• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.387-407
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• 2014

This study investigeted secondary math teachers' difficulties of technology in geometry class with grounded theory by Strauss and Corbin. 178 secondary math teachers attending the professional development program on technology-based geometry teaching at eight locations in January 2014, participated in this study with informed consents. Data was collected with an open-ended questionnaire survey. In line with grounded theory, open, axial and selective coding were applied to data analysis. According to the results of this study, teachers were found to experience resistance in using technology due to new learning and changes, with knowledge and awareness of technology effectively interacting to lessen such resistance. In using technology, teachers were found to go through the 'access-resistance-unaccepted use-acceptance' stages. Teachers having difficulties in using technology included the following four types: 'inaccessible, denial of acceptance, discontinuation of use, and acceptance 'These findings suggest novel perspectives towards teachers having difficulties in using technology, providing implications for teachers' professional development.

• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.261-282
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• 2021

This study identified the meaning of mathematical justification and its characteristics for middle school math gifted students. 17 middle school math gifted students participated in questionnaires and written exams. Results show that the gifted students recognized justification in various meanings such as proof, systematization, discovery, intellectual challenge of mathematical justification, and the preference for deductive justification. As a result of justification exams, there was a difference in algebra and geometry. While there were many deductive justifications in both algebra and geometry questionnaires, the difference exists in empirical justifications: there were many empirical justifications in algebra, but there were few in geometry questions. When deductive justification was completed, the students showed satisfaction with their own justification. However, they showed dissatisfaction when they could not deductively justify the generality of the proposition using mathematical symbols. From the results of the study, it was found that justification education that can improve algebraic translation ability is necessary so that gifted students can realize the limitations and usefulness of empirical reasoning and make deductive justification.

• Korean Journal of Mathematics
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• v.22 no.1
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• pp.45-56
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• 2014

Modern society demands leaders who are trained with competence to not only approach knowledge but also create new knowledge by comprehensively understanding and applying it, and a leader with character and commitment to share one's ideas with others and be able to accept criticisms. In response to these societal changes, universities are increasingly adopting 'small group discussion-based classes with an attempt to develop and strengthen communication skills through reading, writing and speaking. This paper seeks to introduce a case of a math lecture, where discussion-based class was applied to mathematical education, requiring practical problem-solving through an argumentative thought process.

• Bulletin of the Korean Mathematical Society
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• v.45 no.1
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• pp.111-118
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• 2008

Using the Hyers-Ulam-Rassias stability method, we investigate isomorphisms in quasi-Banach algebras and derivations on quasi-Banach algebras associated with the Cauchy-Jensen functional equation $$2f(\frac{x+y}{2}+z)$$=f(x)+f(y)+2f(z), which was introduced and investigated in [2, 17]. The concept of Hyers-Ulam-Rassias stability originated from the Th. M. Rassias' stability theorem that appeared in the paper: On the stability of the linear mapping in Banach spaces, Proc. Amer. Math. Soc. 72 (1978), 297-300. Furthermore, isometries and isometric isomorphisms in quasi-Banach algebras are studied.

• Bulletin of the Korean Mathematical Society
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• v.54 no.4
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• pp.1281-1291
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• 2017

Let R be a strongly 2-primal ring and I a proper ideal of R. Then there are only finitely many prime ideals minimal over I if and only if for every prime ideal P minimal over I, the ideal $P/{\sqrt{I}}$ of $R/{\sqrt{I}}$ is finitely generated if and only if the ring $R/{\sqrt{I}}$ satisfies the ACC on right annihilators. This result extends "D. D. Anderson, A note on minimal prime ideals, Proc. Amer. Math. Soc. 122 (1994), no. 1, 13-14." to large classes of noncommutative rings. It is also shown that, a 2-primal ring R only has finitely many minimal prime ideals if each minimal prime ideal of R is finitely generated. Examples are provided to illustrate our results.

• Journal of applied mathematics & informatics
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• v.36 no.3_4
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• pp.237-244
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• 2018

Let ${\mathcal{H}}$ be an infinite dimensional separable Hilbert space with a fixed orthonormal base $\{e_1,e_2,{\cdots}\}$. Let L be the subspace lattice generated by the subspaces $\{[e_1],[e_1,e_2],[e_1,e_2,e_3],{\cdots}\}$ and let $Alg{\mathcal{L}}$ be the algebra of bounded operators which leave invariant all projections in ${\mathcal{L}}$. Let p and q be natural numbers (p < q). Let ${\mathcal{A}}$ be a linear manifold in $Alg{\mathcal{L}}$ such that $T_{(p,q)}=0$ for all T in ${\mathcal{A}}$. If ${\mathcal{A}}$ is a Lie ideal, then $T_{(p,p)}=T_{(p+1,p+1)}={\cdots}=T_{(q,q)}$ and $T_{(i,j)}=0$, $p{\eqslantless}i{\eqslantless}q$ and i < $j{\eqslantless}q$ for all T in ${\mathcal{A}}$.

• The Pure and Applied Mathematics
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• v.23 no.3
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• pp.237-246
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• 2016

Ebadian et al. proved the Hyers-Ulam stability of bimultipliers and Jordan bimultipliers in C*-ternary algebras by using the fixed point method. Under the conditions in the main theorems for bimultipliers, we can show that the related mappings must be zero. Moreover, there are some mathematical errors in the statements and the proofs of the results. In this paper, we correct the statements and the proofs of the results, and prove the corrected theorems by using the direct method.

• Proceedings of the Korea Information Processing Society Conference
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• 2016.04a
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• pp.783-786
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• 2016

E-learning is a new teaching model nowadays, and Virtual Reality (VR) technology is reported that the use of virtual reality as an education tool can increase student interests, understanding, and creative learning because of encouraging students to learn by exploring and interacting with the information on the virtual environment. Besides that, LEGOs have long been the favorite of many children. LEGOs provide a mechanism to understand and do for many concepts from spatial relationships to robotics platforms. In this paper, we present a virtual reality application based on the assembly of LEGO-Like bricks to increase math and science learning by improving spatial thinking. It not only encourages students to pursue careers in science, technology, engineering, or mathematics but also enhances learner's ability to analyze and solve problems. The application is built by Processing 2.0 as the easier programming language which is a top-down approach to build the 3D interactive program.

• East Asian mathematical journal
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• v.37 no.2
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• pp.197-221
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• 2021

In this study, a men-tutoring model was applied to four second-year high school students in mathematics learning counseling that could cultivate cognitive and affective domains. By observing and analyzing the cases, we examined the effects of mathematics learning counseling on students' mathematical attitudes and self-regulated learning ability. The results of mentoring applied to mathematics learning counseling had a positive effect on reinforcing prerequisite learning, improving self-regulated learning ability, strengthening mathematical strategies, and inducing learning motivation and maintaining interest. We are looking forward to that men-tutoring can be used effectively for students who have difficulty learning mathematics.

• East Asian mathematical journal
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• v.34 no.4
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• pp.371-402
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• 2018

The researchers set up a research question to find out how to teach the concept of a right triangle through classification activities after listening to the conversations of fellow teachers about the recently revised textbooks. First, a questionnaire was created to confirm the objectivity of the research problem, data were collected through online and offline, and interviews were conducted with some of the respondents. As a result, it confirmed that there was a considerable difference in the perception of the research study about the direction of revising the curriculum called 'student participation centered' and 'the possibility of achieving the learning objective'. Then, we analyzed the critical interpretations used in the third grade math textbook Lesson 2. 'Plane Figure' part 4 and 5. Finally, by analyzing the results of the recognition analysis and textbook analysis, we proposed two learning methods which can link the triangle classification activity and the right triangle concept. Based on the results of the research, we obtained suggestions that a teaching should be made regarding that the classification process may be changed according to the student's prior knowledge and the process of classification activities may be different according to the viewpoint and classification criteria.