• The Mathematical Education
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• v.60 no.1
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• pp.21-39
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• 2021

The aim of this study was to deduce implications of the growth of mathematics teachers' specialty for effective instruction about the formulae of exponentiation with rational exponents by analyzing teachers' understanding of the definition of rational exponent. In order to accomplish the aim, this study ascertained the nature of the definition of rational exponent through examining previous literature and established specific research questions with reference to the results of the examination. A questionnaire regarding the nature of the definition was developed in order to solve the questions and was taken to 50 in-service high school teachers. By analysing the data from the written responses by the teachers, this study delineated four characteristics of the teachers' understanding with regard to the definition of rational exponent. Firstly, the teachers did not explicitly use the condition of the bases with rational exponents while proving f'(x)=rxr-1. Secondly, few teachers explained the reason why the bases with rational exponents must be positive. Thirdly, there were some teachers who misunderstood the formulae of exponentiation with rational exponents. Lastly, the majority of teachers thought that $(-8)^{\frac{1}{3}}$ equals to -2. Additionally, several issues were discussed related to teacher education for enhancing teachers' knowledge about the definition, features of effective instruction on the formulae of exponentiation and improvement points to explanation methods about the definition and formulae on the current high school textbooks.

• The Mathematical Education
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• v.50 no.1
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• pp.61-67
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• 2011

There may be two methods defining the rational exponent $a^{\frac{m}{n}}$ for any positive real number a. The one which is used in all korean highschool mathematics textbooks is to define it as $\sqrt[n]{a^m}$, that is $(a^m)^{\frac{1}{n}}$. The other is to define it as $(\sqrt[n]a)^m}$, that is $(a^{\frac{1}{n}})^m$. In this paper, we insist that the latter is more appropriate and universal, and that the contents of current textbooks on the definition of the rational exponent should be corrected.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.323-339
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• 2011

The expansion of exponential law as the law of calculation of integer numbers can be a good material for the students to experience an extended configuration which is based on an algebraic principle of the performance of equivalent forms. While current textbooks described that exponential law can be expanded from natural number to integer, rational number and real number, most teachers force students to accept intuitively that the exponential law is valid although exponent is expanded into real number. However most teachers overlook explaining the value of exponent of rational number or exponent of irrational number so most students have a lot of questions whether this value is a rational number or a irrational number. Related to students' questions, most teacher said that it is out of the current curriculum and students will learn it after going to college instead of detailed answers. In this paper, we will present several examples and the values about irrational exponents of a positive rational and irrational exponents of a positive irrational number, and study the recognition and fallacy of would-be teachers about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law.

• The Mathematical Education
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• v.39 no.2
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• pp.145-150
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• 2000

In this paper, we study the subject-matter knowledge related to the problem about rational exponent with negative bases. From the school mathematics point of view, we first investigate the meaning of the extensions of the number systems. We analyze the intrinsic meaning involved in the (-8)$^{1}$ 3) through the natural interpretation of rational exponent with negative bases by the complex number. we explain why it is important for a teacher to have the subject-matter knowledge in order to detect and correct student\`s mistake and misunderstanding.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.583-600
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• 2013

In this paper, we study the recognition and fallacy of would-be in-service teachers about numbers with irrational exponent. We chose 51 secondary school teachers who are teaching mathematics in K metropolitan city and investigate their recognition and fallacy about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law. We found following facts. First, in-service teacher's a percentage of correct answers differ depending on the type of numbers with irrational exponent. Second, in-service teachers decide their answer depending on intuition rather than logic. Third, in-service teachers decide their answer depending on exponential rather than base.

• Journal of Institute of Control, Robotics and Systems
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• v.17 no.3
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• pp.236-240
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• 2011

The terminal sliding mode control schemes have been studied a lot since they can guarantee that the state error gets to zero in a finite time. However, the conventional terminal sliding surfaces have been designed using power function whose exponent is a rational number between 0 and 1, and whose numerator and denominator should be odd integers. It is clearly restrictive. Thus, in this paper, we propose a novel terminal sliding surface using power function whose exponent can be a real number between 0 and 1.

• Bulletin of the Korean Mathematical Society
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• v.55 no.4
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• pp.1051-1063
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• 2018

The real moment-angle complex (or, more generally, real polyhedral product) and its real toric space have recently attracted much attention in toric topology. The aim of this paper is to give two interesting remarks regarding real polyhedral products and real toric spaces. That is, we first show that Moore's conjecture holds to be true for certain real polyhedral products. In general, real polyhedral products show some drastic difference between the rational and torsion homotopy groups. Our result shows that at least in terms of the homotopy exponent at a prime this is not the case for real polyhedral products associated to a simplicial complex whose minimal missing faces are all k-simplices with $k{\geq}2$. Moreover, we also show a structural theorem for a finite group G acting simplicially on the real toric space. In other words, we show that G always contains an element of order 2, and so the order of G should be even.

• International Journal of Naval Architecture and Ocean Engineering
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• v.9 no.1
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• pp.66-76
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• 2017

This paper is concerned with investigating the plastic material properties of steel plate formed by line heating method, and is aimed at implementing more rational design considering the accidental limit states such as collision or grounding. For the present study, line heating test for marine grade steel plate has been carried out with varying plate thickness and heating speed, and then microscopic examination and tensile test have been carried out. From the microscopic, it is found that the grain refined zones like ferrite and pearlite are formed all around the heat affected zone. From the tensile test results, it is seen that yield strength, tensile strength, fracture strain, hardening exponent and strength coefficient vary with plate thickness and heat input quantity. The formulae relating the material properties and heat input parameter should be, therefore, derived for the design purpose considering the accidental impact loading. This paper ends with describing the extension of the present study.

• Journal of Korean Society of Forest Science
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• v.108 no.3
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• pp.357-363
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• 2019

This study was conducted to develop a stem volume table for Quercus acutissima in Korea by using Kozak's stem taper equation. In total, 2700 tree samples were collected around the country, and growth performance was investigated through compiling data on diameters by stem height and stem analysis. In order to test the stem taper equation's fitness, the fitness index (FI), bias, and mean absolute deviation (MAD) were analyzed. The fitness of the equation was estimated at 97%, bias as 0.017, and MAD turned out to be 1.118, respectively. Furthermore, there was a statistically significant volume difference between the current volume table and the new volume table (p = 0.0008, <0.005). The result indicates that using the new volume table that reflects the actual forest will reduce the loss when assessing wood resources and will improve the accuracy of forest statistics for national and local governments. A stem volume table, the main result of this research, which is utilized in the estimated stem taper equation, will provide growth information for Quercus acutissima, one of the main broadleaf species in Korea, and will function as a management indicator for rational forest management.