• Journal for History of Mathematics
• /
• v.25 no.1
• /
• pp.15-27
• /
• 2012

Thomas Harriot(1560-1621) introduced a simplified notation for algebra. His fundamental research on the theory of equations was far ahead of that time. He invented certain symbols which are used today. Harriot treated all answers to solve equations equally whether positive or negative, real or imaginary. He did outstanding work on the solution of equations, recognizing negative roots and complex roots in a way that makes his solutions look like a present day solution. Since he published no mathematical work in his lifetime, his achievements were not recognized in mathematical history and mathematics education. In this paper, by comparing his works with Viete and Descartes those are mathematicians in the same age, I show his achievements in mathematics.

• East Asian mathematical journal
• /
• v.29 no.4
• /
• pp.355-392
• /
• 2013

Generally school algebra is to start with introducing variables and algebraic expressions, which have major cognitive obstacles to students in the transfer from arithmetic to algebra. But the recent studies in the teaching school algebra argue the algebraic thinking from an early algebraic point of view. We compare the Korean elementary mathematics textbooks with Americans from this perspective. First, we discuss the history of school algebra in the school curriculum. And Second, we investigate the recent studies in relation to early algebra. We clarify the goals of this study(the importance of early algebra in the elementary school) through these discussions. Next we examine closely the number sense in the arithmetic and the symbol sense in the algebra. And we conclude that the operation sense can connect these senses within early algebra using the algebraic thinking. Finally, we compare the elementary mathematics books between Korean and American according to the components of the operation sense. In this comparative study, we identify a possibility of teaching algebraic thinking in the elementary mathematics and early algebra can be introduced to the elementary mathematics textbooks from aspects of the operation sense.

• East Asian mathematical journal
• /
• v.25 no.3
• /
• pp.321-341
• /
• 2009

The purpose of this study was to examine the effect of the manipulative materials in the Australian Maths 300 program by applying it to Korean Elementary Mathematics Education - based on parts of 'Probability and Statistics', and 'Symbol and Expression'. In order to this purpose, we select appropriate Maths 300's manipulate materials that could be used to obtain learning objectives within class time for each part, four lessons with the materials were taught at to third, fourth, and fifth grade students of elementary School. The effect of the teaching was analyzed by videotape and student opinion. The results of this study are the following: First, the manipulative tools were almost entirely lacking for the 'Probability and Statistics' section without a 'number of cases' unit. The tools presented in the 'Symbol and Expression' section were helpful in the games that were used for checking preceding learning. Second, the results of using the Math 300 manipulative materials in class showed that the students were eager to be involved in the activities using those materials and to find their own solutions in problem-solving questions that were suited to them; these led to them making their own questions. In response to questioning about the use of the manipulative materials, the students stated that it was easy and fun for them to use the manipulative materials, to solve the problems for themselves, and that they would like to continue practicing the activities in the future. Finally, Studies on the presentation of a variety of manipulative materials including those in this study that can used in problem-solving learning and other learning fields, and the methodology for the use of manipulative materials can be enhanced through further studies.

• Education of Primary School Mathematics
• /
• v.3 no.2
• /
• pp.133-142
• /
• 1999

When the game is used in mathematics loaming, students take pleasure of game in themselves and communicate through interaction with other students naturally. It is important because the game is activity for intellectual growth and social development. Also students have had affirmative attitude about mathematics by Emu. The communication in mathematics loaming helps that linking informal and intuitive thinking of students with abstract and basic mathematical language and that it also helps changing from the dependent situation to teacher to the self-directive teaming of students. The purpose of this thesis is to effect on extension of mathematical communication ability to the second grade of elementary school students by applying of computational-strategy games. It has conclusion as follows. Application of computational-strategy games had effected on extension of mathematical communication ability importantly. When students have mathematical communication through computational-strategy games, at the beginning, the words which students used was long, incorrect, and unnecessary words. But at the later, students became to use clear, correct concise words as they connect their routine language with mathematical symbol. Therefore we can make sure that mathematical communication ability of the second grade students' is extended by applying of computational-strategy games.

• The Journal of Korean Institute of Communications and Information Sciences
• /
• v.32 no.9C
• /
• pp.810-819
• /
• 2007

The I/Q unbalance which is generated by non-ideal components such as a $90^{\circ}$ phase shifter and I/Q filters is an inevitable physical phenomenon and leads to performance degradation when we implement a coherent two-dimensional (2-D) modulation/demodulation system. This paper provides an exact and general expression for the SEP(symbol error probability) of DVB-S2 system with I/Q phase and amplitude unbalance over AWGN channel. Coordinate rotation and shift techniques used to redefine a received signal are key mathematical tools. In conclusion, the derived result is expressed as a linear combination of the 2-D Gaussian Q-functions.

• The Mathematical Education
• /
• v.48 no.3
• /
• pp.303-328
• /
• 2009

In this study, we developed the teaching methods using manipulative materials to teach regular polytopes, and applied these to first-year student of middle school who is attending the extra math class. In that class, we focused on the change of the mathematical representations -especially verval, visual and symbolic representations- and mathematical behavioral. By analyzing characterstics the students' work sheets, we obtained affirmative results as follows. First, manipulative materials played an important role on drawing a development figure of regular polyhtopes describing the verval representation definition of regular polytopes. Second, classes utilizing manipulative materials changed students verbalism level of representations the definition of regular polytopes. For example, in the first class about 60% of students are in the $0{\sim}2$ vervalism level, but in the third class, about 65% of students are in the $6{\sim}7$ level. Third, classes utilizing manipulative materials improved visual representation about development figure. After experiences making several development figures about regular octahedron directly, and discussion, students found out key points to be considered for draws development figure and this helped to draw development figures about other regular polytopes. Fourth, students were unaccustomed to make symbolic representations of regular polytopes. But, they obtained same improvement in symbolic representations, so in fifth the class some students try to make symbol about something in common of whole regular polytopes. Fifth, after the classes, we have significant differences in the students, especially behavioral characteristics in II items such as mind that want to study own fitness, interest, attachment, spirit of inquiry, continuously mathematics posthumously. This means that classes using manipulative materials. Specially, 'mind that want to study mathematics continuously' showed the biggest difference, and it may give positive influence to inculcates mathematics studying volition while suitable practical use of manipulative materials. To conclude, classes using manipulative materials may help students enhance the verbal, visual representation, and gestates symbol representation. Also, the class using manipulative materials may give positive influence in some part of mathematical behavioral characteristic. Therefore, if we use manipulative materials properly in the class, we have more positive effects on the students cognitive perspect and behavioral cteristics.

• ETRI Journal
• /
• v.28 no.3
• /
• pp.291-300
• /
• 2006

A simple and general bit log-likelihood ratio (LLR) expression is provided for Gray-coded rectangular quadrature amplitude modulation (R-QAM) signals. The characteristics of Gray code mapping such as symmetries and repeated formats of the bit assignment in a symbol among bit groups are applied effectively for the simplification of the LLR expression. In order to reduce the complexity of the max-log-MAP algorithm for LLR calculation, we replace the mathematical max or min function of the conventional LLR expression with simple arithmetic functions. In addition, we propose an implementation algorithm of this expression. Because the proposed expression is very simple and constructive with some parameters reflecting the characteristic of the Gray code mapping result, it can easily be implemented, providing an efficient symbol de-mapping structure for various wireless applications.

• Korean Journal of Mathematics
• /
• v.31 no.1
• /
• pp.109-120
• /
• 2023

The Berezin symbol à of an operator A on the reproducing kernel Hilbert space 𝓗 (Ω) over some set Ω with the reproducing kernel k_λ is defined by $${\tilde{A}}(\lambda)=\,\;{\lambda}{\in}{\Omega}$$. The Berezin number of an operator A is defined by $$ber(A):=\sup_{{\lambda}{\in}{\Omega}}{\mid}{\tilde{A}}({\lambda}){\mid}$$. We study some problems of operator theory by using this bounded function Ã, including estimates for Berezin numbers of some operators, including truncated Toeplitz operators. We also prove an operator analog of some Young inequality and use it in proving of some inequalities for Berezin number of operators including the inequality ber (AB) ≤ ber (A) ber (B), for some operators A and B on 𝓗 (Ω). Moreover, we give in terms of the Berezin number a necessary condition for hyponormality of some operators.

• Communications of the Korean Mathematical Society
• /
• v.28 no.2
• /
• pp.297-301
• /
• 2013

When certain general single or multiple hypergeometric functions were introduced, their reduction formulas have naturally been investigated. Here, in this paper, we aim at presenting a very interesting reduction formula for the Srivastava's triple hypergeometric function $F^{(3)}[x,y,z]$ by applying the so-called Beta integral method to the Henrici's triple product formula for hypergeometric series.

• Bulletin of the Korean Mathematical Society
• /
• v.50 no.5
• /
• pp.1673-1681
• /
• 2013

The main objective of this paper is to show how one can obtain eleven new and interesting hypergeometric identities in the form of a single result from the old ones by mainly employing the known beta integral method which was recently introduced and used in a systematic manner by Krattenthaler and Rao [6]. The results are derived with the help of a generalization of a well-known hypergeometric transformation formula due to Kummer. Several identities including one obtained earlier by Krattenthaler and Rao [6] follow as special cases of our main results.