• Korean Journal of Mathematics
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• v.29 no.3
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• pp.563-576
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• 2021

In this paper, we introduce the notion of intuitionistic fuzzy PMS-subalgebra of a PMS-algebra. The idea of level subsets of an intuitionistic fuzzy PMS-subalgebra of a PMS-algebra is introduced. The relation between intuitionistic fuzzy sets and their level sets in a PMS-algebra is examined, and some interesting results are obtained.

• Journal of applied mathematics & informatics
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• v.14 no.1_2
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• pp.81-96
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• 2004

The level-m scaled circulant factor matrix over the complex number field is introduced. Its diagonalization and spectral decomposition and representation are discussed. An explicit formula for the entries of the inverse of a level-m scaled circulant factor matrix is presented. Finally, an algorithm for finding the inverse of such matrices over the quaternion division algebra is given.

• Research in Mathematical Education
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• v.9 no.4 s.24
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• pp.317-328
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• 2005

The aim of this study is to investigate future teachers' skills that can make problem solving methods concrete for 7-11 year old students. For the students in the concrete operations level, solutions of word problems should also be taught by concreting. But most of teacher candidates can not solve the problems without algebra because they got used to solve the word problems with algebra during their high school and university education. In this study, whether the teacher candidates have the skills of solving the primary school level problems without using algebra or not are being observed. At the end of this observation it is determinated that primary level teacher candidates generally prefer using algebra operations because of their former habits. The results show that in the education of the primary level teacher candidates, there is the need of developing the solving skills using figures and diagrams without algebra rather than algebraic solutions in word problems.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.485-494
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• 1998

This study is on the theory of Piaget's reflective abstraction and the mechanism of the development of knowledge and the history of algebra and its application to understand the difficulties that many students have in learning algebra. Piaget considers the development of knowledge as a linear process. The stages in the construction of different forms of knowledge are sequential and each stage begins with reorganization. The reorganization consists of the projection onto a higher level from the lower level and the reflection which reconstructs and reorganizes within a lager system that is transferred by profection. Piaget shows that the mechanisms mediating transitions from one historical period to the next are analogous to those mediating the transition from one psychogenetic stage to the next and characterizes the mechanism as the intra, inter, trans sequence. The historical development of algebra is characterized by three periods, which are intra inter, transoperational. The analysis of the history of algebra by the mechanism explains why the difficulties that students have in learning algebra occur and shows that the roles of teachers are important to help students to overcome the difficulties.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.29-48
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• 2002

The purpose of this paper is to investigate the transfer in mathematics learning, especially focussing on arithmetic and algebra. There are many obstacles at the stage of transfer in learning. In the case of mathematics, each learning contents are definitely categorized by the learning level, therefore these obstacles are more happened than other subjects. First of all, this paper investigates the historical transfer from arithmetic to algebra by Sfard's perspectives. And we define prealgebra as the stage between arithmetic and algebra, which may be revised obstacles or misconceptions happened in the early algebra learning. Also, this paper discusses various obstacles and concrete examples happened in the transfer from arithmetic to algebra. To advance the understanding in the learning of algebra, we consider the core contents of the algebra learning which should be stressed at the prealgebra stage. Finally we present the teaching units of (pre)algebra which are sequenced from the variable concepts to equations.

• Korean Journal of Mathematics
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• v.30 no.3
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• pp.443-458
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• 2022

In this paper, we apply the concept of intuitionistic Q-fuzzy set to PMS-algebras. We study the concept of intuitionistic Q-fuzzy PMS-ideals of PMS-algebras and investigate some related properties of intuitionistic Q-fuzzy PMS-ideals of PMS-algebras. We provide the relationship between an intuitionistic Q-fuzzy PMS-subalgebra and an intuitionistic Q-fuzzy PMS-ideal of a PMS-algebra. We establish a condition for an intuitionistic Q-fuzzy set in a PMS-algebra to be an intuitionistic Q-fuzzy PMS-ideal of a PMS-algebra. Characterizations of intuitionistic Q-fuzzy PMS-ideals of PMS-algebras in terms of their level sets are given.

• Journal of applied mathematics & informatics
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• v.10 no.1_2
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• pp.251-259
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• 2002

The fuzzification of an ideal in a Lie algebra is considered. Using a level subset of a fuzzy subset of a Lie algebra, we give a characterization of a fuzzy ideal, and using a family of ideals of a Lie algebra, we establish a fuzzy ideal. With relation to the ascending chain of ideals, a characterization for the set of values of any fuzzy ideal to be a well-ordered subset of the closed unit interval [0,1] is stated.

• Journal of applied mathematics & informatics
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• v.23 no.1_2
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• pp.517-523
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• 2007

Let R/I be an Artinian algebra of codimension 3 with Hilbert function H such that $h_{d-1}>h_d=h_{d+1}$. Ahn and Shin showed that A cannot be level if ${\beta}_{1,d+2}(Gin(I))={\beta}_{2,d+2}(Gin(I))$ where Gin(I) is a generic initial ideal of I. We prove that some certain graded Artinian algebra R/I cannot be level if either ${\beta}_{1,d}(I^{lex})={\beta}_{2,d}(I^{lex})+1\;or\;{\beta}_{1,d+1}(I^{lex})={\beta}_{2,d+1}(I^{lex})\;where\;I^{lex}$ is a lex-segment ideal associated to I.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.7 no.2
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• pp.115-119
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• 2007

The notion of ideals in subtraction algebras and characterizations of ideals introduced by Y.B.Jun et al. [?]. Using this idea, we consider the fuzzification of an ideal of a subtraction algebra. In this paper, we define the concept of a fuzzy ideal of a subtraction algebra and study characterizations of a fuzzy ideal. We give some conditions to show that a fuzzy set in a subtraction algebra is a fuzzy ideal of a subtraction algebra. We investigate the generalization of some properties of a fuzzy ideal of a subtraction algebra.

• Journal of applied mathematics & informatics
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• v.29 no.3_4
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• pp.1049-1057
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• 2011

In this paper, we fuzzify the concept of BE-algebras, investigate some of their properties. We give a characterization of fuzzy BE-algebras, and discuss a characterization of fuzzy BE-algebras in terms of level subalgebras of fuzzy BE-algebras.