• East Asian mathematical journal
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• v.33 no.2
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• pp.199-216
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• 2017

A rational number as operator is eventually that it is considered a mapping. Depending on how selecting domain (the target of operation by rational number) and codomain (including the results of operations by rational number), it is possible to see the rational in two aspects. First, rational numbers can be deal with functions if we choose the target of operation by rational number as a number field containing rationals. On the other hand, if we choose the target of operation by rational number as integral domain $\mathbb{Z}$, then rational numbers can be regarded as partial functions on $\mathbb{Z}$. In this paper, we regard the rational numbers with a view of partial functions, we investigate the theoretical background of the relationship between the multiplication of rational numbers and the composition of rational numbers as operators.

• Journal of the Korean Mathematical Society
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• v.53 no.2
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• pp.433-446
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• 2016

We construct projective embeddings of horospherical varieties of Picard number one by means of Fano varieties of cones over rational homogeneous varieties. Then we use them to give embeddings of smooth horospherical varieties of Picard number one as linear sections of rational homogeneous varieties.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.237-246
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• 2007

According to 7-th curriculum, irrational number should be introduced using non-repeating infinite decimals. A rational number is defined by a number determined by the ratio of some integer p to some non-zero integer q in 7-th grade. In 8-th grade, A number is rational number if and only if it can be expressed as finite decimal or repeating decimal. A irrational number is defined by non-repeating infinite decimal in 9-th grade. There are misconceptions about a non-repeating infinite decimal. Although 1.4532954$\cdots$ is neither a rational number nor a irrational number, many high school students determine 1.4532954$\cdots$ is a irrational number and 0.101001001$\cdots$ is a rational number. The cause of misconceptions is the definition of a irrational number defined by non-repeating infinite decimals. It is a cause of misconception about a irrational number that a irrational number is defined by a non-repeating infinite decimals and the method of using symbol dots in infinite decimal is not defined in text books.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.483-498
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• 2010

The purpose of this paper is to investigate the dispositions of university students' understanding and reasoning about rational number concept. For this, we surveyed for the subject groups of prospective math teachers(33), engineering major students(35), American engineering and science major students(28). The questionnaire consists of four problems related to understanding of rational number concept and three problems related to rational number operation reasoning. We asked multi-answers for the front four problem and the order of favorite algorithms for the back three problems. As a result, we found that university students don't understand exactly the facets of rational number and prefer the mechanic approaches rather than conceptual one. Furthermore, they reasoned illogically in many situations related to fraction, ratio, proportion, rational number and don't recognize exactly the connection between them, and confuse about rational number concept.

• Korea-Australia Rheology Journal
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• v.15 no.3
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• pp.131-150
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• 2003

A new numerical algorithm of finite element methods is presented to solve high Deborah number flow problems with geometric singularities. The steady inertialess planar 4 : 1 contraction flow is chosen for its test. As a viscoelastic constitutive equation, we have applied the globally stable (dissipative and Hadamard stable) Leonov model that can also properly accommodate important nonlinear viscoelastic phenomena. The streamline upwinding method with discrete elastic-viscous stress splitting is incorporated. New interpolation functions classified as rational interpolation, an alternative formalism to enhance numerical convergence at high Deborah number, are implemented not for the whole set of finite elements but for a few elements attached to the entrance comer, where stress singularity seems to exist. The rational interpolation scheme contains one arbitrary parameter b that controls the singular behavior of the rational functions, and its value is specified to yield the best stabilization effect. The new interpolation method raises the limit of Deborah number by 2∼5 times. Therefore on average, we can obtain convergent solution up to the Deborah number of 200 for which the comer vortex size reaches 1.6 times of the half width of the upstream reservoir. Examining spatial violation of the positive definiteness of the elastic strain tensor, we conjecture that the stabilization effect results from the peculiar behavior of rational functions identified as steep gradient on one domain boundary and linear slope on the other. Whereas the rational interpolation of both elastic strain and velocity distorts solutions significantly, it is shown that the variation of solutions incurred by rational interpolation only of the elastic strain is almost negligible. It is also verified that the rational interpolation deteriorates speed of convergence with respect to mesh refinement.

• The Mathematical Education
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• v.50 no.2
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• pp.135-148
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• 2011

We can say that the history of mathematics is the history on the development of the number system. The number starts from Natural number and is constructed to Integer number and Rational number. The Rational number is not the complete number analytically so that Real number is completed by the idea of the nested interval method. Real number is completed analytically, however, is not by algebra, so the algebraically completed type of the rational number, through the way that similar to the process of completing real number, is Complex number. The purpose of this study is to show the most appropriate way for the development of the human being thinking about the teaching and leaning of Complex number. To do this, We have to consider the proof of the existence of Complex number, the background of the introduction of Complex number and the background knowledge that the teachers to teach Complex number should have. Also, this study analyzes the knowledge to be taught of Complex number based on the anthropological theory of didactics and finally presents the teaching method of Complex number based on this theory.

• East Asian mathematical journal
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• v.28 no.2
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• pp.135-158
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• 2012

The ideals of the rings of integers are used to induce rational number system as operators(=group homomorphisms). We modify this inducing method to be effective in teaching rational numbers in secondary school. Indeed, this modification provides a nice model for explaining the equality property to define addition and multiplication of rational numbers. Also this will give some explicit ideas for students to understand the concept of 'field' efficiently comparing with the integer number system.

• Proceedings of the Korean Society of Rheology Conference
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• 2002.11a
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• pp.101-103
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• 2002

• Journal of applied mathematics & informatics
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• v.39 no.5_6
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• pp.689-701
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• 2021

The purpose of this paper is to optimize the number of source places required for the unique representation of the destination using the tools of graph theory. A subset S of vertices of a graph G is called a rational resolving set of G if for each pair u, v ∈ V - S, there is a vertex s ∈ S such that d(u/s) ≠ d(v/s), where d(x/s) denotes the mean of the distances from the vertex s to all those y ∈ N[x]. A rational resolving set is called minimal rational resolving set if no proper subset of it is a rational resolving set. In this paper we study varieties of minimal rational resolving sets defined on the basis of its complements and compute the minimum and maximum cardinality of such sets, respectively called as lower and upper rational metric dimensions for power of a path P_n analysing various possibilities.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.323-339
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• 2011

The expansion of exponential law as the law of calculation of integer numbers can be a good material for the students to experience an extended configuration which is based on an algebraic principle of the performance of equivalent forms. While current textbooks described that exponential law can be expanded from natural number to integer, rational number and real number, most teachers force students to accept intuitively that the exponential law is valid although exponent is expanded into real number. However most teachers overlook explaining the value of exponent of rational number or exponent of irrational number so most students have a lot of questions whether this value is a rational number or a irrational number. Related to students' questions, most teacher said that it is out of the current curriculum and students will learn it after going to college instead of detailed answers. In this paper, we will present several examples and the values about irrational exponents of a positive rational and irrational exponents of a positive irrational number, and study the recognition and fallacy of would-be teachers about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law.