• Communications of the Korean Mathematical Society
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• v.21 no.2
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• pp.227-236
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• 2006

Several authors find all the derivations of an algebra [1], [3], [7]. A Weyl type non-associative algebra and its sub algebra are defined in the paper [2], [3], [10]. All the derivations of the non-associative algebra $\overline{WN_{0,0,s1}$ is found in this paper [4]. We find all the derivations of the non-associative algebra $\overline{WN_{0,s,01}$ in this paper [5].

• Bulletin of the Korean Mathematical Society
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• v.43 no.3
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• pp.627-634
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• 2006

A Weyl type algebra is defined in the book ([4]). A Weyl type non-associative algebra $\={WP_{m,n,s}}$ and its restricted sub-algebra $\={WP_{m,n,s_{\gamma}}}$ are defined in various papers ([1], [12], [3], [11]). Several authors 0nd all the derivations of an associative (Lie or non-associative) algebra in the papers ([1], [2], [12], [4], [6], [11]). We find all the non-associative algebra derivations of the non-associative algebra $\={WP_{0,2,0_B}$, where $B=\{{\partial}_0,\;{\partial}_1,\;{\partial}_2,\;{\partial}_{12},\;{\partial}^2_1,\;{\partial}^2_2\}$.

• Communications of the Korean Mathematical Society
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• v.13 no.2
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• pp.225-232
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• 1998

Let H be a finite dimensional Hopf algebra over a field k, and A be an H-module algebra over k which the H-action on A is D-continuous. We show that $Q_{max}(A)$, the maximal ring or quotients of A, is an H-module algebra. This is used to prove that if H is a finite dimensional semisimple Hopf algebra and A is a semiprime right(left) Goldie algebra than $A#H$ is a semiprime right(left) Goldie algebra. Assume that Asi a semiprime H-module algebra Then $A^H$ is left Artinian if and only if A is left Artinian.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.29-48
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• 2002

The purpose of this paper is to investigate the transfer in mathematics learning, especially focussing on arithmetic and algebra. There are many obstacles at the stage of transfer in learning. In the case of mathematics, each learning contents are definitely categorized by the learning level, therefore these obstacles are more happened than other subjects. First of all, this paper investigates the historical transfer from arithmetic to algebra by Sfard's perspectives. And we define prealgebra as the stage between arithmetic and algebra, which may be revised obstacles or misconceptions happened in the early algebra learning. Also, this paper discusses various obstacles and concrete examples happened in the transfer from arithmetic to algebra. To advance the understanding in the learning of algebra, we consider the core contents of the algebra learning which should be stressed at the prealgebra stage. Finally we present the teaching units of (pre)algebra which are sequenced from the variable concepts to equations.

• The Pure and Applied Mathematics
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• v.16 no.1
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• pp.1-11
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• 2009

The notion of a BCK-algebra with supremum (briefly, sBCK-algebra) is introduced, and several examples are given. Related properties are investigated. We show that every sBCK-algebra with an additional condition has the condition (S). The notion of a dry ideal of an sBCK-algebra is introduced. Conditions for an sBCK-algerba to be an spBCK-algebra are provided. We show that every sBCK-algebra satisfying additional condition is a semi-Brouwerian algebra.

• Kyungpook Mathematical Journal
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• v.45 no.4
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• pp.481-489
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• 2005

We first show that any complete MV-algebra whose Boolean subalgebra of idempotent elements is atomic, called a complete MV-algebra with atomic center, is isomorphic to a product of unit interval MV-algebra 1's and finite linearly ordered MV-algebras of A(m)-type $(m{\in}{\mathbb{Z}}^+)$. Secondly, for a semi-simple MV-algebra A, we introduce a completion ${\delta}(A)$ of A which is a complete, MV-algebra with atomic center. Under their intrinsic topologies $(see\;{\S}3)$ A is densely embedded into ${\delta}(A)$. Moreover, ${\delta}(A)$ has the extension universal property so that complete MV-algebras with atomic centers are epireflective in semi-simple MV-algebras

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.275-292
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• 2010

In this study, we discussed the way to teach algebra earlier through investigating to research trends of Early Algebra and researching about nature of subject involving algebra. There is a strong view that arithmetic and algebra have analogous forms and that algebra is on extension to arithmetic. Nevertheless, it is also possible to present a perspective that the fundamental goal and role of symbols and letters are difference between arithmetic and algebra. And, we could recognize that geometry was starting point of algebra trough historical perspectives. To consider these, we extracted some of possible directions to approaches to teach algebra earlier. To access to teaching algebra earlier, following ways are possible. (1) To consider informal strategy of young children. (2) Arithmetic reasoning considered of the algebraic relation. (3) Starting to algebraic reasoning in the context of geometrical problem situation. (4) To present young students to tool of letters and formular.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.

• Communications of the Korean Mathematical Society
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• v.20 no.4
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• pp.649-655
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• 2005

The universal mapping property and the Gelfand- Kirillov dimension of a skew enveloping algebra are studied and it is proved that every Poisson enveloping algebra is a homomorphic image of a skew enveloping algebra.

• Korean Journal of Mathematics
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• v.12 no.1
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• pp.49-54
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• 2004

In this paper we introduce the notion of quotient Boolean algebra and study the relation between the ideals of Boolean algebra ${\wp}(S)$ and the ideals of quotient Boolean algebra ${\wp}(S)/I$.