• East Asian mathematical journal
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• v.26 no.2
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• pp.179-190
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• 2010

We study the theoretical background on the relationship between the equality property and operations treated in different sub-areas in secondary school mathematics curriculum respectively studied. Furthermore, we discuss in detail the equality property in rational numbers field $\mathbb{Q}$ and the real numbers field $\mathbb{R}$. Through this study, professional knowledges of school teachers are enhanced so that these aforementioned knowledges are connected smoothly to teaching activities in classrooms.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.06a
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• pp.579-584
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• 1998

In this work, we present a method to deal with the interval valued decision making systems. First, we propose a new type of equality measure based on the Ordered Weighted Averaging (OWA) operator. The proposed equality measure has a structure to render the extreme values of the measure by choosing a suitable weighting vector of the OWA operator. From this property, we derive a bidirectional fuzzy inference network which can be applied for the decisionmaking systems requiring the inverval valued decisions.

• Journal of the Korean Institute of Telematics and Electronics B
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• v.31B no.4
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• pp.138-144
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• 1994

An inference network is proposed as a tool for bidirectional approximate reasoning. The inference network can be designed directly from the given fuzzy data(knowledge). If a fuzzy input is given for the inference netwok, then the network renders a reasonable fuzzy output after performing approximate reasoning based on an equality measure. Conversely, due to the bidirectional structure, the network can yield its corresponding reasonable fuzzy input for a given fuzzy output. This property makes it possible to perform forward and backward reasoning in the knowledge base system.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.353-374
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• 2022

The study investigated students' instrumentalization levels and computer programming self-efficacy in mathematics classrooms while using Scratches, to understand the properties of equality. 32 of 7th-grade students from D middle school in Gyeonggi-do participated in the program consisting of 7 lesson units. To investigate individual students' levels of instrumentalization, each worksheet they worked on using Scratches was saved into computers after each lesson. Questionnaires measured self-efficacy regarding computer programming at the study's beginning and the end. The level of students' instrumentalization was revealed to be variously from level 0 to 4. In the beginning, 9% of students corresponded to level 3 or 4, but more than 80% of students reached level 3 or above at the end. In addition, computer programing self-efficacy was improved significantly.

• Bulletin of the Korean Mathematical Society
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• v.57 no.4
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• pp.933-943
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• 2020

Let M be a Fano manifold, and H^🟉(M; ℂ) be the quantum cohomology ring of M with the quantum product 🟉. For 𝜎 ∈ H^🟉(M; ℂ), denote by [𝜎] the quantum multiplication operator 𝜎🟉 on H^🟉(M; ℂ). It was conjectured several years ago [7,8] and has been proved for many Fano manifolds [1,2,10,14], including our cases, that the operator [c₁(M)] has a real valued eigenvalue 𝛿₀ which is maximal among eigenvalues of [c₁(M)]. Galkin's lower bound conjecture [6] states that for a Fano manifold M, 𝛿₀ ≥ dim M + 1, and the equality holds if and only if M is the projective space ℙⁿ. In this note, we show that Galkin's lower bound conjecture holds for Lagrangian and orthogonal Grassmannians, modulo some exceptions for the equality.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.1-17
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• 2014

Instructions for the commutative property of multiplication at elementary schools tend to be based on checking the equality between the quantities of 'a times b 'and b' times a, ' for example, $3{\times}4=12$ and $4{\times}3=12$. This article critically examined the approaches to teach the commutative property of multiplication from Kant's perspective of mathematical knowledge. According to Kant, mathematical knowledge is a priori. Yet, the numeric exploration by checking the equality between the amounts of 'a groups of b' and 'b groups of a' does not reflect the nature of apriority of mathematical knowledge. I suggest we teach the commutative property of multiplication in a way that it helps reveal the operational schema that is necessarily and generally involved in the transformation from the structure of 'a times b' to the structure of 'b times a.' Distributive reasoning is the mental operation that enables children to perform the structural transformation for the commutative property of multiplication by distributing a unit of one quantity across the other quantity. For example, 3 times 4 is transformed into 4 times 3 by distributing each unit of the quantity 3, which results in $3{\times}4=(1+1+1){\times}4=(1{\times}4)+(1{\times}4)+(1{\times}4)+(1{\times}4)=4+4+4=4{\times}3$. It is argued that the distributive reasoning is also critical in learning the subsequent mathematics concepts, such as (a whole number)${\times}10$ or 100 and fraction concept and fraction multiplication.

• East Asian mathematical journal
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• v.28 no.2
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• pp.135-158
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• 2012

The ideals of the rings of integers are used to induce rational number system as operators(=group homomorphisms). We modify this inducing method to be effective in teaching rational numbers in secondary school. Indeed, this modification provides a nice model for explaining the equality property to define addition and multiplication of rational numbers. Also this will give some explicit ideas for students to understand the concept of 'field' efficiently comparing with the integer number system.

• International Journal of Control, Automation, and Systems
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• v.4 no.5
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• pp.645-652
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• 2006

In this paper a new type of filter, called the $H_2/H_{\infty}$ FIR filter, is proposed for discrete-time state space signal models. The proposed filter requires linearity, unbiased property, FIR structure, and independence of the initial state information in addition to the performance criteria in both $H_2$ and $H_{infty}$ sense. It is shown that $H_2,\;H_{\infty}$, and $H_2/H_{\infty}$ FIR filter design problems can be converted into convex programming problems via linear matrix inequalities (LMIs) with a linear equality constraint. Simulation studies illustrate that the proposed FIR filter is more robust against temporary uncertainties and has faster convergence than the conventional IIR filters.

• Kyungpook Mathematical Journal
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• v.56 no.3
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• pp.899-910
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• 2016

It is known that a semi-cubically hyponormal weighted shift need not satisfy the flatness property, in which equality of two weights forces all or almost all weights to be equal. So it is a natural question to describe all semi-cubically hyponormal weighted shifts $W_{\alpha}$ with first two weights equal. Let ${\alpha}$ : 1, 1, ${\sqrt{x}}$(${\sqrt{u}}$, ${\sqrt{v}}$, ${\sqrt{w}}$)^ be a backward 3-step extension of a recursively generated weight sequence with 1 < x < u < v < w and let $W_{\alpha}$ be the associated weighted shift. In this paper we characterize completely the semi-cubical hyponormal $W_{\alpha}$ satisfying the additional assumption of the positive determinant coefficient property, which result is parallel to results for quadratic hyponormality.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.95-110
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• 2016

Objective: The purpose of this study was to develop and examine the psychometric properties of the Client Satisfaction Questionnaire on multicultural family support services. Methods: The Client Satisfaction Questionnaire was designed to address key elements of the client's satisfaction with the services (i.e., family education, gender equality education, human right education, and social integration education) provided for multicultural families. The nationwide data were collected from 5,335 clients who participated in family education, 4,582 clients who participated in gender equality education, 4,777 clients who participated in human right education, and 5,547 clients who participated in social integration education at the multicultural family support center. Results: In general, the psychometric properties of the Client Satisfaction Questionnaire were satisfactory. Specifically, social validity was supported by 13 professors and local multicultural service center professionals and construct validity was tested and confirmed using a series of exploratory and confirmatory factor analyses. The split-half reliability and internal consistency of the questionnaire were also highly acceptable. Conclusion: The sound psychometric properties of the Client Satisfaction Questionnaire indicates that the it can be a useful tool for evaluating client satisfaction with the services provided by multicultural family support centers.