• The Mathematical Education
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• v.51 no.1
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• pp.21-45
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• 2012

The purpose of the study was to investigate how students understand each operations with whole numbers and fractions, and the relationship between their knowledge of operations with whole numbers and conceptual understanding of operations on fractions. Researchers categorized students' understanding of operations with whole numbers and fractions based on their semantic structure of these operations, and analyzed the relationship between students' understanding of operations with whole numbers and fractions. As the results, some students who understood multiplications with whole numbers as only situations of "equal groups" did not properly conceptualize multiplications of fractions as they interpreted wrongly multiplying two fractions as adding two fractions. On the other hand, some students who understood multiplications with whole numbers as situations of "multiplicative comparison" appropriately conceptualize multiplications of fractions. They naturally constructed knowledge of fractions as they build on their prior knowledge of whole numbers compared to other students. In the case of division, we found that some students who understood divisions with whole numbers as only situations of "sharing" had difficulty in constructing division knowledge of fractions from previous division knowledge of whole numbers.

• The Mathematical Education
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• v.45 no.1 s.112
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• pp.61-74
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• 2006

The ability of understanding the number and number systems, grasping the properties of number systems, and manipulating number systems is the foundation to understand algebra. It is useful to deepen students' mathematical understanding of number systems and operations. The authentic understanding of numbers and operations can make it possible for the students to manipulate algebraic symbols, to represent relationship among sets of numbers, and to use variables to investigate the properties of sets of numbers. The high school students need to understand the number systems from more abstract perspective. The purpose of this study is to study on understanding and application ability of eleventh graders of basic properties of operations with real numbers.

• School Mathematics
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• v.4 no.2
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• pp.205-222
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• 2002

In school mathematics, the negative numbers have been instructed using the intuitive models such as the number line model, the counting model, and inductive-extrapolation on the additionand multiplication and using inverse operation on the subtraction and division. Theseinstructions on the negative numbers did not present their formal nature and caused the difficulty for students to understand their operations because of the incomplete function of the intuitive models. In this study, we tried to improve such problems of the instructions of the negative numbers on the basis of the didactical phenomenological analysis. First of all, we analysed the nature of the negative numbers and the cognitive obstructions through the examination about the historic process of them. Second, we examined hew the nature of the negative numbers were analysed and described in mathematics. Third, we explored the improving directions for them on the ground of the didactical phenomenological analysis. In school mathematics, the rules of operations using the intuitive models of the negative numbers have been Instructed rather than approaching toward the nature of them. The negative numbers have been developed from the necessity to find the general solution of equations. The study tries to approach the operations instructions of the negative numbers formative]y to overcome the problems of those that are using the intuitive models and to reflect the formative Furthermore of the negative numbers. Furthermore, we examine the way of the instruction of the negative numbers in real context so that the algebraic feature and the real context should be Interactive.

• School Mathematics
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• v.8 no.1
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• pp.1-25
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• 2006

To be good at numeration is an important matter in learning mathematics. Unlike the 6-th curriculum, integers are introduced in middle school curriculum for the first time in the 7-th curriculum. Therefore, to help the students team integers systematically and thoroughly, it is necessary that we allow more space for process of introduction, process of operations and practice of operations in the 7-th curriculum text book than that of 6-th curriculum text book. As specific and systemic visualized teaching of operation is especially important in building the concept of operation, by using visualized teaching methods, students can understand the process of operation more fully and systematically. Moreover, students become proficient in operation of positive number and negative numbers by expending this learning process of operations to the operations used absolute value. In 7-th grade mathematics, the expression of positive numbers and negative numbers visually are useful for understanding of operations for numbers. But it is not easy to do so. In this paper we use arrows(directed segments) to express positive numbers and negative numbers visually and apply them to perform the operations for numbers. Using arrows, we can extend the method used in elementary school mathematics to the methods for operations of positive numbers and negative number in 7-th grade mathematics. By experiments, we can know that such processes of introduction for operations are effective and this way helps teachers teach and students learn.

• Journal of the Korean Data and Information Science Society
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• v.14 no.1
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• pp.93-101
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• 2003

Computation with fuzzy numbers is a prospective branch of a fuzzy set theory regarding the data processing applications. In this paper we consider an open problem about distributivity of fuzzy quantities based on the extension principle suggested by Mare (1997). Indeed, we show that the distributivity on the class of fuzzy numbers holds and min-norm is the only continuous t-norm which holds the distributivity under t-norm based fuzzy arithmetic operations.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2002.12a
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• pp.1-4
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• 2002

There have been several tipical methods being used to measure the fuzziness (entropy) of fuzzy sets. Pedrycz is the original motivation of this paper. This paper studies the entropy variation on the fuzzy numbers with arithmetic operations(addition, subtraction, multiplication) and the relationship between entropy and information energy. It is shown that through the arithmetic operations, the entropy of the resultant fuzzy number has the arithmetic relation with the entropy of each original fuzzy number. Moreover, the information energy variation on the fuzzy numbers is also discussed. The results generalize earlier results of Pedrycz [FSS 64(1994) 21-30] and Wang and Chiu [FSS 103(1999) 443-455].

• Communications of the Korean Mathematical Society
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• v.28 no.3
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• pp.635-642
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• 2013

There are many results on the extended operations of two fuzzy numbers based on the Zadeh's extension principle. For the calculation, we have to use existing operations between two ${\alpha}$-cuts. In this paper, we define parametric operations between two ${\alpha}$-cuts which are different from the existing operations. But we have the same results as the extended operations of Zadeh's principle.

• Journal of the Korean Institute of Intelligent Systems
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• v.15 no.6
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• pp.754-758
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• 2005

There have been several tipical methods being used tomeasure the fuzziness (entropy) of fuzzy sets. Pedrycz is the original motivation of this paper. Recently, Wang and Chiu [FSS103(1999) 443-455] and Pedrycz [FSS 64(1994) 21-30] showed the relationship(addition, subtraction, multiplication) between the entropies of the resultant fuzzy number and the original fuzzy numbers of same type. In this paper, using Lebesgue-Stieltjes integral, we generalize results of Wang and Chiu [FSS 103(1999) 443-455] concerning entropy arithmetic operations without the condition of same types of fuzzy numbers. And using this results and trade-off relationship between information energy and entropy, we study more properties of information energy of fuzzy numbers.

• The Journal of Special Children Education
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• v.20 no.3
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• pp.23-44
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• 2018

Purpose: The purpose of this study was to investigate the effects of a small group direct instruction program in order to reach the level of numbers and operations required for slow learners in the second grade of elementary school. Method: The study selected 16 slow learners from 212 students in J and C elementary schools in J city. The study applied a 47-session small group direct instruction program to slow learners. The result processing was analyzed through the effect value verification and visualized by graphs, and the change trend was examined. Results: First, small group direct instruction was effective in improving the numbers and operations ability of slow learners. Second, according to the degree of improvement of numbers and operations ability after the intervention, it was possible to classify slow learners into three types. Conclusion: It was found that a small group direct instruction was effective in reaching numbers and operations levels required for slow learners at the grade level. However, it was also found that the intensive long-term tier 2 intervention was needed for slow learners who did not reach their grade level.

• Journal of the Chungcheong Mathematical Society
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• v.31 no.4
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• pp.379-386
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• 2018

We generalized the quadratic fuzzy numbers on ${\mathbb{R}}$ to ${\mathbb{R}}_2$. By defining parametric operations between two regions valued ${\alpha}-cuts$, we got the parametric operations for two triangular fuzzy numbers defined on ${\mathbb{R}}_2$. The results for the parametric operations are the generalization of Zadeh's extended algebraic operations. We generalize the 2-dimensional quadratic fuzzy numbers on ${\mathbb{R}}_2$ that may have maximum value h < 1. We calculate the algebraic operations for two generalized 2-dimensional quadratic fuzzy sets.