• The Mathematical Education
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• v.46 no.4
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• pp.483-492
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• 2007

The purpose of this study was to investigate the relation between the cognitive processes and the mathematical achievement of the 4th grade students. And according to the several studies, there were significant relation between cognitive processes and achievement. Based on the PASS(Planning-Attention-Simultaneous-Successive Processes) Model presented by Das and Naglieri, four cognitive process variables were selected. The results of this study as follows. First, there was not significant relation between attention and mathematical achievement. Second, there was significant relation between planning and mathematical achievement. Third, there was significant relation between simultaneous/successive processes and mathematical achievement. Fourth, the students who got higher scores in the two types (simultaneous/successive)of information processing had more mathematical achievement. Specially, the students who got higher scores in the type of simultaneous information processing had higher scores in mathematical achievement. These results indicated that planning and simultaneous information processing had influence on the mathematical achievement.

• Journal of the Chungcheong Mathematical Society
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• v.11 no.1
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• pp.59-71
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• 1998

In this paper we define a regular relation with respect to a homomorphism in transformation groups and we find the equivalent conditions for the relation to be an equivalence relation.

• Journal of the Chungcheong Mathematical Society
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• v.20 no.4
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• pp.495-501
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• 2007

In this paper the relative regionally regular relation is defined and it will be given the necessary and sufficient conditions for the relation to be an equivalence relation.

• Communications of the Korean Mathematical Society
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• v.13 no.2
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• pp.243-249
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• 1998

In this paper, we introduce a congruence relation on a semiring and a quotient semiring, and prove some homomorphism theorems.

• Journal of the Chungcheong Mathematical Society
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• v.28 no.2
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• pp.287-305
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• 2015

Hyperbolicity is a core of dynamics. Shadowness and expansiveness for homeomorphisms have been studied by J. Om-bach([3], [4], [5]). We study the hyperbolicity (i.e., expansivity and the shadowing property) and the Anosov relation for a closed relation.

• Communications of the Korean Mathematical Society
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• v.15 no.4
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• pp.691-696
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• 2000

Very recently Professor Exton derived an interesting hypergeometric generating relation. The authors aim at deriving another hypergeometric generating relation by using the same technique developed by Exton. Some interesting special cases have also been given.

• Journal of the Korean Mathematical Society
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• v.51 no.3
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• pp.443-462
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• 2014

Using a simple recurrence relation, we give a new method to compute the Jones polynomials of closed braids: we find a general expansion formula and a rational generating function for the Jones polynomials. The method is used to estimate the degree of the Jones polynomials for some families of braids and to obtain general qualitative results.

• East Asian mathematical journal
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• v.18 no.2
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• pp.225-233
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• 2002

In this paper, we obtain the common fixed point for fuzzy mappings satisfying an implicit relation. We improve earlier results of this line.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.71-94
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• 2001

The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and loaming. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.

• Bulletin of the Korean Mathematical Society
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• v.61 no.1
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• pp.217-227
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• 2024

Let G be an infinite countable group and A be a finite set. If Σ ⊆ A^G is a strongly irreducible subshift of finite type and 𝓖 is the local conjugacy equivalence relation on Σ. We construct a decreasing sequence 𝓡 of unital C^*-subalgebras of C(Σ) and a sequence of faithful conditional expectations E defined on C(Σ), and obtain a Toeplitz algebra 𝓣 (𝓡, 𝓔) and a C^*-algebra C^*(𝓡, 𝓔) for the pair (𝓡, 𝓔). We show that C^*(𝓡, 𝓔) is *-isomorphic to the reduced groupoid C^*-algebra C^*_r(𝓖).