• The Journal of Society for e-Business Studies
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• v.6 no.2
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• pp.167-178
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• 2001

Key is generally formed using the Random Number. How to make the Random Number is to cast coin or dice as classical method, to form the Real Random Number with Hardware and to make the Pseudo Random Number by means of utilizing mathematical algorithm. This thesis presented NRNG(New Random Number Generator) which put self-development Hardware to use as Key Generation Method and inspected to compare the Real Random Number with the Pseudo Random Number and special properties which PRNG(Pseudo-Random Number Generator) creates.

• East Asian mathematical journal
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• v.35 no.1
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• pp.85-90
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• 2019

In this paper, we are interested in the evaluation of special values of the Dedekind zeta function of a totally real number field. In particular, we revisit Siegel method for values of the zeta function of a totally real number field at negative odd integers and explain how this method is applied to the case of non-normal totally real number field. As one of its applications, we give divisibility property for the values in the special case

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.495-519
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• 2017

The purpose of this study is to analyze the concept of the real number e and to investigate the understanding of pre-service teachers about the real number e. 28 pre-service teachers were asked to take a test based on the various ideas of the real number e and 8 pre-service teachers were interviewed. The results of this study are as follows. First, a large number of pre-service teachers couldn't recognize relation between the formal definition and the representations of the real number e. Secondly, pre-service teachers judged appropriately for the irrationality and the construction impossibility of the real number e, but they couldn't provide reasonable evidence. Lastly, pre-service teachers understood the continuous compounding context and exponential function context of the real number e, but they had a difficulty in understanding the geometric context and natural logarithm context of the real number e.

• Journal for History of Mathematics
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• v.18 no.3
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• pp.55-66
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• 2005

In our school mathmatics, the irrational numbers and the real numbers are defined and instructed on the basis of decimal fractions. In relation to this fact, we identified the essences of the real number and the irrational number defined by the decimal fractions through the historical analysis. It is revealed that the formation of real numbers means the numerical measurements of all magnitudes and the formation of irrational numbers means the numerical measurements of incommensurable magnitudes. Finally, we suggest instructional plan for the meaninful understanding of the real number concept.

• The Mathematical Education
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• v.39 no.1
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• pp.37-47
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• 2000

Number concept is basic in mathematics education. But it is very complex and is not easy to understand real number concept, because of its infinity. This study tried to show that what percents of secondary school mathematics teachers in Korea understood the properties of real number, such as cardinality, continuity, relation with real line, and infinity, which were written by verbal language.

• Journal of the Chungcheong Mathematical Society
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• v.24 no.3
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• pp.595-599
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• 2011

We prove that for any positive integer $g{\geq}3$, there are ${\gg}q^{\frac{l}{2g}}$ real cyclotomic function fields whose conductor has degree ${\leq}l$ and ideal class number is divisible by $\frac{g}{gcd(2,g)}$.

• Communications of the Korean Mathematical Society
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• v.28 no.4
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• pp.735-740
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• 2013

In this paper, we will introduce the notion of the real quadratic function fields of minimal type, which is a function field analogue to Kawamoto and Tomita's notion of real quadratic fields of minimal type. As number field cases, we will show that there are exactly 6 real quadratic function fields of class number one that are not of minimal type.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.16 no.1
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• pp.72-80
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• 2016

Re-auction happens when a bid winner defaults on the payment without making second in-line purchase declaration even after determining sales permission. This is a process of selling under the court's authority. Re-auctioning contract price of real estate is largely influenced by the real estate business, real estate value, and the number of bidders. This paper is designed to establish a statistical model that deals with the number of bidders participating especially in apartment re-auctioning. For these, diverse factors are taken into consideration, including ratio of minimum sales value from the point of selling to re-auctioning, number of bidders at the time of selling, investment value of the real estate, and so forth. As an attempt to consider ambiguous and vague factors, this paper presents a comparatively vague concept of real estate and bidders as trapezoid fuzzy number. Two different methods based on the least squares estimation are applied to fuzzy regression model in this paper. The first method is the estimating method applying substitution after obtaining the estimators of regression coefficients, and the other method is to estimate directly from the estimating procedure without substitution. These methods are provided in application for re-auction data, and appropriate performance measure is also provided to compare the accuracies.

• The Mathematical Education
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• v.50 no.2
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• pp.135-148
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• 2011

We can say that the history of mathematics is the history on the development of the number system. The number starts from Natural number and is constructed to Integer number and Rational number. The Rational number is not the complete number analytically so that Real number is completed by the idea of the nested interval method. Real number is completed analytically, however, is not by algebra, so the algebraically completed type of the rational number, through the way that similar to the process of completing real number, is Complex number. The purpose of this study is to show the most appropriate way for the development of the human being thinking about the teaching and leaning of Complex number. To do this, We have to consider the proof of the existence of Complex number, the background of the introduction of Complex number and the background knowledge that the teachers to teach Complex number should have. Also, this study analyzes the knowledge to be taught of Complex number based on the anthropological theory of didactics and finally presents the teaching method of Complex number based on this theory.

• Journal of the Korean Mathematical Society
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• v.47 no.4
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• pp.861-877
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• 2010

The works of Erd$\ddot{o}$s et al. about expansions of 1 with respect to a non-integer base q, referred to as q-expansions, are investigated to determine how far they continue to hold when the number 1 is replaced by a positive number x. It is found that most results about q-expansions for real numbers greater than or equal to 1 are in somewhat opposite direction to those for real numbers less than or equal to 1. The situation when a real number has a unique q-expansion, and when it has exactly two q-expansions are studied. The smallest base number q yielding a unique q-expansion is determined and a particular sequence is shown, in certain sense, to be the smallest sequence whose corresponding base number q yields exactly two q-expansions.