• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.353-369
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• 2002

In this paper, we deal with the teaching of the approaching to algebra based on patterns. The change of algebra curriculum has been undergoing in many countries including USA, England, Australia. The traditional algebra curriculum starts with letters(variables), algebraic expressions, and equations. But these formal approaching method has many difficulties in teaching school algebra. Therefore the new algebra curriculum has to be needed, and the approaching to algebra based on patterns has been focused. In this paper, we compare this new approaching to algebra based on patterns to the traditional algebra curriculum. Next we consider the NCTM algebra curriculums based on Standards (1989) and Standards 2000(2000), Britannica textbook series(1998) based on RME. Also we investigate our pattern approaching in our curriculum and discuss some problems from the perspective of the approaching to algebra based on patterns.

• Journal of the Chungcheong Mathematical Society
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• v.19 no.2
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• pp.159-175
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• 2006

This paper is a survey on the Hyers-Ulam-Rassias stability of the Jensen functional equation in $C^*$-algebras. The concept of Hyers-Ulam-Rassias stability originated from the Th.M. Rassias' stability theorem that appeared in his paper: On the stability of the linear mapping in Banach spaces, Proc. Amer. Math. Soc. 72 (1978), 297-300. Its content is divided into the following sections: 1. Introduction and preliminaries. 2. Approximate isomorphisms in $C^*$-algebras. 3. Approximate isomorphisms in Lie $C^*$-algebras. 4. Approximate isomorphisms in $JC^*$-algebras. 5. Stability of derivations on a $C^*$-algebra. 6. Stability of derivations on a Lie $C^*$-algebra. 7. Stability of derivations on a $JC^*$-algebra.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.399-428
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• 2009

2007 Renewed Korea Elementary Mathematics Curriculum introduce algebra 6th grade. According to many studies about introducing algebra, it is desirable to teach 6th graders algebra through generalization of patterns. In this study, 6th graders' understanding processes and difficulties in pattern generalization were analyzed and possiblities of introducing algebra to 6th graders through pattern generalization were examined.

• Journal for History of Mathematics
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• v.10 no.2
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• pp.1-10
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• 1997

The paper aims to analyse the development of algebra and calculus during the Scientific Revolution. It will argue that the introduction of algebra into the learning world was never smooth but invited struggle with traditional geometry, which is well illustrated in the development of calculus in the 17th century. The paper will also demonstrate that the invention and the acceptance of calculus had been influenced by the need of solving practical problems (e. g., motion) during the century.

• The Pure and Applied Mathematics
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• v.15 no.1
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• pp.73-84
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• 2008

After the introduction of fuzzy sets by Zadeh, there have been a number of generalizations of this fundamental concept. The notion of intuitionistic fuzzy sets introduced by Aranassov is one among them. In this paper, we apply the concept of an intuitionistic fuzzy set to commutative ideals in BCK-algebras. The notion of an intuitionistic fuzzy commutative ideal of a BCK-algebra is introduced, and some related properties are investigated. Characterizations of an intuitionistic fuzzy commutative ideal are given. Conditions for an intuitionistic fuzzy ideal to be an intuitionistic fuzzy commutative ideal are given. Using a collection of commutative ideals, intuitionistic fuzzy commutative ideals are established.

• Journal of applied mathematics & informatics
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• v.22 no.1_2
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• pp.475-489
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• 2006

After the introduction of fuzzy sets by Zadeh [8], there have been a number of generalizations of fundamental concept. The notion of intuitionistic fuzzy sets introduced by Atanassov is one among them. An intuitionistic fuzzy set is also called a bifuzzy set according to [5]. In this paper, we apply the concept of a bifuzzy set to (implicative) ideals in pseudo MV-algebras. The notion of a bifuzzy (implicative) ideal of a pseudo MV-algebra is introduced, and some related properties are investigated. Conditions for a bifuzzy set to be a bifuzzy ideal are given, and characterizations of a bifuzzy (implicative) ideal are provided. Using a family of ideals, bifuzzy ideals are established.

• Communications of the Korean Mathematical Society
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• v.28 no.3
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• pp.487-500
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• 2013

In this paper we provide a brief introduction to the continuity of approximate point spectrum on the algebra B(X), using basic properties of Fredholm operators and the SVEP condition. Also, we give an example showing that in general it not holds that if the spectrum is continuous an operator T, then for each ${\lambda}{\in}{\sigma}_{s-F}(T){\setminus}\overline{{\rho}^{\pm}_{s-F}(T)}$ and ${\in}$ > 0, the ball $B({\lambda},{\in})$ contains a component of ${\sigma}_{s-F}(T)$, contrary to what has been announced in [J. B. Conway and B. B. Morrel, Operators that are points of spectral continuity II, Integral Equations Operator Theory 4 (1981), 459-503] page 462.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.523-544
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• 2009

The object of this study is to analyze manipulative materials in the Pattern & Algebra field of Maths300-Maths with Attitude, Australian school mathematics program with manipulative materials to search meaningful ways for school mathematics. To accomplish these projects, 20 manipulative materials in the Pattern & Algebra field of the Maths with Attitude are introduced and each manipulative materials can be used are searched according to grades and fields of Korean educational course. And 4 mathematics classes for 3rd and 5th grades(two for each grades) with manipulative materials are performed and effect of these classes are examined by recorded data and students' opinions are inquired by questionnaire. First, We analyze Pattern & Algebra of the Maths with Attitude 20 manipulative materials such as 4ARM SHAPES, ADDITION TOTALS, ICE CREAM FLAVOURS, THE LAND OF ET, etc. In this analysis, plans for utilizing the manipulative materials are categorized in 9 types. Second, by students' handling these kinds of manipulative materials in classes, their interest in mathematics is increased and voluntary and creative classes out of the conventional ones can be made. Also, students' self-confidence in mathematics and active participation is animated. This kind of manipulative materials are introduced in the educational field of elementary schools, plans for utilizing the teaching aids in the field are analyzed, the teaching aids are practically applied to classes, and the effect and meanings for mathematics classes are examined. With this research, another researches about the introduction and utilization of other various manipulative materials for motivating students to efficiently understand what they learn in mathematics class of elementary schools are required.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.119-139
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• 2017

The construction in the ancient Greek era had more meanings than a construction in the present education. Based on this fact, this study examines the meaning of the current textbook. In contrast, we have extracted the meaning of the constructions in Euclid Elements. In addition, we have been thinking about what benefits can come up if the meaning of the construction in Euclid Elements was reflected in current education, and suggested a way to exploit that advantage. As results, it was confirmed that the construction in the current textbook was merely a means for introducing and understanding the congruent conditions of the triangle. On the other hand, the construction had four meanings in Euclid Elements; Abstract activities that have been validated by the postulates, a mean of demonstrating the existence of figures and obtaining validity for the introduction of auxiliary lines, refraining from intervening in the argument except for the introduction of auxiliary lines, a mean of dealing with numbers and algebra. Finally we discussed the advantages of using the constructions as a means of ensuring the validity of the introduction of the auxiliary line to the argument. And we proposed a viewpoint of construction by intervention of virtual tools for auxiliary lines which can not be constructed with Euclid tool.

• Honam Mathematical Journal
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• v.29 no.3
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• pp.377-402
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• 2007

After the introduction of fuzzy sets by Zadeh, there have been a number of generalizations of this fundamental concept. The notion of intuitionistic fuzzy sets introduced by Aranassov is one among them. In this paper, we apply the concept of an intuitionistic fuzzy set to implicative ideals in BCK-algebras. The notion of an intuitionistic fuzzy implicative ideal of a BCK-algebra is introduced, and some related properties are investigated. An extension property for intuitionistic fuzzy implicative ideals is established. Characterizations of an intuitionistic fuzzy implicative ideal are given. Conditions for an intuitionistic fuzzy ideal to be an intuitionistic fuzzy implicative ideal are given. Using a collection of implicative ideals, intuitionistic fuzzy implicative ideals are established.