• Honam Mathematical Journal
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• v.37 no.2
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• pp.187-205
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• 2015

We discuss the relationship between interval-valued fuzzy ideals and interval-valued fuzzy congruence on a distributive lattice L and show that for a generalized Boolean algebra the lattice of interval-valued fuzzy ideals is isomorphic to the lattice of interval-valued fuzzy congruences. Finally we consider the products of interval-valued fuzzy ideals and obtain a necessary and sufficient condition for an interval-valued fuzzy ideal on the direct sum of lattices to be representable as a direct sum of interval-valued fuzzy ideals on each lattice.

• Journal of the Chungcheong Mathematical Society
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• v.26 no.4
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• pp.683-690
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• 2013

In this paper, we introduce the concept of a right derivation in incline algebras and give some properties of incline algebras. Also, the concept of d-ideal is introduced in an incline algebra with respect to right derivation.

• The Pure and Applied Mathematics
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• v.13 no.2 s.32
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• pp.95-111
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• 2006

In [6], we have recently proved that an additive inverse semiring S is a Clifford semifield if and only if S is a subdirect product of a field and a distributive lattice. In this paper, we study the matrix semiring over a Clifford semifield.

• Bulletin of the Korean Mathematical Society
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• v.43 no.3
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• pp.461-470
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• 2006

As a continuation of [4], characterizations of fuzzy implicative ideals are given. An extension property for fuzzy implicative ideals is established. We prove that the family of fuzzy implicative ideals is a completely distributive lattice. Using level subsets of a BCk-algebra X with respect to a fuzzy set $\={A}$ in X, we construct a fuzzy implicative ideal of X containing $\={A}$.

• Honam Mathematical Journal
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• v.36 no.4
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• pp.885-893
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• 2014

In this paper, we introduce the concept of a right f-derivation in incline algebras and give some properties of incline algebras. Also, the concept of d-ideal is introduced in an incline algebra with respect to right f-derivations.

• Journal of Convergence for Information Technology
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• v.7 no.3
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• pp.65-71
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• 2017

The quantum logic was introduced by G. Birkhoff and 1. von Neumann in order to study projections of a Hilbert space for a formulation of quantum mechanics, and Husimi proposed orthomodular law and orthomodular lattices to complement the quantum logic. Abott introduced orthoimplication algebras and its properties to investigate an implication of orthomodular lattice. The commuting relation is an important property on orthomodular lattice which is related with the distributive law and the modular law, etc. In this paper, we define a binary operation on orthoimplication algebra and the greatest lower bound by using this operation and research some properties of this operation. Also we define a homomorphism and characterize the commuting relation of orthoimplication algebra by the homomorphism.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.287-314
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• 2010

The algorithm is a chain of mechanical procedures, capable of solving a problem. In modern mathematics educations, the teaching algorithm is performing an important role, even though contracted than in the past. The conspicuous characteristic of current elementary mathematics textbook's manner of manipulating multiplication algorithm is exceeding converge to 'standard algorithm.' But there are many algorithm other than standard algorithm in calculating multiplication, and this diversity is important with respect to didactical dimension. In this thesis, we have reconstructed the experimental learning and teaching plan of multiplication algorithm unit by making the best use of diversity of multiplication algorithm. It's core contents are as follows. Firstly, It handled various modified algorithms in addition to standard algorithm. Secondly, It did not order children to use standard algorithm exclusively, but encouraged children to select algorithm according to his interest. As stated above, we have performed teaching experiment which is ruled by new lesson design and analysed the effects of teaching experiment. Through this study, we obtained the following results and suggestions. Firstly, the experimental learning and teaching plan was effective on understanding of the place-value principle and the distributive law. The experimental group which was learned through various modified algorithm in addition to standard algorithm displayed higher degree of understanding than the control group. Secondly, as for computational ability, the experimental group did not show better achievement than the control group. It's cause is, in my guess, that we taught the children the various modified algorithm and allowed the children to select a algorithm by preference. The experimental group was more interested in diversity of algorithm and it's application itself than correct computation. Thirdly, the lattice method was not adopted in the majority of present mathematics school textbooks, but ranked high in the children's preference. I suggest that the mathematics school textbooks which will be developed henceforth should accept the lattice method.