• Journal of applied mathematics & informatics
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• v.22 no.1_2
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• pp.475-489
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• 2006

After the introduction of fuzzy sets by Zadeh [8], there have been a number of generalizations of fundamental concept. The notion of intuitionistic fuzzy sets introduced by Atanassov is one among them. An intuitionistic fuzzy set is also called a bifuzzy set according to [5]. In this paper, we apply the concept of a bifuzzy set to (implicative) ideals in pseudo MV-algebras. The notion of a bifuzzy (implicative) ideal of a pseudo MV-algebra is introduced, and some related properties are investigated. Conditions for a bifuzzy set to be a bifuzzy ideal are given, and characterizations of a bifuzzy (implicative) ideal are provided. Using a family of ideals, bifuzzy ideals are established.

• Bulletin of the Korean Mathematical Society
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• v.48 no.1
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• pp.115-127
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• 2011

We study the structure of the set of nilpotent elements in various kinds of ring and introduce the concept of NR ring as a generalization of Armendariz rings and NI rings. We determine the precise relationships between NR rings and related ring-theoretic conditions. The Kothe's conjecture is true for the class of NR rings. We examined whether several kinds of extensions preserve the NR condition. The classical right quotient ring of an NR ring is also studied under some conditions on the subset of nilpotent elements.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.31-34
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• 2022

The concept of locating chromatic number of graph is a development of the concept of vertex coloring and partition dimension of graph. The locating-chromatic number of G, denoted by χ_L(G) is the smallest number such that G has a locating k-coloring. In this paper we will discussed about the procedure for determine the locating chromatic number of Origami graph using Python Programming.

• Research in Mathematical Education
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• v.17 no.2
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• pp.133-152
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• 2013

In this research, we investigated students' understanding of the definitions of sequence of continuous functions and its uniform convergence. We selected three female and three male students out of the senior class of a university and conducted questionnaire surveys 4 times. We examined students' concept images of sequence of continuous functions and its uniform convergence and also how they approach to the right concept definitions for those through several progressive questions. Furthermore, we presented some suggestions for effective teaching-learning for the sequences of continuous functions.

• Bulletin of the Korean Mathematical Society
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• v.47 no.6
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• pp.1311-1327
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• 2010

We introduce the concept of cyclic morphisms with respect to a morphism in the category of pairs as a generalization of the concept of cyclic maps and we use the concept to obtain certain sets of homotopy classes in the category of pairs. For these sets, we get complete or partial answers to the following questions: (1) Is the concept the most general concept in the class of all concepts of generalized Gottlieb subsets introduced by many authors until now? (2) Are they homotopy invariants in the category of pairs? (3) When do they have a group structure?.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.59-67
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• 2000

Two groups of students, who are the students in the natural science course of high school in Korea, learned the equation of figure in space (point, line, plane) to understand more effectively with two different textbooks. One group was taught with the textbook used now in most high schools and the other group was taught with the textbooks systematized by associating old concept with new concept. The results are as follows : 1) We need understand the basic concept of vector plainly and flexibly to apply it to the solution of problems. 2) It helps students understand new concepts how we should establish the concept about point, line and plane in space by applying the concept about those on XY plane, 3) It is very effective in understanding the new knowledge system more easily to analyze the existent concepts and to arrange them systematically for efficient understanding of new concepts. 4) The texts which consist of contents organized by basic concepts improve students' learning ability.

• The Mathematical Education
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• v.47 no.3
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• pp.373-386
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• 2008

In highschool probability education, this study analyzed conflicts between intuitive concept and formal definition which originates from the process of establishing the concept of statistical independence. In judging independence, completely different types of problems requiring their own approach was analyzed by dividing them into two types. By doing so, this study researched a way to view independence as an overall idea. That is purposed to suggest a solution to a conflicts between intuitive concept and formal definition and to help not to judge independence out of wrong intuition. This study also suggests that calculation process which leads to precise perception of sample space and event be provided when we prove independence by expressing events with assembly symbols.

• School Mathematics
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• v.12 no.2
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• pp.239-257
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• 2010

In school mathematics the derivative concept is intuitively taught with the tangents and the concept of instantaneous velocity. In this paper, I investigated the long historical developments of the derivative concepts and analysed the relationships between the definition of derivative and the related elements. Finally I proposed some educational implications based on the analysis.

• The Pure and Applied Mathematics
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• v.30 no.4
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• pp.357-375
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• 2023

In this paper, we introduce the concept of bipolar soft supra topological space and provide a characterization of the related concepts of bipolar soft supra closure and bipolar soft supra interior. We also establish a connection between bipolar soft supra topology and bipolar soft topology. Additionally, we present the concept of bipolar soft supra continuous mapping and examine the concept of bipolar soft supra compact topological space. A related result concerning the image of the bipolar soft supra compact space is proved. Finally, we identify the concepts of disconnected (connected) and strongly disconnected (strongly connected) space and derive several results linking them together. Relationships among these concepts are clarified with the aid of examples.

• Journal for History of Mathematics
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• v.37 no.2
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• pp.21-38
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• 2024

In this article, we study the historical development of how the main concepts of linear algebra - matrices, vectors, and transformations - arise, are connected then integrated into a category. Also we study how linearity is recognized and integrated into algebraic and geometric viewpoint. Furthermore, we discuss, based on this, the role of linear algebra as a unifying concept in a school mathematics.