• 호남수학학술지
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• 제31권4호
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• pp.463-478
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• 2009

Let k be an imaginary quadratic field, ℌ the complex upper half plane, and let ${\tau}{\in}k{\cap}$ℌ, q = exp(${\pi}i{\tau}$). And let n, t be positive integers with $1{\leq}t{\leq}n-1$. Then $q^{{\frac{n}{12}}-{\frac{t}{2}}+{\frac{t^2}{2n}}}{\prod}^{\infty}_{m=1}(1-q^{nm-t})(1-q^{nm-(n-t)})$ is an algebraic number [10]. As a generalization of this result, we find several infinite series and products giving algebraic numbers using Ramanujan's $_{1{\psi}1}$ summation. These are also related to Rogers-Ramanujan continued fractions.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권1호
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• pp.81-100
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• 2017

The concept of variable is a big idea to develop algebraic thinking. Variable has multiple meanings such as the unknown, a tool for generalization, and the relationship between varying quantities. In this study we analyzed in what ways the meanings of variable were presented in the current elementary mathematics textbooks and workbooks. The results showed that the most frequent meaning of variable was 'the unknown', 'a tool for generalization', and 'the relationship between varying quantities' in order. A close look at the results revealed that the same symbol was often used in representing different values of variable as the unknown. In taking variable as a tool for generalization, questions to provoke generalization were sometimes included not in the textbooks but in the teachers' manuals. The main focus in dealing with variable as the relationship between varying quantities was on finding out the dependent values compared to the independent ones. Building on these results, this study is expected to suggest implications for how to deal with variable concept in elementary mathematics instructional materials.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제27권3호
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• pp.281-301
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• 2024

대수는 방정식의 풀이로 해석되는 전통적인 관점에 따라 초등 현장에서 명시적으로 다루어지지 못하는 한계가 있지만, 초등 수준의 발달 단계에 맞춰 수의 체계와 원리, 산술적 사고의 확장인 대수적 사고로서 학습되어야 한다고 주장되어왔다. 본 연구에서는 초등학교 6학년 학생들에게 분수의 나눗셈에 대한 대수적 사고 기반 수업을 실시하고 문제해결력에 미치는 영향을 분석하였다. 학생들은 11차시의 수업에서 제수와 피제수의 관계 탐구를 통해 해결 방법을 일반화하고 특정한 분수의 나눗셈 문제에서 나아가 모든 경우에 적용할 수 있는 표현을 탐색하였다. 연구 결과 대수적 사고를 기반으로 한 수학 수업이 분수의 나눗셈 문제해결력에 긍정적인 영향을 미치는 것을 확인할 수 있었다. 학생들의 해결 과정에서는 기호화, 일반화, 추론, 정당화의 대수적 사고 요소가 나타났으며 다양한 수학적 아이디어와 구조를 발견하고 이를 활용해 문제를 해결하는 특징을 보였다. 연구 결과를 바탕으로 초등학생에게 초기 대수 지도를 위한 시사점을 도출하였다.

• 대한수학회보
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• 제50권2호
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• pp.507-524
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• 2013

The notion of $n$-ary algebraic hyperstructures is a generalization of ordinary algebraic hyperstructures. In this paper, we associate an n-ary hypergroupoid (H, $f$) with an ($n+1$)-ary relation ${\rho}_{n+1}$ defined on a non-empty set H. Then, we obtain some basic results in this respect. In particular, we investigate when it is an $n$-ary $H_v$-group, an $n$-ary hypergroup or a join $n$-ary space.

• Kyungpook Mathematical Journal
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• 제61권2호
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• pp.223-237
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• 2021

Let n be a fixed natural number. Menger algebras of rank n can be regarded as a canonical generalization of arbitrary semigroups. This paper is concerned with studying algebraic properties of Menger algebras of rank n by first defining a special class of full n-place functions, the so-called a left translation, which possess necessary and sufficient conditions for an (n + 1)-groupoid to be a Menger algebra of rank n. The isomorphism parts begin with introducing the concept of homomorphisms, and congruences in Menger algebras of rank n. These lead us to establish a quotient structure consisting a nonempty set factored by such congruences together with an operation defined on its equivalence classes. Finally, the fundamental homomorphism theorem and isomorphism theorems for Menger algebras of rank n are given. As a consequence, our results are significant in the study of algebraic theoretical Menger algebras of rank n. Furthermore, we extend the usual notions of ordinary semigroups in a natural way.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제22권2호
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• pp.137-164
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• 2008

대수 교육은 전통적으로 중등 교육과정 중심의 기호의 조작 및 방정식의 풀이에 초점이 맞추어져 왔다. 그러나 초등 교육과정 전반에 걸친 수에 관한 광범위한 경험은 대수에서 강조되는 기호 및 구조에 기초가 될 수 있다. 본 연구는 초등학교 4학년을 대상으로 실시한 수업 사례를 바탕으로 학생들이 실제로 대수적 사고를 어떻게 구성해나가는지를 면밀하게 탐색하였다. 분석 결과 학생들은 구체물의 조작이나 그림그리기 등의 활동을 통해 규칙성을 인식하기 시작했고, 주어진 문제 상황을 표현하기 위해 다양한 산술적이고 비형식적인 전략을 사용하였으며, 외형이 다른 두 식의 동치관계를 식의 변형과정이 아닌 주어진 문제 상황과의 관계를 이용하여 이해하는 특징을 보였다. 또한, 문제 상황을 대수식으로 표현하는 과정에서 몇 가지 오류를 범했다. 본 연구는 구체적인 수업 사례를 바탕으로 초등학생들의 대수적 사고를 산술적 사고 및 비형식적 사고와 의미 있게 연결하는 대수 지도 방안에 대한 시사점을 제공한다.

• 대한수학회지
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• 제41권4호
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• pp.717-735
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• 2004

A problem raised by Selfridge and solved by Pomerance asks to find the pairs (a, b) of natural numbers for which $2^a\;-\;2^b$ divides $n^a\;-\;n^b$ for all integers n. Vajaitu and one of the authors have obtained a generalization which concerns elements ${\alpha}_1,\;{\cdots},\;{{\alpha}_{\kappa}}\;and\;{\beta}$ in the ring of integers A of a number field for which ${\Sigma{\kappa}{i=1}}{\alpha}_i{\beta}^{{\alpha}i}\;divides\;{\Sigma{\kappa}{i=1}}{\alpha}_i{z^{{\alpha}i}}\;for\;any\;z\;{\in}\;A$. Here we obtain a further generalization, proving the corresponding finiteness results in a multidimensional setting.

• 호남수학학술지
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• 제45권3호
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• pp.491-502
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• 2023

As a generalization of Berwald spaces, we have the ideas of Douglas spaces and Landsberg spaces. S. Bacso defined a weakly-Berwald space as another generalization of Berwald spaces. In 1972, Matsumoto proposed the (α, β) metric, which is a Finsler metric derived from a Riemannian metric α and a differential 1-form β. In this paper, we investigated an important class of (α, β)-metrics of the form $F={\mu}_1\alpha+{\mu}_2\beta+{\mu}_3\frac{\beta^2}{\alpha}$, which is recognized as a special form of the first approximate Matsumoto metric on an n-dimensional manifold, and we obtain the criteria for such metrics to be weakly-Berwald metrics. A Finsler space with a special (α, β)-metric is a weakly Berwald space if and only if B^m_m is a 1-form. We have shown that under certain geometric and algebraic circumstances, it transforms into a weakly Berwald space.

• 대한수학회보
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• 제42권3호
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• pp.453-467
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• 2005

Let K be an algebraic number field. If k is the maximal cyclotomic subextension in K then the Schur K-group S(K) is obtained from the Schur k-group S(k) by scalar extension. In the paper we study projective Schur group PS(K) which is a generalization of Schur group, and prove that a projective Schur K-algebra is obtained by scalar extension of a projective Schur k-algebra where k is the maximal radical extension in K with mild condition.

• 대한수학회보
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• 제35권3호
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• pp.397-408
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• 1998

We often use the Hausdorff dimension as a tool of measuring how complicate the fractal is. But it is usually very difficult to calculate that value. So there have been many tries to find the dimension of the given set and most of these are related to the density theorem of invariant measure. The aims of this paper are to introduce the k-irreducible subsimilar sets as a generalization of the set defined by V.Drobot and J.Turner in ([1]) and calculate their Hausdorff dimensions by using algebraic methods.