• Journal for History of Mathematics
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• v.12 no.2
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• pp.69-81
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• 1999

In this paper, I will divide the history of mathematics into four development stages. These are based on significant developments of mathematical concepts or the creation of new fields of mathematics. Then, I will survey the history stages through a study of the characteristic method of research and the most important concepts from each period.

• Kyungpook Mathematical Journal
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• v.56 no.1
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• pp.249-256
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• 2016

There are many concepts around classical theta functions, theta vectors and quantum theta functions. Manin clarified the relation among these concepts with the symmetry of functional equations. We extend his results to the super torus.

• Korean Journal of Mathematics
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• v.29 no.1
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• pp.169-177
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• 2021

The aim of the present study is to introduce the concepts of deferred statistical convergence, deferred statistical Cauchy sequence and deferred Cesàro summability in paranormed spaces. We investigate some properties of these concepts and some inclusion relations with examples.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.391-405
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• 2021

In this study, 'data collection', 'data expression', 'data analysis, and 'optimization and decision-making' were selected as the core AI concepts to be dealt with in the mathematics for AI education. Based on this, the degree of reflection of AI core concepts was investigated and analyzed compared to the mathematical core concepts and content of each area of the elective course. In addition, the appropriateness of the content of was examined with a focus on core concepts and related learning contents. The results provided some suggestions for answering the following four critical questions. First, How to set the learning path for ? Second, is it necessary to discuss the redefinition of the nature of ? Third, is it appropriate to select core concepts and terms for ? Last, is it appropriate to present the relevant learning contents of the content system of ?

• Korean Journal of Mathematics
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• v.28 no.3
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• pp.573-585
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• 2020

We introduced the concepts of the generalized accumulation points and the generalized density of a subset of the Euclidean space in [1] and [2]. Using those concepts, we introduce the concepts of the generalized closure, the generalized interior, the generalized exterior and the generalized boundary of a subset and investigate some properties of these sets. The generalized boundary of a subset is closely related to the classical boundary. Finally, we also introduce and study a concept of the thickness of a subset.

• Korean Journal of Mathematics
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• v.13 no.2
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• pp.223-234
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• 2005

We introduce the concepts of weak smooth ${\alpha}$-closure and weak smooth ${\alpha}$-interior of a fuzzy set and obtain some of their structural properties. We also introduce the concepts of several types of quasi-smooth ${\alpha}$- compactness in terms of the concepts of weak smooth ${\alpha}$-closure and weak smooth ${\alpha}$-interior of a fuzzy set and investigate some of their properties.

• Korean Journal of Mathematics
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• v.14 no.1
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• pp.101-112
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• 2006

In this paper, we introduce the concepts of weak smooth ${\alpha}$-closure and weak smooth ${\alpha}$-interior of a fuzzy set and obtain some of their structural properties. We also introduce the concepts of several types of weak quasi-smooth ${\alpha}$-compactness in terms of the concepts of weak smooth ${\alpha}$-closure and weak smooth ${\alpha}$-interior of a fuzzy set and investigate some of their properties.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.43-56
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• 2003

In late 19C, German mathematician Felix Klein declaired "Erlangen program" to reform mathematics education in Germany. The main ideas of "Erlangen program" contain the importance of instructing the concepts of functions and groups in school mathematics. After one century from that time, the importance of concepts of groups revived by Bourbaki in the sense of the algebraic structure which is the most important structure among three structures of mathematics - algebraic structure. ordered structure and topological structure. Since then, many mathematicians and mathematics educators devoted to work with the concepts of group for school mathematics. This movement landed on Korea in 21C, and now, the concepts of groups appeared in element mathematics text as plane rigid motion. In this paper, we state the rigid motions centered the symmetry - an important notion in group theory, then summarize the results obtained from some classroom activities. After that, we discuss the responses of children to concepts of groups.of groups.

• East Asian mathematical journal
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• v.36 no.2
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• pp.317-330
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• 2020

The purpose of this action research project was to study the effects of incorporating coding into the middle school math classroom affected student dispositions with math and their understanding of mathematical concepts. The project, involving a total of 107 US middle school students, used five data sources to examine these effects: a survey, a chart measuring student engagement, a pre- and post-assessment before and after the coding project, and teacher observation with reflection forms. After analyzing the data, it was found that incorporating coding into the middle school math classroom could have a positive impact on student math dispositions and their understanding of math concepts.

• Research in Mathematical Education
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• v.8 no.2
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• pp.107-114
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• 2004

University teachers of linear algebra often feel annoyed and disarmed when faced with the inability of their students to cope with concepts that they consider to be very simple. Usually, they lay the blame on the impossibility for the students to use geometrical intuition or the lack of practice in basic logic and set theory. J.-L. Dorier [(2002): Teaching Linear Algebra at University. In: T. Li (Ed.), Proceedings of the International Congress of Mathematicians (Beijing: August 20-28, 2002), Vol. III: Invited Lectures (pp. 875-884). Beijing: Higher Education Press] mentioned that the situation could not be improved substantially with the teaching of Cartesian geometry or/and logic and set theory prior to the linear algebra. In East Asian countries, science-orientated mathematics curricula of the high schools consist of calculus with many other materials. To understand differential and integral calculus efficiently or for other reasons, students have to learn a lot of content (and concepts) in linear algebra, such as ordered pairs, n-tuple numbers, planar and spatial coordinates, vectors, polynomials, matrices, etc., from an early age. The content of linear algebra is spread out from grades 7 to 12. When the high school teachers teach the content of linear algebra, however, they do not concern much about the concepts of content. With small effort, teachers can help the students to build concepts of vocabularies and languages of linear algebra.