• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.229-246
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• 2002

In this paper, we start with the question "what is algebraic thinking\ulcorner". The problem is that the algebraic thinking is not exactly defined. We consider algebraic thinking from the various perspectives. But in the discussion relating to the definition of algebraic thinking, we verify that there is the algebraic notations in the core of algebraic thinking. So we device algebraic notations into the six categories, and investigate these examples from the school mathematics. In order to investigate this relation of algebraic thinking and algebraic notations, we present 'the algebraic thinking process analysis model' from Frege' idea. In this model, there are three components of algebraic notations which interplays; sense, expression, denotapion. Thus many difficulties of algebraic thinking can be explained by this model. We suppose that the difficulty in the algebraic thinking may be caused by the discord of these three components. And through the transformation of conceptual frame, we can explain the dynamics of algebraic thinking. Also, we present examples which show these difficulties and dynamics of algebraic thinking. As a result of these analysis, we conclude that algebraic thinking can be explained through the semiotic aspects of algebraic notations.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.

• Bulletin of the Korean Mathematical Society
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• v.32 no.1
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• pp.73-83
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• 1995

Let G be a real algebraic group. In this paper we consider two isomorphisms of real algebraic G varieties and real algebraic G vector bundles.

• Journal of applied mathematics & informatics
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• v.29 no.1_2
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• pp.505-510
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• 2011

We give a constructive proof that a (partial) evaluation of a multivariate algebraic function with algebraic numbers is again an algebraic function. Especially, we obtain a bound on the degree of an evaluation with the degrees of the original algebraic function and the algebraic numbers evaluated. Furthermore, we show that our bound is sharp with an example.

• Korean Journal of Logic
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• v.19 no.2
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• pp.295-322
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• 2016

This paper deals with Kripke-style semantics, which will be called algebraic Kripke-style semantics, for fuzzy logics based on uninorms (so called uninorm-based logics). First, we recall algebraic semantics for uninorm-based logics. In the general framework of uninorm-based logics, we next introduce various types of general algebraic Kripke-style semantics, and connect them with algebraic semantics. Finally, we analogously consider particular algebraic Kripke-style semantics, and also connect them with algebraic semantics.

• Journal of the Chungcheong Mathematical Society
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• v.29 no.4
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• pp.677-686
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• 2016

Algebraic spectral subspaces were introduced by Johnson and Sinclair via a transnite sequence of spaces. Laursen simplified the definition of algebraic spectral subspace. Algebraic spectral subspaces are useful in automatic continuity theory of intertwining linear operators on Banach spaces. In this paper, we characterize algebraic spectral subspaces of operators with finite ascent. From this characterization we show that if T is a generalized scalar operator, then T has finite ascent.

• Bulletin of the Korean Mathematical Society
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• v.58 no.4
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• pp.853-863
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• 2021

In this paper, we study algebraic Ricci solitons in the Finslerian case. We show that any simply connected Finslerian algebraic Ricci soliton is a Finslerian Ricci soliton. Furthermore, we study Randers algebraic Ricci solitons. It turns out that a shrinking, steady, or expanding Randers algebraic Ricci soliton with vanishing S-curvature is Einstein, locally Minkowskian, or Riemannian, respectively.

• Journal of Mechanical Science and Technology
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• v.16 no.11
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• pp.1522-1539
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• 2002

In the present study, an explicit algebraic stress model is shown to be the exact tensor representation of algebraic stress model by directly solving a set of algebraic equations without resort to tensor representation theory. This repeals the constraints on the Reynolds stress, which are based on the principle of material frame indifference and positive semi-definiteness. An a priori test of the explicit algebraic stress model is carried out by using the DNS database for a fully developed channel flow at Rer = 135. It is confirmed that two-point correlation function between the velocity fluctuation and the Laplacians of the pressure-gradient i s anisotropic and asymmetric in the wall-normal direction. Thus, a novel composite algebraic Reynolds stress model is proposed and applied to the channel flow calculation, which incorporates non-local effect in the algebraic framework to predict near-wall behavior correctly.

• Korean Journal of Logic
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• v.17 no.3
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• pp.441-461
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• 2014

This paper deals with one sort of Kripke-style semantics for three-valued paraconsistent logic: algebraic Kripke-style semantics. We first introduce two three-valued systems, define their corresponding algebraic structures, and give algebraic completeness results for them. Next, we introduce algebraic Kripke-style semantics for them, and then connect them with algebraic semantics.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.223-247
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• 2016

Given the importance of developing algebraic thinking from early grades, this study investigated an overall performance and main characteristics of algebraic thinking from a total of 197 third grade students. The national elementary mathematics curriculum in Korea does not emphasize directly essential elements of algebraic thinking but indicates indirectly some of them. This study compared our students' performance related to algebraic thinking with results of Blanton et al. (2015) which reported considerable progress of algebraic thinking by emphasizing it through a regular curriculum. The results of this study showed that Korean students solved many items correctly as compatible to Blanton et al. (2015). However, our students tended to use 'computational' strategies rather than 'structural' ones in the process of solving items related to equation. When it comes to making algebraic expressions, they tended to assign a particular value to the unknown quantity followed by the equal sign. This paper is expected to explore the algebraic thinking by elementary school students and to provide implications of how to promote students' algebraic thinking.