• School Mathematics
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• v.2 no.1
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• pp.29-51
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• 2000

In this study, we tried to suggest an example of the analysis on the use of mathematical manipulatives. Taking algebra tiles as an example of mathematical manipulatives, we analysed several effects resulted from the use of algebra tiles. The algebra tiles make it possible to do activities that are needed to introduce and explain the distributive law and factoring. The algebra tiles have a several advantages; First of all, This model is simple. Even though they cannot make algebra easy, this model can play an important role in the transition to a new algebra course. This model provides access to symbol manipulation for students who had previously been frozen out of the course because of their weak number sense. This model provides a geometric interpretation of symbol manipulation, thereby enriching students' understanding, This model supports cooperative learning, and help improve discourse in the algebra class by giving students objects to think with and talk about. On the other hand, The disadvantages of this model are as follows; the model reinforces the misconception that -x is negative, and x is positive; the area model of multiplication is not geometrically sound when minus is involved; only the simplest expressions involving minus can be represented; It is ineffective when be used the learning of already known concept. Mathematics teachers must have a correct understanding about these advantages and disadvantages of manipulatives. Therefore, they have to plan classroom work that be maximized the positive effect of manipulatives and minimized the negative effect of manipulatives.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.337-360
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• 2005

In this paper we develop textbook 'Modem Algebra' for training mathematics teacher of secondary schools. In order to understand mathematics teacher's viewpoint about desirable textbook 'Modem Algebra' we created a Questionnaire related with curriculum and textbook for training mathematics teacher of secondary schools. We analyze the result of the questionnaire along with recent studies on teacher education and come up with basic principles of developing textbook 'Modern Algebra'. The first version of 'Modern Algebra for Mathematics Teachers' that we have developed based on our study can be found in website 'www.teacheredu.co.kr'.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.9 no.4
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• pp.1376-1391
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• 2015

In bus delay-tolerant networks, the route of bus is determinate but its arrival time is indeterminate. However, most conventional approaches predict future contact without considering its uncertainty, which makes a limitation on routing performance. A novel approach is proposed by employing interval algebra to characterize the contact's uncertainty and time-varying nature. The contact is predicted by using the Bayesian estimation to achieve a better routing performance. Simulation results show that this approach achieves a good balance between delivery latency and delivery ratio.

• The Mathematical Education
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• v.42 no.3
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• pp.275-294
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• 2003

In this paper we compared and analyzed the Korean and German mathematics textbooks for the middle school students. For the research we investigated only the area of algebra, which is consisted of the three sections-section of numbers and arithmetic operations, section of letters and expressions, and section of rules and functions. We expect that this paper would contribute on the development of the whole area in our nation's mathematical educations, including the organization and exploitation of the curriculums for the middle school students.

• Bulletin of the Korean Mathematical Society
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• v.53 no.1
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• pp.153-161
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• 2016

It is shown that the algebra $\mathfrak{H}^{\infty}$ of bounded Dirichlet series is not a coherent ring, and has infinite Bass stable rank. As corollaries of the latter result, it is derived that $\mathfrak{H}^{\infty}$ has infinite topological stable rank and infinite Krull dimension.

• Journal of the Chungcheong Mathematical Society
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• v.24 no.2
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• pp.147-162
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• 2011

In this paper, we investigate the Ulam-Hyers stability of $C^{\star}$-ternary algebra 3-homomorphisms for the functional equation $$f(x_1+x_2,y_1+y_2,z_1+z_2)=\;\displaystyle\sum_{1{\leq}i,j,k{\leq}2}\;f(x_i,y_j,z_k)$$ in $C^{\star}$-ternary algebras.

• Bulletin of the Korean Mathematical Society
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• v.60 no.4
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• pp.1025-1034
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• 2023

Let U be the restricted quantized enveloping algebra Ũ_q(𝖘𝖑₂) over an algebraically closed field of characteristic zero, where q is a primitive 𝑙-th root of unity (with 𝑙 being odd and greater than 1). In this paper we show that any indecomposable submodule of U under the adjoint action is generated by finitely many special elements. Using this result we describe all ideals of U. Moreover, we classify annihilator ideals of simple modules of U by generators.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.367-382
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• 2005

In this paper, we deal with various contents relating to the group concept in school mathematics and teaching of algebraic structures indirectly by combining these contents. First, we consider structure of knowledge based on Bruner, and apply these discussions to the teaching of algebraic structure in school algebra. As a result of these analysis, we can verify that the essence of algebraic structure is group concept. So we investigate the previous researches about group concept: Piaget, Freudenthal, Dubinsky. In our school, the contents relating to the group concept have been taught from elementary level indirectly. Tn elementary school, the commutative law and associative law is implicitly taught in the number contexts. And in middle school, various linear equations are taught by the properties of equality which include group concept. But these algebraic contents is not related to the high school. Though we deal with identity and inverse in the binary operations in high school mathematics, we don't relate this algebraic topics with the previous learned contents. In this paper, we discussed algebraic structure focusing to the group concept to obtain a connectivity among school algebra. In conclusion, the group concept can take role in relating these algebraic contents and teaching the algebraic structures in school algebra.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.305-325
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• 2004

This study is on the teaching-learning of parameter concept in secondary school mathematics. In our school mathematics curriculum, parameter concept is explicitly presented at high school mathematics textbook. But student have difficulty in understanding parameter concept because this concept is implicitly used in the textbook from 7-grade mathematics. Moreover, it is true that mathematics teacher give a little attention to student's understanding of parameter con- cept. In this study, we analyzed concept definition of parameter and the extension of parameter on the basis of preceding research, our mathematical curriculum, mathematical dictionaries. After that, we concluded that parameter is explicitly called in t where x= f(t), y= g(t) and parameter is implicitly treated in the learning of relation between quantities in our mathematical curriculum. We pointed to the importance of parameter concept in the successful learning of school algebra. Specially, when the level of algebra is in the learning of relation between quantities, parameter is the key concept for understanding and representing of families of equations or functions. In mathematics class, students have opportunity to reflect that what the role of each variable(parameter, dependent variable, independent variable etc.) is, and where the information which determines it comes from. It is for mathematical communications as well as learning school algebra. Therefore, mathematics teacher's didactical attention is more needed to student have a good concept image of parameter before they learn explicitly its concept definition.

• Bulletin of the Korean Mathematical Society
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• v.40 no.2
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• pp.215-221
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• 2003

There seems to be a love-hate relationship between Brouwer's fixed point theorem and the fundamental theorem of algebra; in this note we offer one more tweak at it, and give a version of Rouches theorem.