• 한국수학사학회지
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• 제15권2호
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• pp.49-68
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• 2002

One of the characteristics of modem mathematics is to use algebra in every fields of mathematics. But we don't have the exact definition of algebra, and we can't clearly define algebraic thinking. In order to solve this problem, this paper investigate the history of algebra. First, we describe some of the features of proportional Babylonian thinking by analysing some problems. In chapter 4, we consider Greek's analytical method and proportional theory. And in chapter 5, we deal with Diophantus' algebraic method by giving an overview of Arithmetica. Finally we investigate Viete's thinking of algebra through his ‘the analytical art’. By investigating these history of algebra, we reach the following conclusions. 1. The origin of algebra comes from problem solving(various equations). 2. The origin of algebraic thinking is the proportional thinking and the analytical thinking. 3. The thing that plays an important role in transition from arithmetical thinking to algebraic thinking is Babylonian ‘the false value’ idea and Diophantus’ ‘arithmos’ concept.

• 호남수학학술지
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• 제44권2호
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• pp.165-178
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• 2022

In this paper, Sheffer stroke BL-algebra and its properties are investigated. It is shown that a Cartesian product of two Sheffer stroke BL-algebras is a Sheffer stroke BL-algebra. After describing a filter of Sheffer stroke BL-algebra, a congruence relation on a Sheffer stroke BL-algebra is defined via its filter, and quotient of a Sheffer stroke BL-algebra is constructed via a congruence relation. Also, it is defined a homomorphism between Sheffer stroke BL-algebras and is presented its properties. Thus, it is stated that the class of Sheffer stroke BL-algebras forms a variety.

• 호남수학학술지
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• 제44권1호
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• pp.78-97
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• 2022

In this study, new properties of various filters on a Sheffer stroke BL-algebra are studied. Then some new results in filters of Sheffer stroke BL-algebras are given. Also, stabilizers of nonempty subsets of Sheffer stroke BL-algebras are defined and some properties are examined. Moreover, it is shown that the stabilizer of a filter with respect to a/n (ultra) filter of a Sheffer stroke BL-algebra is its (ultra) filter. It is proved that the stabilizer of the subset {0} of a Sheffer stroke BL-algebra is {1}. Finally, it is stated that the stabilizer St(P, Q) of P with respect to Q is an ultra filter of a Sheffer stroke BL-algebra when P is any filter and Q is an ultra filter of this algebra.

• Korean Journal of Mathematics
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• 제31권4호
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• pp.445-463
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• 2023

The paper introduces the concept of direct product and discusses some basic facts about distant ideals. We also introduce the definition of directly indecomposable in an autometrized algebra. Furthermore, we present the concept of a subdirect product and simple autometrized algebra and its behavior. We also introduce the definition of subdirectly irreducible in an autometrized algebras. In particular, we prove that every subdirectly irreducible monoid autometrized algebra is directly indecomposable. Finally, we discuss different properties of chain autometrized algebras and introduce the representability in the autometrized algebra. We also prove that if a weak chain monoid normal autometrized l-algebra is nilradical, then it is representable.

• 대한수학회보
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• 제61권3호
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• pp.813-823
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• 2024

In this paper, we prove that every 2-local derivation on several classes of C^*-algebras, such as unital properly infinite, type I or residually finite-dimensional C^*-algebras, is a derivation. We show that the following statements are equivalent: (1) every 2-local derivation on a C^*-algebra is a derivation, (2) every 2-local derivation on a unital primitive antiliminal and no properly infinite C^*-algebra is a derivation. We also show that every 2-local derivation on a group C^*-algebra C^*(𝔽) or a unital simple infinite-dimensional quasidiagonal C^*-algebra, which is stable finite antiliminal C^*-algebra, is a derivation.

• 충청수학회지
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• 제6권1호
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• pp.65-69
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• 1993

In this paper, we show that the module derivation D is continuous on the Banach algebra and the Silov algebra, and also that the derivation restricted by separating space and the radical on the semi prime Banach algebra is continuous.

• East Asian mathematical journal
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• 제23권1호
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• pp.75-82
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• 2007

In this paper we give a concrete computational method to characterize $S_3$-algebras.

• 호남수학학술지
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• 제29권3호
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• pp.465-474
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• 2007

We provided characterizations of complicated in a subtraction algebra, and we showed that the complicated subtraction algebra is a ring.

• 대한수학회지
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• 제46권3호
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• pp.657-673
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• 2009

The fixed point algebra $C^*(E)^{\gamma}$ of a gauge action $\gamma$ on a graph $C^*$-algebra $C^*(E)$ and its AF subalgebras $C^*(E)^{\gamma}_{\upsilon}$ associated to each vertex v do play an important role for the study of dynamical properties of $C^*(E)$. In this paper, we consider the stability of $C^*(E)^{\gamma}$ (an AF algebra is either stable or equipped with a (nonzero bounded) trace). It is known that $C^*(E)^{\gamma}$ is stably isomorphic to a graph $C^*$-algebra $C^*(E_{\mathbb{Z}}\;{\times}\;E)$ which we observe being stable. We first give an explicit isomorphism from $C^*(E)^{\gamma}$ to a full hereditary $C^*$-subalgebra of $C^*(E_{\mathbb{N}}\;{\times}\;E)({\subset}\;C^*(E_{\mathbb{Z}}\;{\times}\;E))$ and then show that $C^*(E_{\mathbb{N}}\;{\times}\;E)$ is stable whenever $C^*(E)^{\gamma}$ is so. Thus $C^*(E)^{\gamma}$ cannot be stable if $C^*(E_{\mathbb{N}}\;{\times}\;E)$ admits a trace. It is shown that this is the case if the vertex matrix of E has an eigenvector with an eigenvalue $\lambda$ > 1. The AF algebras $C^*(E)^{\gamma}_{\upsilon}$ are shown to be nonstable whenever E is irreducible. Several examples are discussed.

• 대한수학교육학회지:학교수학
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• 제9권3호
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• pp.409-426
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• 2007

중등학교의 핵심교과로 긴 세월 동안 기호와 식의 조작이 중심이 되어 왔던 대수교육은 보편교육의 확대와 컴퓨터나 계산기 등 ICT의 편재로 그 적절성을 재고하게 하였다. 이 연구는 대수교육과정 개혁의 방향을 살펴보고, 국내 대수교육과정 연구와 실행에 시사점을 제시하기 계획되었다. 최근 대수교육의 개혁의 큰 흐름의 특징으로 대수교육을 사고교육으로 보아 대수적 사고나 추론 강조, 비형식적 대수 교육에 주목한 대수 대상 연령의 하향화, ICT 환경을 전제로 한 대수교육으로 정리하였다. ICT 환경에서의 특징적인 대수 활동을 제시하였다. ICT 활용과 관련하여 구체적인 사례를 통해 국내 중등대수 교육과정을 분석하고 본질적으로 대수교육이 전통적인 틀 안에 있게 된 이유와 국제 동향을 반영한 변화를 위한 과제를 제시하였다.