• Communications of Mathematical Education
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• v.24 no.4
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• pp.949-974
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• 2010

The purpose of the study was to investigate how students' understanding was formed for solving the algebra problems involving parameters in a computer algebra environment. The teaching experiment has been conducted with 6 high school students. As a result, students studied the parameter in different roles such as placeholder, changing quantity, unknown and generalizer. The results indicate that a computer algebra environment offers opportunities for algebra activities that may support the development of understanding of the concept of parameter.

• Journal of Educational Research in Mathematics
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• v.17 no.3
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• pp.253-270
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• 2007

by A.C. Clairaut was written based on the historico-genetic principle such as his . In this paper, by analyzing his we can induce six principles that Clairaut adopted to teach algebra: necessity and curiosity as a motive of studying algebra, harmony of discovery and proof, complementarity of generalization and specialization, connection of knowledge to be learned with already known facts, semantic approaches to procedural knowledge of mathematics, reversible approach. These can be considered as strategies for teaching algebra accorded with beginner's mind. Some of them correspond with characteristics of , but the others are unique in the domain of algebra. And by comparing Clairaut's approaches with school algebra, we discuss about some mathematical subjects: setting equations in relation to problem situations, operations and signs of letters, rule of signs in multiplication, solving quadratic equations, and general relationship between roots and coefficients of equations.

• Journal for History of Mathematics
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• v.21 no.4
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• pp.61-78
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• 2008

In this paper, we discuss about De Morgan's view on the development of algebra according to following distinctions: arithmetic, universal arithmetic, symbolic algebra, significant algebra. De Morgan thought that the differences between arithmetic and universal arithmetic lie in the usage of letters and the immediate performance of computation. In his viewpoint, universal arithmetic is a transitional phase, in which absurd phenomena occur, from arithmetic to algebra and these absurd phenomena call for algebra. The feature of De Morgan's view on the development of algebra is that symbolic calculus which consist of symbol system without symbol's meaning is acquired, then as extended meanings are furnished to symbols, symbolic calculus become logical so significant calculus is developed. For example, Single algebra is developed, as an extended meaning is furnished to a symbol -1, and double algebra is developed, as an extended meaning is furnished to a symbol $\sqrt{-1}$. According to De Morgan, a symbol system is derived from the incompleteness of a prior symbol system.

• Journal of the Korean School Mathematics Society
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• v.13 no.1
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• pp.89-104
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• 2010

In a rapidly changing and increasingly technological society. the use of technology should not be disregarded in issues of learning algebra. The use of technology in learning algebra raises many learning and pedagogical issues. In this article, previous research on the use of technology in learning algebra is synthesized on the basis of the four issues: conceptual understanding, skills, instrumental genesis, and transparency. Finally, suggestions for future research into technological pedagogical content knowledge (TPCK) are made.

• Bulletin of the Korean Mathematical Society
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• v.49 no.2
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• pp.353-358
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• 2012

In this paper, we focus on pseudo-Riemannian associative fermionic Novikov algebras. We prove that the underlying Lie algebras of pseudo-Riemannian associative fermionic Novikov algebras are 2-step nilpotent and that pseudo-Riemannian associative fermionic Novikov algebras are 3-step nilpotent. Moreover, we construct a pseudo-Riemannian associative fermionic Novikov algebra in dimension 14, which is not a Novikov algebra. It implies that the inverse proposition of Corollary 2 in the paper "Pseudo-Riemannian Novikov algebras" [J. Phys. A: Math. Theor. 41 (2008), 315207] does not hold.

• Journal of the Korean Mathematical Society
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• v.50 no.3
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• pp.591-605
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• 2013

The underlying field is of characteristic $p$ > 2. In this paper, we first use the method of computing the homogeneous derivations to determine the first cohomology of the so-called odd contact Lie algebra with coefficients in the even part of the generalized Witt Lie superalgebra. In particular, we give a generating set for the Lie algebra under consideration. Finally, as an application, the derivation algebra and outer derivation algebra of the Lie algebra are completely determined.

• Journal of applied mathematics & informatics
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• v.9 no.1
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• pp.341-347
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• 2002

Given operators X and Y acting on a Hilbert space H, an interpolating operator is a bounded operator A such that AX = Y. An interpolating operator for n-operators satisfies the equation $AX_i = Y_i$, for i = 1,2…, n. In this paper, we investigate Hilbert-Schmidt interpolation problems in tridiagonal algebra by connecting the classical corona theorem.

• Bulletin of the Korean Mathematical Society
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• v.60 no.3
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• pp.747-762
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• 2023

ω-left-symmetric algebras contain left-symmetric algebras as a subclass and the commutator defines an ω-Lie algebra. In this paper, we classify ω-left-symmetric algebras in dimension 3 up to an isomorphism based on the classification of ω-Lie algebras and the technique of Lie algebras.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.275-292
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• 2010

In this study, we discussed the way to teach algebra earlier through investigating to research trends of Early Algebra and researching about nature of subject involving algebra. There is a strong view that arithmetic and algebra have analogous forms and that algebra is on extension to arithmetic. Nevertheless, it is also possible to present a perspective that the fundamental goal and role of symbols and letters are difference between arithmetic and algebra. And, we could recognize that geometry was starting point of algebra trough historical perspectives. To consider these, we extracted some of possible directions to approaches to teach algebra earlier. To access to teaching algebra earlier, following ways are possible. (1) To consider informal strategy of young children. (2) Arithmetic reasoning considered of the algebraic relation. (3) Starting to algebraic reasoning in the context of geometrical problem situation. (4) To present young students to tool of letters and formular.

• School Mathematics
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• v.18 no.1
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• pp.43-59
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• 2016

The purpose of this qualitative case study is to investigate differences among two gifted middle school students emerging through the process of algebra word problem solving from the covariational perspective. We collected the data from four middle school students participating in the mentorship program for gifted students of mathematics and found out differences between Junghee and Donghee in solving problems involving varying rates of change. This study focuses on their actions to solve and to generalize the problems situations involving constant and varying rates of change. The results indicate that their covariational reasoning played a significant role in their algebra word problem solving.