• Honam Mathematical Journal
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• v.43 no.2
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• pp.325-342
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• 2021

In this paper, we define a new algebraic structure known as a generalized pseudo BE-algebra which is a generalization of a pseudo BE-algebra. We construct some examples in order to show the existence of the generalized pseudo BE-algebra. Moreover, we characterize different classes of generalized pseudo BE-algebras by some results.

• Proceedings of the KIEE Conference
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• 1998.07c
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• pp.1027-1029
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• 1998

The method of building the system state matrix described here is the direct method which constructs elements of state matrix directly by the algebraic expressions from the machine data with time constants. From this method, it is reasonable to confirm the structure of state matrix and the relation of submatrices and elements efficiently. In this paper the interrelationship of submatrices of system matrix is investigated and a constitution of system matrix considering time constants.

• The Pure and Applied Mathematics
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• v.11 no.2
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• pp.127-132
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• 2004

$H_v$-rings first were introduced by Vougiouklis in 1990. The largest class of algebraic systems satisfying ring-like axioms is the $H_v$-ring. Let R be an $H_v$-ring and ${\gamma}_R$ the smallest equivalence relation on R such that the quotient $R/{\gamma}_R$, the set of all equivalence classes, is a ring. In this case $R/{\gamma}_R$ is called the fundamental ring. In this short communication, we study the fundamental rings with respect to the product of two fuzzy subsets.

• School Mathematics
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• v.16 no.2
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• pp.355-386
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• 2014

Algebraic generalization of patterns is based on the capability of grasping a structure inherent in several objects with awareness that this structure applies to general cases and ability to use it to provide an algebraic expression. The purpose of this study is to investigate how students generalize patterns using an algebraic object such as parameters and what are difficulties in geometric-arithmetic pattern tasks related to algebraic generalization and to determine whether the students can use parameters meaningfully through pattern generalization tasks that this researcher designed. During performing tasks of pattern generalization we designed, students differentiated parameters from letter 'n' that is used to denote a variable. Also, the students understood the relations between numbers used in several linear equations and algebraically expressed the generalized relation using a letter that was functions as a parameter. Some difficulties have been identified such that the students could not distinguish parameters from variables and could not transfer from arithmetical procedure to algebra in this process. While trying to resolve these difficulties, generic examples helped the students to meaningfully use parameters in pattern generalization.

• School Mathematics
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• v.14 no.3
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• pp.357-375
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• 2012

This research intends to examine how 6th graders (age 12) generalize various increasing patterns. In this research, 6 problems corresponding to the ax, x+a, ax+c, ax2, and ax2+c patterns were given to 290 students. Students' generalization methods were analysed by the generalization level suggested by Radford(2006), such as arithmetic and algebraic (factual, contextual, and symbolic) generalization. As the results of the study, we identified that students revealed the most high performance in the ax pattern in the aspect of the algebraic generalization, and lower performance in the ax2, x+a, ax+c, ax2+c in order. Also we identified that students' generalization methods differed in the same increasing patterns. This imply that we need to provide students with the pattern generalization activities in various contexts.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.261-275
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• 2011

We observed the process for solving linear equations of two 5th grade elementary students, who do not have any pre-knowledge about solving linear equation. The way of students' usage of fractional schemes and manipulations are closely observed. The change of their scheme adaptation are carefully analyzed while the coefficients and constants become complicated. The results showed that they used various fractional scheme and manipulations according to the coefficients and constants. Noticeably, they used repeating fractional schemes to establish the equivalence relation between unknowns and the given quantities. After establishing the relationship, equivalent fractions played important role. We expect the results of this study would help shorten the gap between the arithmetic and the algebraic thinking.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.761-783
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• 2009

Problem solving ability can be fostered by dealing with many different types of problems. We investigated how $5^{th}$ and $6^{th}$ graders who did not learn traditional algebraic methods might approach the word problems of simultaneous equations. This result reveals that the strategy of guess-and-check serves as a basis for elementary school students in solving simultaneous equations. A noticeable remark is that students used the guess-and-check strategy in various ways. Whereas some students changed a variable given in the problem step by step, others did in a sophisticated way focusing on the relation between two variables. Moreover, some students were able to write an equation which was not typical but meaningful and correct. This paper emphasizes the need of connections between pre-algebraic and algebraic solutions.

• Journal of Educational Research in Mathematics
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• v.16 no.4
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• pp.367-386
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• 2006

There are two strands for considering tile relationships between education and technology. One is the viewpoint of 'learning from computers' and the other is that of 'learning with computers'. In this paper, we call mathematics education with computers as 'computers and mathematics education' and this computer environments as microworlds. In this paper, we first suggest theoretical backgrounds ai constructionism, mathematization, and computer interaction. These theoretical backgrounds are related to students, school mathematics and computers, relatively As specific strategies to design a microworld, we consider a physical construction, fuctiionization, and internet interaction. Next we survey the different microworlds such as Logo and Dynamic Geometry System(DGS), and reform each microworlds for mathematical level-up of representation. First, we introduce the concept of action letters and its manipulation for representing turtle actions and recursive patterns in turtle microworld. Also we introduce another algebraic representation for representing DGS relation and consider educational moaning in dynamic geometry microworld. We design an integrating microworld between Logo and DGS. First, we design a same command system and we get together in a microworld. Second, these microworlds interact each other and collaborate to construct and manipulate new objects such as tiles and folding nets.

• Honam Mathematical Journal
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• v.27 no.1
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• pp.115-129
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• 2005

In this paper, we give a digital graph-theoretical approach of the study of digital images with relation to a simplicial complex. Thus, a digital graph $G_k$ with some k-adjacency in ${\mathbb{Z}}^n$ can be recognized by the simplicial complex spanned by $G_k$. Moreover, we demonstrate that a graphically $(k_0,\;k_1)$-continuous map $f:G_{k_0}{\subset}{\mathbb{Z}}^{n_0}{\rightarrow}G_{k_1}{\subset}{\mathbb{Z}}^{n_1}$ can be converted into the simplicial map $S(f):S(G_{k_0}){\rightarrow}S(G_{k_1})$ with relation to combinatorial topology. Finally, if $G_{k_0}$ is not $(k_0,\;3^{n_0}-1)$-homotopy equivalent to $SC^{n_0,4}_{3^{n_0}-1}$, a graphically $(k_0,\;k_1)$-continuous map (respectively a graphically $(k_0,\;k_1)$-isomorphisim) $f:G_{k_0}{\subset}{\mathbb{Z}}^{n_0}{\rightarrow}G_{k_1}{\subset}{\mathbb{Z}^{n_1}$ induces the group homomorphism (respectively the group isomorphisim) $S(f)_*:{\pi}_1(S(G_{k_0}),\;v_0){\rightarrow}{\pi}_1(S(G_{k_1}),\;f(v_0))$ in algebraic topology.

• Journal for History of Mathematics
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• v.27 no.4
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• pp.271-283
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• 2014

This study takes a look at Polya's analysis on Archimedes' "The Method" from a math-historical perspective. We, based on the elaboration of Polya's analysis, investigate the analytic geometric characteristics of Archimedes' "The Method" and discuss the way of using the characteristics in education of school calculus. So this study brings up the educational need of approach of teaching the definite integral by clearly disclosing the transition from length, area, volume etc into the length as an area function under a curve. And this study suggests the approach of teaching both merit and deficiency of the indivisibles method, and the educational necessity of making students realizing that the strength of analytic geometry lies in overcoming deficiency of the indivisibles method by dealing with the relation of variation and rate of change by means of algebraic expression and graph.