• Annual Conference of KIPS
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• 2008.11a
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• pp.722-725
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• 2008

복합질환(complex disease)의 원인과 작용 모델을 찾기 위해 여러 가지 통계적인 방법들과 기계 학습(machine learning)의 방법 등이 사용되고 있다. 소수 SNP의 작용모델을 찾는 방법은 많이 알려져 있지만 다수 SNP의 작용 모델을 효과적으로 찾는 방법은 거의 연구되어 있지 않다. 본 연구에서는 원인 SNP들의 작용을 부울 식(boolean expression)으로 나타내고, 유전 알고리즘(genetic algorithm)을 이용하여 예측 정확도가 높은 부울 식을 구성하였으며 실제 자료와 생성된 자료에 대하여 제안한 모델의 성능을 측정하였다.

• Bulletin of the Korean Mathematical Society
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• v.61 no.3
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• pp.867-873
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• 2024

A pseudo-Riemannian solvmanifold is a solvable Lie group endowed with a left invariant pseudo-Riemannian metric. In this short note, we investigate the nilpotency of the Ricci operator of pseudo-Riemannian solvmanifolds. We focus on a special class of solvable Lie groups whose Lie algebras can be expressed as a one-dimensional extension of a nilpotent Lie algebra ℝD⋉n, where D is a derivation of n whose restriction to the center of n has at least one real eigenvalue. The main result asserts that every solvable Lie group belonging to this special class admits a left invariant pseudo-Riemannian metric with nilpotent Ricci operator. As an application, we obtain a complete classification of three-dimensional solvable Lie groups which admit a left invariant pseudo-Riemannian metric with nilpotent Ricci operator.

• Journal of Educational Research in Mathematics
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• v.20 no.2
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• pp.185-202
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• 2010

This study was designed to investigate the possibility that the optimization problem solving activities based on the instrumented CAS can have an influence on the sequence of mathematics curriculum in secondary mathematics education. Some optimization problem solving activities based on CAS were constructed and executed to eleventh grade(the penultimate year of Korean high school) 7 students for nine class hours. They have experienced using CAS in mathematics class for three months, but never learned calculus. The data which consists of classroom observations(audio and video taped) and post-unit interviews with students were analyzed. In the analysis, with CAS, students can highly deal with the applied optimization problems made up of calculus, cubic equation, solution of radical equation, and graph analysis which never learned. This result shows CAS may have an influence on the sequence of mathematics curriculum in secondary mathematics education.

• Journal of the Korean School Mathematics Society
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• v.13 no.1
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• pp.125-141
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• 2010

The aim of this paper is to develop a web-based Virtual Learning System for discrete mathematics learning using CAS (Computer Algebra System), The system contains a series of contents that are common between secondary und university curriculum in discrete mathematics such as sets, relations, matrices, graphs etc. We designed and developed web-based virtual learning contents contained in the proposed system based on Mathematia, webMathematica and phpMath taking advantages of rapid computation and visualization. The virtual learning system for discrete math provides movie lectures and 'practice mode' authored with phpMath in order to enhance conceptual understanding of each movie lesson. In particular, matrix learning is facilitated with conceptual diagram that provides interactive quizzes. Once the quiz results are submitted, Bayesian inference network diagnoses strong and weak parts of learning nodes for generating diagnostic reports to facilitate personalized learning. As part of formative evaluation, the overall responses were collected for future revision of the system with 10 university students.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.25-44
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• 2020

This study investigated the representation and algorithms of western mathematics reflected on the algebra domains of Chosun-Sanhak in the 18th century. I also analyzed the co-occurrences and replacement phenomenon between western algorithms and traditional algorithms. For this purpose, I analyzed nine Chosun mathematics books in the 18th century, including Gusuryak and Gosasibijip. The results of this study are as follows. First, I identified the process of changing to a calculation by writing of western mathematics, from traditional four arithmetical operations using Sandae and the formalized explanation for the proportional concept and proportional expression. Second, I observed the gradual formalization of mathematical representation of the solution for a simultaneous linear equation. Lastly, I identified the change of the solution for square root from traditional Gaebangsul and Jeungseunggaebangbeop to a calculation by the writing of western mathematics.

• School Mathematics
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• v.9 no.1
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• pp.141-160
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• 2007

The purpose of this paper was to evaluate how students apply prior knowledge or experience in solving algebra word problems from the chain of signification-based perspective. Three middle school students were evaluated in this case study. The results showed that the subjects formed similarities in the process of applying knowledge needed for solving a problem. The student A and C used semi-open-end formulas and closed formulas as solutions. They then formed concrete shape for each solution using the chain of signification that was applied for solution by forming procedural similarity. At this time, the chain of signification could be the combination of numbers, words, and pictures (such as diagrams or graphs) or just numbers or words. On the other hand, the student C who recognized closed formulas and her own rule as a solution method could not formulate completely procedural similarity due to many errors arising from number information. Nonetheless, all of the subjects showed something in common in the process of coming up with a algorithm that was semi-open-end formula or closed formula.

• Research in Mathematical Education
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• v.18 no.4
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• pp.237-256
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• 2014

This paper reports findings from a written assessment which was designed to investigate Chinese primary school students' understanding of the equal sign and equation structure. The investigation included a sample of 110 Grade 3, 112 Grade 4, and 110 Grade 5 students from four schools in China. Significant differences were identified among the three grades and no gender differences were found. The majority of Grades 3 and 4 students were found to view the equal sign as a place indicator meaning "write the answer here" or "do something like computation", that is, holding an operational view of the equal sign. A part of Grade 5 students were found to be able to interpret the equal sign as meaning "the same as", that is, holding a relational view of the equal sign. In addition, even though it was difficult for Grade 3 students to recognize the underlying structure in arithmetic equation, quite a number of Grades 4 and 5 students were able to recognize the underlying structure on some tasks. Findings in this study suggest that Chinese primary school students demonstrate a relational understanding of the equal sign and a strong structural sense of equations in an earlier grade. Moreover, what found in the study support the argument that students' understanding of the equal sign is influenced by the context in which the equal sign is presented.

• East Asian mathematical journal
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• v.31 no.2
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• pp.145-165
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• 2015

The purpose of this study is to suggest how to go about teaching and learning secondary school algebra by analyzing problem-solving ability and problem-solving process through algebraic reasoning. In doing this, 393 students' data were thoroughly analyzed after setting up the exam questions and analytic standards. As with the test conducted with technical school students, the students scored low achievement in the algebraic reasoning test and even worse the majority tried to answer the questions by substituting arbitrary numbers. The students with high problem-solving abilities tended to utilize conceptual strategies as well as procedural strategies, whereas those with low problem-solving abilities were more keen on utilizing procedural strategies. All the subject groups mentioned above frequently utilized equations in solving the questions, and when that utilization failed they were left with the unanswered questions. When solving algebraic reasoning questions, students need to be guided to utilize both strategies based on the questions.

• Journal for History of Mathematics
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• v.28 no.3
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• pp.151-164
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• 2015

The purpose of this paper is to develop a teaching and learning material integrated two subjects Pythagorean theorem and Fibonacci numbers. Traditionally the former subject belongs to geometry area and the latter is in algebra area. In this work we integrate these two issues and make a discovery method to generate infinitely many Pythagorean numbers by means of Fibonacci numbers. We have used this article as a teaching and learning material for a science high school and found that it is very appropriate for those students in advanced geometry and number theory courses.

• Journal of the Korean Mathematical Society
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• v.54 no.4
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• pp.1265-1279
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• 2017

In order to study the structure of arbitrary split Leibniz triple systems, we introduce the class of split Leibniz triple systems as the natural extension of the class of split Lie triple systems and split Leibniz algebras. By developing techniques of connections of roots for this kind of triple systems, we show that any of such Leibniz triple systems T with a symmetric root system is of the form $T=U+{\sum}_{[j]{\in}{\Lambda}^1/{\sim}}I_{[j]}$ with U a subspace of $T_0$ and any $I_{[j]}$ a well described ideal of T, satisfying $\{I_{[j]},T,I_{[k]}\}=\{I_{[j]},I_{[k]},T\}=\{T,I_{[j]},I_{[k]}\}=0 \text{ if }[j]{\neq}[k]$.