• Journal for History of Mathematics
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• v.18 no.3
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• pp.91-106
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• 2005

History of mathematics must be analysed to discuss mathematical reality and thinking. Analysis of history of mathematics is the method of understanding mathematical activity, by these analysis can we know how historically mathematician' activity progress and mathematical concepts develop. In this respects, we investigate teaching algebra through historico-genetic analysis and propose historico-genetic analysis as alternative method to improve of teaching school algebra. First the necessity of historico-genetic analysis is discussed, and we think of epistemological obstacles through these analysis. Next we focus two concepts i.e. letters(unknowns) and negative numbers which is dealt with school algebra. To apply historico-genetic analysis to school algebra, some historical texts relating to letters and negative numbers is analysed, and mathematics educational discussions is followed with experimental researches.

• Journal of Korea Society of Industrial Information Systems
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• v.5 no.1
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• pp.1-15
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• 2000

In this paper, an efficient system for finding answers to a given path algebra expression in a directed acylic graph is discussed more particulary, in a multimedia presentration graph. Path algebra expressions are formulated using revised versions of operators next and until of temporal logic, and the connected operator. To evaluate queries with path algebra expressions, the node code system is proposed. In the node code system, the nodes of a presentation graph are assigned binary codes (node codes) that are used to represent nodes and paths in a presentation graph. Using node codes makes it easy to find parent-child predecessor-sucessor relationships between nodes. A pair of node codes for connected nodes uniquely identifies a path, and allows efficient set-at-a-time evaluations of path algebra expressions. In this paper, the node code representation of nodes and paths in multimedia presentation graphs are provided. The efficient algorithms for the evaluation of queries with path algebra expressions are also provided.

• Journal for History of Mathematics
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• v.22 no.4
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• pp.129-144
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• 2009

The purpose of this study is what exactly De Morgan contributed to abstract algebra and mathematical logic. He recognised the purely symbolic nature of algebra and was aware of the existence of algebras other than ordinary algebra. He madealgebra as a science by introducing the ordered field and made the base for abstract algebra. He was one of the reformer of classical mathematical logic. Looking into De Morgan's works, we made it clear that the developments of algebra and mathematical logic in 19C.

• 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 for History of Mathematics
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• v.37 no.2
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• pp.21-38
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• 2024

In this article, we study the historical development of how the main concepts of linear algebra - matrices, vectors, and transformations - arise, are connected then integrated into a category. Also we study how linearity is recognized and integrated into algebraic and geometric viewpoint. Furthermore, we discuss, based on this, the role of linear algebra as a unifying concept in a school mathematics.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.399-428
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• 2009

2007 Renewed Korea Elementary Mathematics Curriculum introduce algebra 6th grade. According to many studies about introducing algebra, it is desirable to teach 6th graders algebra through generalization of patterns. In this study, 6th graders' understanding processes and difficulties in pattern generalization were analyzed and possiblities of introducing algebra to 6th graders through pattern generalization were examined.

• Honam Mathematical Journal
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• v.27 no.1
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• pp.83-100
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• 2005

• Bulletin of the Korean Mathematical Society
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• v.59 no.1
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• pp.73-82
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• 2022

Let K be a field of characteristic zero. We first show that images of the linear derivations and the linear 𝓔-derivations of the polynomial algebra K[x] = K[x₁, x₂, …, x_n] are ideals if the products of any power of eigenvalues of the matrices according to the linear derivations and the linear 𝓔-derivations are not unity. In addition, we prove that the images of D and 𝛿 are Mathieu-Zhao spaces of the polynomial algebra K[x] if D = ∑ⁿ_i=1 (a_ix_i + b_i)∂_i and 𝛿 = I - 𝜙, 𝜙(x_i) = λ_ix_i + 𝜇_i for a_i, b_i, λ_i, 𝜇_i ∈ K for 1 ≤ i ≤ n. Finally, we prove that the image of an affine 𝓔-derivation of the polynomial algebra K[x₁, x₂] is a Mathieu-Zhao space of the polynomial algebra K[x₁, x₂]. Hence we give an affirmative answer to the LFED Conjecture for the affine 𝓔-derivations of the polynomial algebra K[x₁, x₂].

• Communications of Mathematical Education
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• v.37 no.4
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• pp.569-590
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• 2023

The purpose of this case study is to compare and analyze the covariational reasoning levels of two middle school students revealed in the process of solving and generalizing algebra word problems. A class was conducted with two middle school students who had not learned quadratic equations in school mathematics. During the retrospective analysis after the class was over, a noticeable difference between the two students was revealed in solving algebra word problems, including situations where speed changes. Accordingly, this study compared and analyzed the level of covariational reasoning revealed in the process of solving or generalizing algebra word problems including situations where speed is constant or changing, based on the theoretical framework proposed by Thompson & Carlson(2017). As a result, this study confirmed that students' covariational reasoning levels may be different even if the problem-solving methods and results of algebra word problems are similar, and the similarity of problem-solving revealed in the process of solving and generalizing algebra word problems was analyzed from a covariation perspective. This study suggests that in the teaching and learning algebra word problems, rather than focusing on finding solutions by quickly converting problem situations into equations, activities of finding changing quantities and representing the relationships between them in various ways.

• The KIPS Transactions:PartD
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• v.8D no.6
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• pp.799-812
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• 2001

As XML become more popular for encoding data and exchanging format on the web, recent work on processing XML Document in DBMS has been performed. However, there is no formal data model for XML, and there is lack of research on XML algebra for processing complex XML query and even the mediators have many restrictions. Therefore, this paper proposes formal data model and algebra based on directed edge labeled graph for XML query. To implement algebra, not only algorithms of operation for algebra are presented, but also they are implemented using access method and path index based on RDBMS or ORDBMS. In particular, experiments to show the effectiveness of the implemented algebra are performed on XML documents on EST data which are semistructured data.