• Bulletin of the Korean Mathematical Society
• /
• v.54 no.2
• /
• pp.455-461
• /
• 2017

The Lie algebra analogue of Schur's result which is proved by Moneyhun in 1994, states that if L is a Lie algebra such that dimL/Z(L) = n, then $dimL_{(2)}={\frac{1}{2}}n(n-1)-s$ for some non-negative integer s. In the present paper, we determine the structure of central factor (for s = 0) and the factor Lie algebra $L/Z_2(L)$ (for all $s{\geq}0$) of a finite dimensional nilpotent Lie algebra L, with n-dimensional central factor. Furthermore, by using the concept of n-isoclinism, we discuss an upper bound for the dimension of $L/Z_n(L)$ in terms of $dimL_{(n+1)}$, when the factor Lie algebra $L/Z_n(L)$ is finitely generated and $n{\geq}1$.

• Honam Mathematical Journal
• /
• v.40 no.1
• /
• pp.93-108
• /
• 2018

In this paper, we introduce the notion of ($\xi$, ${\zeta}$)-soft ${\Gamma}$-hyperideals and ($\xi$, ${\zeta}$)-soft interior ${\Gamma}$-hyperideals of ${\Gamma}$-semihypergroups by a new approach called soft intersection (briefly, S. I.). It is proved that in regular ${\Gamma}$-semihypergroups the ($\xi$, ${\zeta}$)-soft ${\Gamma}$-hyperideals and the ($\xi$, ${\zeta}$)-soft interior ${\Gamma}$-hyperideals coincide. Further, we introduce the concept of ($\xi$, ${\zeta}$)-soft simple ${\Gamma}$-semihypergroup and characterize the simple ${\Gamma}$-semihypergroups in terms of ($\xi$, ${\zeta}$)-soft ${\Gamma}$-hyperideals and ($\xi$, ${\zeta}$)-soft interior ${\Gamma}$-hyperideals.

• Communications of the Korean Mathematical Society
• /
• v.28 no.3
• /
• pp.457-462
• /
• 2013

In the present paper, we analyse analytic continuation of weighted $q$-Genocchi numbers and polynomials. A novel formula for weighted $q$-Genocchi-zeta function $\tilde{\zeta}_{G,q}(s{\mid}{\alpha})$ in terms of nested series of $\tilde{\zeta}_{G,q}(n{\mid}{\alpha})$ is derived. Moreover, we introduce a novel concept of dynamics of the zeros of analytically continued weighted $q$-Genocchi polynomials.

• Research in Mathematical Education
• /
• v.16 no.4
• /
• pp.265-276
• /
• 2012

These days, with the emphasis on statistical literacy, the importance of communication is the focus of attention. Communication about statistics is important since it is a way of describing the understanding of concepts and the interpretation of data. However, students usually have trouble with expressing what they understand, especially through writing. In this paper, we examined preservice teachers' difficulties when they wrote about statistical concepts. By comparing preservice teachers' written responses and interview transcripts of the variance concept task, we could find the missing information in their written language compared to their verbal language. From the results, we found that preservice teachers had difficulty in connecting terms contextually and conceptually, presenting various factors of the concepts that they considered, and presenting the problem solving strategies that they used.

• The Mathematical Education
• /
• v.40 no.1
• /
• pp.139-159
• /
• 2001

There are many papers about the 7th curriculum. According to those papers, the 7th curriculum is a new one which makes considerable change in mathematics education. But there are some problems in the 7th curriculum. In this paper, we discuss those problems at first. That is, the 30% reduction of mathematics contents may not be true, and there are some problems about the terms, symbols, and consistency in mathematics contents. We also consider some problems in mathematics textbooks itself and the mathematics textbook authorization under the 7th curriculum. We suggest that (1) there must be valid process in passage of mathematics contents, (2) we must give emphasis on the process - particularly, the teaching of basic concept or principles - rather than the result, (3) we must have guarantee of the equity in the mathematics textbook authorization.

• Annals of Fuzzy Mathematics and Informatics
• /
• v.16 no.3
• /
• pp.261-284
• /
• 2018

In this paper, we recall the definition of soft set, fuzzy soft set, hesitant fuzzy set and hesitant fuzzy soft set and some of their examples. We define the concept of hesitant fuzzy soft multiset which combines hesitant fuzzy soft set and soft multiset theory. We also define basic terms in hesitant fuzzy soft multiset with relevant examples. Some basic operations such as restricted intersection, extended intersection, union, restricted union, AND-product and OR-product and their properties are given, supported with illustrative examples. We finally establish some important results, including De Morgan's inclusions and laws.

• East Asian mathematical journal
• /
• v.37 no.4
• /
• pp.355-379
• /
• 2021

In this article, we investigated plane figures introduced in elementary school mathematics in the perspective of traditional classification, and also analyzed plane figures focused on the invariance of plane figures out of traditional classification. In the view of traditional classification, how to treat trapezoids was a key argument. In the current mathematics curriculum of the elementary school mathematics, the concept of sliding, flipping, and turning are introduced as part of development activities of spatial sense, but it is rare to apply them directly to figures. For example, how are squares and rectangles different in terms of symmetry? One of the main purposes of geometry learning is the classification of figures. Thus, the activity of classifying plane figures from a symmetrical point of view has sufficiently educational significance from Klein's point of view.

• The Mathematical Education
• /
• v.61 no.1
• /
• pp.127-156
• /
• 2022

This study used the data of students from the 6th grade to the 3rd grade of middle schoolin the Korean Educational Longitudinal Study 2013 and classified them into subgroups with similar longitudinal changes in math academic achievement. In addition, the influence of longitudinal changes in the group's academic self-concept and teachers and parents academic support on the longitudinal changes in math academic achievement were analyzed, either directly or indirectly. As a result of the analysis, it was found that the academic self-concept of each group had a positive influence on the academic achievement in mathematics. In addition, the academic support of teachers and parents was found to have a positive influence on the academic achievement in mathematics through the mediating of the academic self-concept. In terms of direct and indirect influence on academic self-concept and math vertical scale scores, it was found that teachers' academic support had more influence than parents' academic support. The educational implications of these points were discussed.

• Journal of Educational Research in Mathematics
• /
• v.8 no.2
• /
• pp.495-507
• /
• 1998

This article intends to review what problems the terms in calculus have and how those problems are caused. For this purpose We make examinations on the considerations in the analysis of mathematical terminology, which includes the problems of general and technical terms, the meaning and the boundary of words, their consistency, the name and meaning, concept and their concept images, translations and qwerty effects. And in chapter 3, We analyse the textbook which are currently used, through which I was able to find out that the terms in calculus have some problems, In other words, the key terms such as "differentiable", "differential coefficient", "differential" have their roots in the term "differential" but the term "derived function" is very distinct from other terms and thus obstructs the consistency of terms. And the central term "differential" is being used without clear definition. In particular, the fact that "differential", when used in its arbitrary definition, has the image of "splitting minutely" can be an obstacle to understanding the exact concepts of calculus. In chapter 4, We make a review on the history of calculus and the term "differential" currently used in modern mathematics so that I can identify the origin of the problem connected with the usage of the term "differential". We should recognize the specified problems and its causes and keep their instructional implications in mind. Furthermore, following researches and discussions should be made on whether the terminology system of calculus should be reestablished and how the reestablishment should be made.e terminology system of calculus should be reestablished and how the reestablishment should be made.

• The Pure and Applied Mathematics
• /
• v.14 no.4
• /
• pp.289-306
• /
• 2007

We define and study a concept of $H^f-space$ for a map, which is a generalized concept of an H-space, in terms of the Gottlieb set for a map. For a principal fibration $E_{\kappa}{\rightarrow}X$ induced by ${\kappa}:X{\rightarrow}X'\;from\;{\epsilon}:\;PX'{\rightarrow}X'$, we can obtain a sufficient condition to having an $H^{\bar{f}}-structure\;on\;E_{\kappa}$, which is a generalization of Stasheff's result [17]. Also, we define and study a concept of $co-H^g-space$ for a map, which is a dual concept of $H^f-space$ for a map. Also, we get a dual result which is a generalization of Hilton, Mislin and Roitberg's result [6].