• The Pure and Applied Mathematics
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• v.25 no.1
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• pp.1-5
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• 2018

It is proved that 'maximum' is actually attained in the following risk measure representation $${\rho}_m(X)={max \atop Q{\in}Q_m}E_Q[-X]$$.

• School Mathematics
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• v.13 no.4
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• pp.563-580
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• 2011

This study is centered on the application of metaphor theory to math education from the cognitive-linguistic view. This study, at first, introduced what metaphor is, and looked into it from the math-educational view. Furthermore, on the basis of that, this study examined the significance of metaphor to math education, and dealt with its relevance to math education, focusing on the functions that metaphor has. This study says that metaphor has the function of explanation, elaboration and representation. In addition, this study examplifies that using metaphor can be an effective math learning strategy for mathematical concept explanation, mathematical connection and mathematical representation learning.

• Journal of the Korean Mathematical Society
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• v.46 no.1
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• pp.59-69
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• 2009

The element reduction of a multiset S is to reduce the number of repetitions of an element in S by a predetermined number. Privacy-preserving element reduction of a multiset is an important tool in private computation over multisets. It can be used by itself or by combination with other private set operations. Recently, an efficient privacy-preserving element reduction method was proposed by Kissner and Song [7]. In this paper, we point out a mathematical flaw in their polynomial representation that is used for the element reduction protocol and provide its correction. Also we modify their over-threshold set-operation protocol, using an element reduction with the corrected representation, which is used to output the elements that appear over the predetermined threshold number of times in the multiset resulting from other privacy-preserving set operations.

• Honam Mathematical Journal
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• v.28 no.3
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• pp.317-326
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• 2006

Based on the geometrical representation of a generalized intuitionistic fuzzy set, we take into account all three parameters describing generalized intuitionistic fuzzy set and propose new methods to calculate the correlation coefficient for generalized intuitionistic fuzzy sets by means of mathematical statistics.

• The Pure and Applied Mathematics
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• v.15 no.3
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• pp.229-243
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• 2008

This paper is intended to clarify and verify two representation algorithms computing representations of elements of free groups generated by two linear fractional transformations. Moreover in practice some parts of the two algorithms are modified for computational efficiency. In particular the justification of the algorithms has been rigorously done by showing how both algorithms work correctly and efficiently according to inputs with some properties of the two linear fractional transformations.

• Korean Journal of Mathematics
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• v.29 no.2
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• pp.271-291
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• 2021

Hom-Lie-Yamaguti color algebras are defined and their representation and cohomology theory is considered. The (2, 3)-cocycles of a given Hom-Lie-Yamaguti color algebra T are shown to be very useful in a study of its deformations. In particular, it is shown that any (2, 3)-cocycle of T gives rise to a Hom-Lie-Yamaguti color structure on T⊕V , where V is a T-module, and that a one-parameter infinitesimal deformation of T is equivalent to that a (2, 3)-cocycle of T (with coefficients in the adjoint representation) defines a Hom-Lie-Yamaguti color algebra of deformation type.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.31-41
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• 2003

Representation has been main topic in teaching and learning mathematics for a long time. Moreover, teachers' deficiency of representation about fraction results in teaching algorithms without conceptual understanding. So, this paper was conducted to investigate and analysize the elementary preservice mathematics teachers' representation about fraction. 38 elementary preservice mathematics teachers participated in this study. This study results showed that, the only model of a fraction that was familiar to the preservice teachers was the part of whole one. And research showed that, they solved the problems about fraction well using algorithms but seldom express the sentence which illustrates the meaning of the operation by a fraction. Specially, the division aspect of a fraction was not familiar nor readily accepted. It menas that preservice teachers are used to using algorithms without a conceptual understanding of the meaning of the operation by a fraction. This results give us some implications. Most of all, teaching programs in preservice mathematics teachers education have to devise to form a network among the concepts in relation to fraction. And we must emphasize how to teach and what to teach in preservice mathematics teachers education course. Finally, we have to invent the various materials which can be used to educate both preservice teachers and elementary school students. If we want to improve the mathematical ability of students, we will concentrate preservice teachers education.

• Korean Journal of Mathematics
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• v.20 no.3
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• pp.343-352
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• 2012

In this paper we show that the projective properties of representations of a quiver $Q={\bullet}{\rightarrow}{\bullet}{\rightarrow}{\bullet}$ as left $R[x]$-modules. We show that if P is a projective left R-module then $0{\longrightarrow}0{\longrightarrow}P[x]$ is a projective representation of a quiver Q as $R[x]$-modules, but $P[x]{\longrightarrow}0{\longrightarrow}0$ is not a projective representation of a quiver Q as $R[x]$-modules, if $P{\neq}0$. And we show a representation $0{\longrightarrow}P[x]\longrightarrow^{id}P[x]$ of a quiver Q is a projective representation, if P is a projective left R-module, but $P[x]\longrightarrow^{id}P[x]{\longrightarrow}0$ is not a projective representation of a quiver Q as $R[x]$-modules, if $P{\neq}0$. Then we show a representation $P[x]\longrightarrow^{id}P[x]\longrightarrow^{id}P[x]$ of a quiver Q is a projective representation, if P is a projective left R-module.

• Journal of the Korean Operations Research and Management Science Society
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• v.23 no.2
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• pp.157-185
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• 1998

One of the essential issues in model systems is how to represent and manipulate mathematical modeling knowledge. As the bases of integrated modeling environments, current modeling frameworks have limitations: lack of facility to coordinate different users perpectives and lack of mechanism to reuse modeling knowledge. In this paper, multi-facetted modeling approach is proposed as a basis for the development of integrated modeling environment which provides facilities for (1) independent management of modeling knowledge from individual models； (2) object-oriented conceptual blackboard concept； (3) multi-facetted modeling； and (4) declarative representation of mathematical knowledge. The proposed multi-facetted approach is illustrated using multicommodity transportation models.

• Journal for History of Mathematics
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• v.26 no.5_6
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• pp.355-370
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• 2013

Thomas Harriot has been introduced in middle school textbooks as a great mathematician who created the sign of inequality. This study is about Harriot's symbolism and the theory of equation. Harriot made symbols of mathematical concepts and operations and used the algebraic visual representation which were combinations of symbols. He also stated solving equations in numbers, canonical, and by reduction. His epoch-making inventions of algebraic equation using notation of operation and letters are similar to recent mathematical representation. This study which reveals Harriot's contribution to general and structural approach of mathematical solution shows many developments of algebra in 16th and 17th centuries from Viete to Harriot and from Harriot to Descartes.