• Journal of Information Processing Systems
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• v.11 no.2
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• pp.184-204
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• 2015

Fuzzy Formal Concept Analysis (FCA) is a mathematical tool for the effective representation of imprecise and vague knowledge. However, with a large number of formal concepts from a fuzzy context, the task of knowledge representation becomes complex. Hence, knowledge reduction is an important issue in FCA with a fuzzy setting. The purpose of this current study is to address this issue by proposing a method that computes the corresponding crisp order for the fuzzy relation in a given fuzzy formal context. The obtained formal context using the proposed method provides a fewer number of concepts when compared to original fuzzy context. The resultant lattice structure is a reduced form of its corresponding fuzzy concept lattice and preserves the specialized and generalized concepts, as well as stability. This study also shows a step-by-step demonstration of the proposed method and its application.

• Honam Mathematical Journal
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• v.44 no.4
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• pp.628-635
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• 2022

For another study of soft context and soft concept closely related to formal context and formal concept, in this paper, we propose the notions of conditional concepts, decision concepts and soft decision context based on soft contexts. Subsequently, the notions of consistent soft decision context and consistent set are introduced, and some properties for consistent set of soft decision contexts are investigated.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.305-313
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• 2018

Public open data is a database or electronic file produced by a public agency or government. The government is opening public data through the open data portals and individual agency websites. However, it is a reality that there is a limit to search and utilize desired public data from the perspective of data users. In particular, it takes a great deal of effort and time to understand the characteristics of data sets and to combine different data sets. This study suggests the possibility of interlinking between data sets by analyzing the common relationship of item names held by public data. The data sets are collected from the open data portal, and item names included in the data sets are extracted. The extracted item names consist of formal context and formal concept through formal concept analysis. The format concept has a list of data sets and a set of item name as extent and intent, respectively, and analyzes the common items of intent end to determine the possibility of data connection. The results derived from the formal concept analysis can be effectively applied to the semantic connection of the public data, and can be applied to data standard and quality improvement for public data release.

• Journal of the Korean Society for information Management
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• v.16 no.4
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• pp.53-74
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• 1999

This paper describes concept mapping techniques for eliciting and representing knowledge. Concept mapping techniques range from very informal to very formal. Informal concept mapping techniques are usually very easy to use and understand for humans, but not for computers. Formal concept mapping techniques are computational, but humans usually find them hard to understand and use. A knowledge acquisition and representation tools which handle both kinds, and the transition from informal to formal, would be very useful. It is proposed that concept maps be regarded as basic components of any knowledge-based system, complementing text and image with formal and informl active diagrams.

• The Mathematical Education
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• v.47 no.3
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• pp.373-386
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• 2008

In highschool probability education, this study analyzed conflicts between intuitive concept and formal definition which originates from the process of establishing the concept of statistical independence. In judging independence, completely different types of problems requiring their own approach was analyzed by dividing them into two types. By doing so, this study researched a way to view independence as an overall idea. That is purposed to suggest a solution to a conflicts between intuitive concept and formal definition and to help not to judge independence out of wrong intuition. This study also suggests that calculation process which leads to precise perception of sample space and event be provided when we prove independence by expressing events with assembly symbols.

• Journal of the Korea Furniture Society
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• v.26 no.4
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• pp.301-313
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• 2015

This study purposes on continuing experimental research of furniture form creation focused on the importance and necessity for a-formal concept for designers to drift away from general acknowledgement and practice routine to design more radical forms for meeting various needs of late industrialized society, which have not been satisfied with formal and universal designs. This study covers presenting new points of view on research for designers to look for different solutions to widen their consideration in the process of furniture form development and to set up academic data base with the case studies of designers in anti-construction concept to define their experimental challenges for new design form creation, on the basis of overall research on the effects and roles of a-formal approach in the furniture design form creation.

• International Journal of Computer Science & Network Security
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• v.24 no.5
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• pp.33-39
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• 2024

In a previous study we proceeded to the remodularization architecture based on classes and packages using the Formal Concept Analysis (FCA)[13] [14] [30]. we then got two possible remodularized architectures and we explored the issue of redistributing classes of a package to other packages, we used an approach based on Oriented Graph to determine the packages that receive the redistributed classes and we evaluated the quality of a remodularized software architecture by metrics [31] [28] [29]. In this paper, we will address the issue of the efficiency of the Oriented Graph in the remodularization of software architectures compared to the Formal Concept Analysis FCA method. The formal method of FCA concept is not popularized among scientists as opposed to the use of the labeled directed graph. It is for this reason that our directed graph approach is more effective in its simplicity and popularity.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.557-579
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• 2002

The purpose of this study is to find out the problems which are caused when the limit concept of sequences is learned through an intuitive definition and to suggest a way of solving those problems. Students in Korea study the limit concept of sequences through an intuitive definition. They fail to apply the intuitive definition properly to the problems and they are apt to have misconception even though the Intuitive definition is applied properly. To solve these problems, this study examined the develop- mental process of the limit concept of sequences from the Intuitive definition to the formal definition, and looked into the way of students' internalization of the process through a field study. In this study, the levels of the limit concept of sequences possessed by the students at ZPD are as follows; level 0 : Students understand the limit concept of sequences through the intuitive definition. level 1 : Students understand the limit concept of sequences as 'The difference between $\alpha$$_{n}$ and $\alpha$ approaches 0' rather than 'The sequence approaches $\alpha$ infinitely.' level 2 : Students understand the limit concept of sequences through the formal definition. The levels of students' limit concept development were analysed by those criteria. Almost of the students who studied the limit concept of sequences through the intuitive defition stayed at level 0, whereas almost of the students who studied through the formal definition stayed at level 1. Through the study, I found that it was difficult for the students to develop the higher level of understanding for themselves but the teachers and peers could help the students to progress to the higher level. Students' learning ability was one of major factors that make the students progress to the higher level of understanding as the concept was developed hierarchically from Level 0 to Level 2. If you want to see your students get to the higher level of understanding in the limit concept, you need to facilitate them to fully develop understanding in lower levels through enough experiences so that they can be promoted to the highest level.

• The KIPS Transactions:PartD
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• v.13D no.7 s.110
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• pp.997-1008
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• 2006

For extracting and processing information explicitly from given data, Formal Concept Analysis(FCA) is provided a method which is widely used for data analysis and clustering. The data can be structured into concepts, which are formal abstractions human thought allowing meaningful comprehensible interpretation. However, most FCA tools mainly focus on analyzing one-valued contexts that represent objects, attributes and binary relations between them. There we few FCA tools available that provide scaling and analyzing many-valued contexts representing objects, attributes and relations with attributes' values. In this paper, we propose not only a scaling algorithm for interpreting and simplifying the multivalued input data, but also an algorithm to generate concepts and build concept hierarchy from given raw data as well. Based on these algorithms, we develop an automate tool, FCA Wizard, for concept analysis and concept hierarchy. We also present FCA Wizard based applications in medical domain.

• School Mathematics
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• v.14 no.4
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• pp.469-493
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• 2012

The purpose of this study is find the relation between students' concept and types of proof construction. For this, four undergraduate students majored in mathematics education were evaluated to examine how they understand mathematical concepts and apply their concepts to their proving. Investigating students' proof with their concepts would be important to find implications for how students have to understand formal concepts to success in proving. The participants' proof productions were classified into syntactic proof productions and semantic proof productions. By comparing syntactic provers and semantic provers, we could reveal that the approaches to find idea for proof were different for two groups. The syntactic provers utilized procedural knowledges which had been accumulated from their proving experiences. On the other hand, the semantic provers made use of their concept images to understand why the given statements were true and to get a key idea for proof during this process. The distinctions of approaches to proving between two groups were related to students' concepts. Both two types of provers had accurate formal concepts. But the syntactic provers also knew how they applied formal concepts in proving. On the other hand, the semantic provers had concept images which contained the details and meaning of formal concept well. So they were able to use their concept images to get an idea of proving and to express their idea in formal mathematical language. This study leads us to two suggestions for helping students prove. First, undergraduate students should develop their concept images which contain meanings and details of formal concepts in order to produce a meaningful proof. Second, formal concepts with procedural knowledge could be essential to develop informal reasoning into mathematical proof.