• Communications of the Korean Mathematical Society
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• v.32 no.3
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• pp.503-509
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• 2017

We in this note consider a generalized ring theoretic property of quasi-commutative rings in relation with powers. We will use the terminology of weakly left quasi-commutative for the class of rings satisfying such property. The properties and examples are basically investigated in the procedure of studying idempotents and nilpotent elements.

• Journal for History of Mathematics
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• v.15 no.2
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• pp.101-112
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• 2002

Gu-Jang-San-Sul is a book of Chinese ancient mathematics and has had an impact on Korean mathematics. The book is organized into nine chapters and each chapter is composed of problems, answers, and their computation algorithms. The contents reflect the practicality of Chinese mathematics. Especially the first chapter covers the computation of fractions for land surveying. This paper suggests how the computation methodology is used in teaching fractions for primary school students. Five strategies for fractions related to the reduction, addition, subtraction, multiplication, and division are followed by: 1) developing the ability to apply rules to problems by practicing the computation process according to the given algorithm; 2) developing the communication skill by comparing the differences of various computation algorithms; 3) setting computation problems; 4) understanding the characteristics of terminology in mathematics; and 5) being exposed to new ideas in mathematics.

• School Mathematics
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• v.1 no.1
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• pp.187-216
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• 1999

The purpose of this study is to develop mathematics performance assessment items for the 8th graders and to analyze their performance ability. First, five-themes were selected : 'Calculator', 'Cut and Paste', 'Rule finding', 'Place Assignment', 'My thinking'. Then, the assistance of Mathematics education specialists and Teachers, 10 P. A. items consisting of two subtasks and their evaluation rubric were developed. Then, items were revised by the results of pilot test. And, final version of items were administrated to the 8th graders of three regions(Seoul, Chongiu, Chungp$\acute{y}$ong). Through analyzing the performance ability of the subjects assessment items, the following conclusion were obtained: They were very insufficient in the ability to find some patterns in the given problem situation and to describe logically the patterns in terms of mathematical terminology. It is believed because they were familiar with the objective test to take one or short answer.

• Journal for History of Mathematics
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• v.33 no.1
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• pp.1-19
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• 2020

Under 2009 Revised Mathematics Curriculum and 2015 Revised Mathematics Curriculum, mathematics teachers can help students inductively express real life problems related to sequences but have difficulties in dealing with problems asking the general terms of the sequences defined inductively due to 'Guidelines for Teaching and Learning'. Because most of textbooks mainly deal with the simple calculation for the sums of sequences, students tend to follow them rather than developing their inductive and deductive reasoning through finding patterns in the sequences. In this study, we reconstruct 8 problems to find the sums of sequences in MukSaJipSanBup which is known as one of the oldest mathematics book of Chosun Dynasty, using the terminology and symbols of the current curriculum. Such kind of problems can be given in textbooks and used for teaching and learning. Using problems in mathematical books of Chosun Dynasty with suitable modifications for teaching and learning is a good method which not only help students feel the usefulness of mathematics but also learn the cultural value of our traditional mathematics and have the pride for it.

• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.77-94
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• 2003

This study attempts to compare the topic "approximate value" in mathematics text-books of the 2nd year of South Korean junior high schools and that of the 3rd year of North Korean high schools. In addition, a survey questionnaire was distributed to junior and senior high school students as well as to mathematics teachers in South Korea. Based on the results of the survey, this study attempts to uncover the issues within the current teaching methods of "approximate value" and proposes the directions in which the teaching of approximate value should go in order to enhance mathematical thinking power and creativity of the students. First, it Is necessary to teach students how an error applies to the real world. To accomplish this end, it may be worthwhile to consider introducing the relative errors with more seriousness. Second, it is more important to teach the way of thinking which is concealed in the background of the calculation methods of approximate values than to simply teach mere calculation methods. Third, it is necessary to teach the calculation of approximate value with more realistic examples. Fourth, It is needed to teach students what the differences are when the terminology of "approximately" and "about" is used in real life and in mathematics.

• School Mathematics
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• v.4 no.4
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• pp.633-642
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• 2002

This paper focuses on the concepts of a value of ratio and a rate in elementary school mathematics. Although the concept of a value of ratio can be distinguished meaningfully from that of a rate by phenomenological analyses, this distinction is impossible at the elementary school level. Two concepts tend to be treated as identical, therefore they need to be classified by the other methods. By analyzing the series of mathematics textbooks from the first curriculum to the present 7th curriculum, this paper investigated how two concepts have been transposed into the products of school mathematics. In addition, we discussed how the difference of two concepts in the changing process of definitions have been presented clearly to the students. As a result, this paper concluded that the difference of two concepts has not been developed clearly for elementary students in general, except the textbook by the 7th curriculum. The definitions of two concepts were described obscurely so that the students may confuse the concept of a value of ratio with that of a rate. The role of a value of ratio needs to be reconsidered when it is applied to set proportional expressions. Therefore, this paper suggests not adhering to the terminology ‘value of ratio’ to present the ratio as a quotient or the rate as a fractional representation in school mathematics.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.491-503
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• 2013

In this paper we analyse how school mathematics terminologies have been changed from the syllabus period to the 2007 curriculum. For this we survey the school mathematics terminologies which have been used since the syllabus period on the 2007 curriculum basis, analyse changes in expression of those, and look through to the characteristics of mathematics terminologies for each curriculum period.

• Honam Mathematical Journal
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• v.37 no.4
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• pp.549-557
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• 2015

We introduce strongly ${\kappa}$-$Fr{\acute{e}}chet$ and strongly ${\kappa}$-sequential spaces which are stronger than ${\kappa}$-$Fr{\acute{e}}chet$ and ${\kappa}$-net spaces respectively. For convenience, we use the terminology "${\kappa}$-sequential" instead of "${\kappa}$-net space", introduced by R.E. Hodel in [5]. And we study some properties and topological operations on such spaces. We also define strictly ${\kappa}$-$Fr{\acute{e}}chet$ and strictly ${\kappa}$-sequential spaces which are more stronger than strongly ${\kappa}$-$Fr{\acute{e}}chet$ and strongly ${\kappa}$-sequential spaces respectively.

• East Asian mathematical journal
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• v.32 no.3
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• pp.301-310
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• 2016

Lookback options, in the terminology of nance, are a type of exotic option with path dependency whose the payoff depends on the optimal (maximum or minimum) underlying asset's price occurring over the life of the option. In this paper, we exploit Mellin transform techniques to find a closed-form solution for European lookback options in Black-Scholes model.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.3 no.2
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• pp.200-205
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• 2003

In this paper, we generally introduce some of the terminology of Yalvac [10] and Azad [4] in intuitionistic fuzzy topological spaces. In addition to the fundamental concepts of intuitionistic fuzzy sets, we emphasize the usefulness of the concepts of intuitionistic fuzzy points intuitionistic fuzzy elementhood. Mainly, this paper is devoted to the study of intuitionistic fuzzy topological spaces with specific attention to the weaker forms of fuzzy continuity.