• Honam Mathematical Journal
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• v.26 no.4
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• pp.471-481
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• 2004

In this paper we introduce the notion of a (pre-)Coxeter algebra and show that a Coxeter algebra is equivalent to an abelian group all of whose elements have order 2, i.e., a Boolean group. Moreover, we prove that the class of Coxeter algebras and the class of B-algebras of odd order are Smarandache disjoint. Finally, we show that the class of pre-Coxeter algebras and the class of BCK-algebras are Smarandache disjoint.

• Research in Mathematical Education
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• v.12 no.3
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• pp.215-233
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• 2008

Deep comprehension of basic mathematical notions and concepts is a basic condition of a successful teaching. Some elements of algebraic thinking belong to the elementary school mathematics. The question "What stays the same and what changes?" link arithmetic problems with algebraic conception of variable. We have studied beliefs and comprehensions of future elementary school mathematics teachers on early algebra. Pre-service teachers from three academic pedagogical colleges deal with mathematical problems from the pre-algebra point of view, with the emphasis on changes and invariants. The idea is that the intensive use of non-formal algebra may help learners to construct a better understanding of fundamental ideas of arithmetic on the strong basis of algebraic thinking. In this article the study concerning arithmetic series is described. Considerable number of pre-service teachers moved from formulas to deep comprehension of the subject. Additionally, there are indications of ability to apply the conception of change and invariance in other mathematical and didactical contexts.

• Journal of applied mathematics & informatics
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• v.36 no.1_2
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• pp.51-57
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• 2018

In this paper, we introduce the notions of pregroups, post-groups and pre-B-algebras, and we investigate their relations. Using this notions we give another proof that the notion of B-algebras coincides with the notion of pregroups.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.29-48
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• 2002

The purpose of this paper is to investigate the transfer in mathematics learning, especially focussing on arithmetic and algebra. There are many obstacles at the stage of transfer in learning. In the case of mathematics, each learning contents are definitely categorized by the learning level, therefore these obstacles are more happened than other subjects. First of all, this paper investigates the historical transfer from arithmetic to algebra by Sfard's perspectives. And we define prealgebra as the stage between arithmetic and algebra, which may be revised obstacles or misconceptions happened in the early algebra learning. Also, this paper discusses various obstacles and concrete examples happened in the transfer from arithmetic to algebra. To advance the understanding in the learning of algebra, we consider the core contents of the algebra learning which should be stressed at the prealgebra stage. Finally we present the teaching units of (pre)algebra which are sequenced from the variable concepts to equations.

• Research in Mathematical Education
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• v.18 no.2
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• pp.129-148
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• 2014

In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338 in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participants teachers performed statistically significantly higher in advanced mathematics knowledge than their in-service counterparts. Among the inservice teachers, senior teachers had scored higher in school mathematics and teaching mathematics, compared with junior teachers. Yet participants' advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken has significantly positive correlation with school mathematics knowledge and advanced mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.

• Communications of the Korean Mathematical Society
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• v.28 no.1
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• pp.11-24
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• 2013

The notion of intersectional soft sets is introduced, and several examples are given. The application of intersectional soft sets to BCK/BCI-algebras is discussed.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.

• School Mathematics
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• v.14 no.4
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• pp.445-468
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• 2012

This study is tried in order to link informal arithmetic reasoning to formal algebraic reasoning. In this study, we investigated elementary school student's non-formal algebraic reasoning used in algebraic problem solving. The result of we investigated algebraic reasoning of 839 students from grade 1 to 6 in two schools, Korea, we could recognize that they used various arithmetic reasoning and pre-formal algebraic reasoning which is the other than that is proposed in the text book in word problem solving related to the linear systems of equation. Reasoning strategies were diverse depending on structure of meaning and operational of problems. And we analyzed the cause of failure of reasoning in algebraic problem solving. Especially, 'quantitative reasoning', 'proportional reasoning' are turned into 'non-formal method of substitution' and 'non-formal method of addition and subtraction'. We discussed possibilities that we are able to connect these pre-formal algebraic reasoning to formal algebraic reasoning.

• Journal of the Korean Mathematical Society
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• v.41 no.1
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• pp.231-242
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• 2004

Let $A_b(B_E)$ be the Banach algebra of all complex valued bounded continuous functions on the closed unit ball $B_E$ of a complex Banach space E, and holomorphic in the interior of $B_E$, endowed with the sup norm. We present some sufficient conditions for a set to be a boundary for $A_b(B_E)$ in case E belongs to a class of Banach spaces that includes the pre-dual of a Lorentz sequence space studied by Gowers in [6]. We also prove the non-existence of the Shilov boundary for $A_b(B_E)$ and give some examples of boundaries.

• 제어로봇시스템학회:학술대회논문집
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• 1989.10a
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• pp.127-130
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• 1989

The redundant manipulator extends the application fields of classical nonredundant manipulators. In this paper, we propose Premultiplier Model that describes the static behavior of redundant manipulator. This model provides insight and intuition about algebra and physics related to redundant manipulators. Active operational space stiffness control of redundant manipulators is proved to be always unstable and we propose a technique, based on our methodology, to make stiffness control stable.