• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.341-349
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• 2001

Infinity is one of the important concept in mathematics, science, philosophy etc. In history of mathematics, potential infinity concept conflicts with actual infinity concept. Reason that mathematicians refuse actual infinity concept during long period is because that actual infinity concept causes difficulty in our perceptions. This phenomenon is called epistemological obstacle by Brousseau. Potential infinity concept causes difficulty like history of development of infinity concept in mathematics learning. Even though students team about actual infinity concept, they use potential infinity concept in problem solving process. Therefore, we must make clear epistemological obstacles of infinity concept and must overcome them in learning of infinity concept. For this, it is useful to experience visualization about infinity concept. Also, it is to develop meta-cognition ability that students analyze and control their problem solving process. Conclusively, students must adjust potential infinity concept, and understand actual infinity concept that is defined in formal mathematics system.

• Journal of Educational Research in Mathematics
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• v.18 no.4
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• pp.469-482
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• 2008

This study analysed difficult points on the understanding of infinity when the concept is considered as actual infinity or as potential infinity. And I consider examples that the concept of actual infinity is used in texts of elementary and middle school mathematics. For understanding of modem mathematics, the concept of actual infinity is required necessarily, and the intuition of potential infinity is an epistemological obstacle to get over. Even so, it might be an excessive requirement to make such epistemological rupture from the early school mathematics, since the concept of actual infinity is not intuitive, derives many paradoxes, and cannot offer any proper metaphor.

• Journal for History of Mathematics
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• v.16 no.3
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• pp.57-68
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• 2003

Infinity is very important concept in mathematics. In history of mathematics, potential infinity concept conflicts with actual infinity concept for a long time. It is reason that actual infinity concept causes difficulty in our perceptions. This phenomenon is called epistemological obstacle by Brousseau. So, in this paper, we examine the infinity in terms of mathematical didactics. First, we examine the history of development of infinity and reveal the similarity between the history of debate about infinity and episternological obstacle of students. Next, we investigate obstacle of students about infinity and the contents of curriculum which treat the infinity Finally, we suggest the methods for overcoming obstacle in learning of infinity concept.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.293-303
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• 2010

The purpose of this study is to classify a three-fold role of the history of mathematics through epistemological analysis. Based on the history of infinity and limit, the "potential infinity" and "actual infinity" discourses are described using four different historical epistemologies. The interdependence between the mathematical concepts is also addressed. By using these analyses, three different uses of the history of mathematical concepts, infinity and limit, are discussed: past, present, and future use.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.91-111
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• 2007

This study investigated how high school students predict the rule, the sum of sequence for the concept of sequence, for the given patterns based on inductive approach using computers that provide dynamic functions and materials that are visual. Students for themselves were able to induce the formula without using the given formula in the textbook. Furthermore, this study examined how these technology and materials affect students' understanding of the concept of actual infinity for those who have the concept of the potential infinity which is the misconception of infinity in a infinity series. This study shows that students made a progress from the concept of potential infinity to that of actual infinity with technology and materials used I this study. Students also became interested in the use of computer and the visualized materials, further there was a change in their attitude toward mathematics.

• Korean Institute of Interior Design Journal
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• v.24 no.5
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• pp.31-41
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• 2015

The objective of this research is to investigate the artistic meaning of "infinity," manifested by the fourth dimensional value in the genres of photography and architecture, by analyzing how Sugimoto Hiroshi's photographic spatio-temporal infinity transfers to his architectural approaches. The research is initiated by scrutinizing the themes, characteristics, techniques, and artistic meaning of Sugimoto's famous photographic series, including "Seascapes," "Theatres," and "Architecture"; the concept of infinity can be defined as infinite divergence and infinitesimal convergence between antithetical concepts in time, space, and being. Sugimoto's photographic works display "temporal infinity" by connecting ancient times, the present, and the future; "spatial infinity" by offering the potential for transformation from flat photographs into infinite three-dimensional space and fourth-dimensional concepts through time; and "existential infinity" of life and death by making us think about being and essence, being and time, and origin and religion. These perspectives are also used to analyze Sugimoto's architectural works, such as "Appropriate Proportion" and "Glass Tea House Mondrian." As a result, the research finds that in Sugimoto's architectural approaches, spatio-temporal infinity between antithetical values is manifested through the concept of origin, geometric form, extended axis, immaterial threshold, transparent materiality, and connectivity of light and shadow, provoking our existence to transcend into infinity itself.

• Journal for History of Mathematics
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• v.27 no.2
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• pp.139-152
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• 2014

This paper aims to compare and contrast Kierkegaard and Turing, whose birth dates were one hundred years apart, analyzing them from the perspective of the limit. The model of analysis is two concentric circles and movement in them and on the boundary of outer circle. In the model, Kierkegaard's existential stages have 1:1 correspondences: aesthetic stage, ethical stage, religious stage A and religious stage B correspond to inside of the inner circle, outside of the inner circle, the boundary of the outer circle and the outside of the outer circle, respectively. This paper claims that Turing belongs to inside of the outer circle and moves to the center while Kierkegaard belongs to outside of the outer circle and moves to the infinity. Both of them have movement of potential infinity but their directions are opposite.

• The Mathematical Education
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• v.47 no.4
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• pp.447-465
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• 2008

The purpose of this study is to suggest effective teaching methods on the concept of infinity for students to obtain the right concept in the middle school curriculum. Many people have thought that infinity is something vouge and unapproachable. But, nowadays it is rather something with a precise definition that lies at the core of modern mathematics. To understand mathematics and science very well, it is necessary to comprehend the concept of infinity. But students tend to figure out the properties of infinite objects and limit concepts only through their experience closely related to finite process, and so they are apt to have their spontaneous intuition and misconception about it. Since most of them have cognitive obstacles in studying the infinite concepts and misconception, mathematics teachers need to help them overcome the obstacles and establish the right secondary intuition for the concepts through good examples and appropriate explanation. In this study, we consider the developing process of the concept of infinity in human history and give some comments and suggestions in teaching methods relative to that concept with new suitable examples.

• 제어로봇시스템학회:학술대회논문집
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• 1997.10a
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• pp.1609-1612
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• 1997

Kinematically redundantant manipulators have a nimber of potential advantages over nonredundant ones. Questions associated with manipulability measures for (non)redundant manipulators derived by minimum 2-norm solution and minimum infinity-norm solution in unit joint velocity are examined in detail.

• Bulletin of the Korean Mathematical Society
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• v.51 no.2
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• pp.423-435
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• 2014

In this paper, the fractional Hardy-type operator of variable order ${\beta}(x)$ is shown to be bounded from the Herz-Morrey spaces $M\dot{K}^{{\alpha},{\lambda}}_{p_1,q_1({\cdot})}(\mathbb{R}^n)$ with variable exponent $q_1(x)$ into the weighted space $M\dot{K}^{{\alpha},{\lambda}}_{p_2,q_2({\cdot})}(\mathbb{R}^n,{\omega})$, where ${\omega}=(1+|x|)^{-{\gamma}(x)}$ with some ${\gamma}(x)$ > 0 and $1/q_1(x)-1/q_2(x)={\beta}(x)/n$ when $q_1(x)$ is not necessarily constant at infinity. It is assumed that the exponent $q_1(x)$ satisfies the logarithmic continuity condition both locally and at infinity that 1 < $q_1({\infty}){\leq}q_1(x){\leq}(q_1)+$ < ${\infty}(x{\in}\mathbb{R}^n)$.