-573
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• 1995

A matrix whose entries consist of the symbols +, - and 0 is called a sign pattern matrix. In [1], a graph theoretic characterization of sign idempotent pattern matrices was given. A question was given for the sign patterns which allow idempotence. We characterized the sign patterns which allow idempotence in the sign idempotent pattern matrices.

• Bulletin of the Korean Mathematical Society
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• v.53 no.5
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• pp.1327-1339
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• 2016

Self-organizing systems arise very naturally in artificial intelligence, and in physical, biological and social sciences. In this paper, we modify the classic Cucker-Smale model at both microscopic and macroscopic levels by taking the target motion pattern driving forces into consideration. Such target motion pattern driving force functions are properly defined for the line-shaped motion pattern and the ball-shaped motion pattern. For the modified Cucker-Smale model with the prescribed line-shaped motion pattern, we have analytically shown that there is a flocking pattern with an asymptotic flocking velocity. This is illustrated by numerical simulations using both symmetric and non-symmetric pairwise influence functions. For the modified Cucker-Smale model with the prescribed ball-shaped motion pattern, our simulations suggest that the solution also converges to the prescribed motion pattern.

• Research in Mathematical Education
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• v.15 no.1
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• pp.45-57
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• 2011

Mathematical thinking is a core element in mathematics education and classroom learning. This paper wish to investigate how primary four (grade 4) students develop their mathematical thinking through working on tasks in multiplication where greatest products of multiplication are required. The tasks include the format of many digit times one digit, 2 digits times 2 digits up to 3 digits times 3 digits. It is found that the process of mathematical thinking of students depends on their own representation in obtaining the product. And the solution is obtained through a pattern/analogy and "pattern plus analogy" process. This specific learning process provides data for understanding structure and mapping in problem solving. The result shows that analogy allows successful extension of solution structure in the tasks.

• The Mathematical Education
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• v.49 no.3
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• pp.313-328
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• 2010

Mathematical modeling has been observed in the way of a possibility to contribute in improving students' problem solving abilities. One of the important views of real life problem context could be described such as a useful ways to interpret the real life leading to children's abstraction process. The problem contexts for the grade 6 with mathematical modeling perspectives were developed by reviewing the current 7th National Mathematics Curriculum of Korea. Those include the 5 content areas such as number & operation, geometry, measurement, probability & statistics, and pattern & problem solving. One of problem contexts, "Space", specially designed for pattern & problem solving area, was applied to the grade 6 students and analyzed in detail to understand student's mathematical modeling progress.

• Journal of the Korean Mathematical Society
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• v.44 no.1
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• pp.189-198
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• 2007

We have defined a bijective map from certain set of coinstacks onto the permutations avoiding 132-pattern and give an algorithm that finds a corresponding permutation from a given coin-stack. We also list several open problems which are similar as a CS-partition problem.

• Communications of the Korean Mathematical Society
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• v.13 no.3
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• pp.465-473
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• 1998

A real m $\times$ n matrix A is semipositive (SP) if there is a vector x $\geq$ 0 such that Ax > 0, inequalities being entrywise. A is minimally semipositive (MSP) if A is semipositive and no column deleted submatrix of A is semipositive. We give a necessary and sufficient condition for the sign pattern matrix with n positive entries to be minimally semipositive.

• Communications of the Korean Mathematical Society
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• v.12 no.1
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• pp.27-36
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• 1997

A matrix whose entries consist of the symbols +, -, 0 is called a sign-pattern matrix. We characterize the $n \times n$ irreducible sign-pattern matrices that are sign tripotent.