• The Mathematical Education
• /
• v.40 no.2
• /
• pp.335-343
• /
• 2001

Algebra is important part of mathematics education. Recent days, many mathematics educators emphasize on real world situation. Form real situation, pupils make sense of concepts, and mathematize it by reflective thinking. After that they formalize the concepts in abstract. For example, operation in numbers develops these course. Operation in natural number is an arithmetic, but operation on real number is algebra. Transition from arithmetic to algebra has the cutting point in representing the concepts to mathematics sign system. In this note, we see the cognitive tendency of 10th grade about operation of real number, their cutting point of transition from arithmetic to algebra, and show some methods of helping pupils.

• Journal of the Korean Mathematical Society
• /
• v.31 no.4
• /
• pp.659-667
• /
• 1994

Let $H$ be a separable, infinite dimensional, complex Hilbert space and let $L(H)$ be the algebra of all bounded linear operators on $H$. A dual algebra is a subalgebra of $L(H)$ that contains the identity operator $I_H$ and is closed in the ultraweak operator topology on $L(H)$. Note that the ultraweak operator topology coincides with the weak topology on $L(H) (cf. [6]). Several functional analysists have studied the problem of solving systems of simultaneous equations in the predual of a dual algebra (cf. [3]). This theory is applied to the study of invariant subspaces and dilation theory, which are deeply related to the classes $A_{m,n}$ (that will be defined below) (cf. [3]). An abstract geometric criterion for dual algebras with property $(A_{\aleph_0}, {\aleph_0})$ was first given in [1].

• Journal of KIISE:Software and Applications
• /
• v.30 no.3_4
• /
• pp.202-211
• /
• 2003

Abstract Formal definitions of syntax and semantics for the static and dynamic models in Object Oriented methods are already defined. But the behavior of interacting objects is not formalized. In this paper, we defined the common behavior of interacting objects in terms of process algebra using sequence diagram in UML and regularized properties of interacting objects. Based on the results, we can develop a formal specification by. using of the object interaction instead of the existence dependency suggested by M. Snoeck and G. Dedene[9].

• The Mathematical Education
• /
• v.52 no.1
• /
• pp.97-109
• /
• 2013

Research in undergraduate mathematics education has been active very recently. The purpose of the paper is to investigate how college students make ion from some known informations about integer and rational numbers in algebra. Three college students were involved in the study. We analyze student's personal answers in order to find where their misunderstandings and difficulties come from based on the theoretical frameworks on mathematical understanding such as APOS-model and P-K-model. Finally we discuss about constructivist teaching ways for algebra and propose new paradigm for teaching undergraduate mathematics.

• Communications of Mathematical Education
• /
• v.26 no.4
• /
• pp.351-362
• /
• 2012

Until the 1950s, linear algebra was considered only as one of abstract and advanced mathematics subject among in graduate mathematics courses, mainly dealing with module in algebra. Since the 1960s, it has been a main subject in undergraduate mathematics education because matrices has been used all over. In Korea, it was considered as a course only for mathematics major students until 1980s. However, now it is a subject for all undergraduate students including natural science, engineering, social science since 1990s. In this paper, we investigate the early history of linear algebra and its development from a historical perspective and mathematicians who made contributions. Secondly, we explain why linear algebra became so popular in college mathematics education in the late 20th century. Contributions of Chinese and H. Grassmann will be extensively examined with many newly discovered facts.

• Journal for History of Mathematics
• /
• v.14 no.2
• /
• pp.29-44
• /
• 2001

The concept of ideals has played an important role as an inception of the structural approach to algebra. As a sequel to [51], we first deal with the gradual emergence of tile abstract concepts of fields and rings, and study the history of ideals initiated fly Dedekind and then formalized by Noether for the structural research.

• Communications of the Korean Mathematical Society
• /
• v.22 no.1
• /
• pp.91-109
• /
• 2007

In this paper, we derive a change of scale formula for conditional Wiener integrals, as integral transforms, of possibly unbounded functions over Wiener paths in abstract Wiener space. In fact, we derive the change of scale formula for the product of the functions in a Banach algebra which is equivalent to both the Fresnel class and the space of measures of bounded variation over a real separable Hilbert space, and the $L_p-type$cylinder functions over Wiener paths in abstract Wiener space. As an application of the result, we obtain a change of scale formula for the conditional analytic Fourier-Feynman transform of the product of the functions.

• Journal of the Chungcheong Mathematical Society
• /
• v.22 no.3
• /
• pp.481-495
• /
• 2009

Huffman, Park and Skoug introduced various results for the $L_{p}$ analytic Fourier-Feynman transform and the convolution for functionals on classical Wiener space which belong to some Banach algebra $\mathcal{S}$ introduced by Cameron and Storvick. Also Chang, Kim and Yoo extended the above results to an abstract Wiener space for functionals in the Fresnel class $\mathcal{F}(B)$ which corresponds to $\mathcal{S}$. Moreover they introduced the $L_{p}$ analytic Fourier-Feynman transform for functionals on a product abstract Wiener space and then established the above results for functionals in the generalized Fresnel class $\mathcal{F}_{A1,A2}$ containing $\mathcal{F}(B)$. In this paper, we investigate more generalized relationships, between the Fourier-Feynman transform and the convolution product for functionals in $\mathcal{F}_{A1,A2}$, than the above results.

• The Mathematical Education
• /
• v.45 no.1 s.112
• /
• pp.61-74
• /
• 2006

The ability of understanding the number and number systems, grasping the properties of number systems, and manipulating number systems is the foundation to understand algebra. It is useful to deepen students' mathematical understanding of number systems and operations. The authentic understanding of numbers and operations can make it possible for the students to manipulate algebraic symbols, to represent relationship among sets of numbers, and to use variables to investigate the properties of sets of numbers. The high school students need to understand the number systems from more abstract perspective. The purpose of this study is to study on understanding and application ability of eleventh graders of basic properties of operations with real numbers.

• Journal of the Korean Mathematical Society
• /
• v.55 no.4
• /
• pp.809-832
• /
• 2018

In this paper, we form the basis of the abstract theory for constructing the $K{\ddot{u}}nneth$ spectral sequence for a complex of Banach spaces. As the category of Banach spaces is not abelian, several difficulties occur and hinder us from applying the usual method of homological algebra directly. The most notable facts are the image of a morphism of Banach spaces is not necessarily a Banach space, and also the closed summand of a Banach space need not be a topological direct summand. So, we consider some conditions and categorical terms that fit the category of Banach spaces to modify the familiar method of homological algebra.