• Journal of the Chungcheong Mathematical Society
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• v.18 no.1
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• pp.23-31
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• 2005

In this paper, we observe the relation between the concept of generalized Gottlieb groups and the Hurewicz homomorphism.

• Communications of the Korean Mathematical Society
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• v.9 no.2
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• pp.385-391
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• 1994

In this report, given a Riemannian foliation F on a Riemannian manifold, we introduce the concept of F-Jacobi fields along normal geodesics to investigate geometric properties of the leaves of F.(omitted)

• Communications of the Korean Mathematical Society
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• v.13 no.1
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• pp.137-150
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• 1998

The purpose of this paper is to introduce and study the concept of fuzzy FC-compactness for fuzzy topological spaces.

• East Asian mathematical journal
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• v.39 no.1
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• pp.23-27
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• 2023

In this paper, we derive the some identities which are related to the multifactorial numbers and the Catalan numbers. We utilize the fundamental theorem of Riordan matrix to obtain those identities.

• The Mathematical Education
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• v.47 no.4
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• pp.447-465
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• 2008

The purpose of this study is to suggest effective teaching methods on the concept of infinity for students to obtain the right concept in the middle school curriculum. Many people have thought that infinity is something vouge and unapproachable. But, nowadays it is rather something with a precise definition that lies at the core of modern mathematics. To understand mathematics and science very well, it is necessary to comprehend the concept of infinity. But students tend to figure out the properties of infinite objects and limit concepts only through their experience closely related to finite process, and so they are apt to have their spontaneous intuition and misconception about it. Since most of them have cognitive obstacles in studying the infinite concepts and misconception, mathematics teachers need to help them overcome the obstacles and establish the right secondary intuition for the concepts through good examples and appropriate explanation. In this study, we consider the developing process of the concept of infinity in human history and give some comments and suggestions in teaching methods relative to that concept with new suitable examples.

• Journal for History of Mathematics
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• v.16 no.3
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• pp.57-68
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• 2003

Infinity is very important concept in mathematics. In history of mathematics, potential infinity concept conflicts with actual infinity concept for a long time. It is reason that actual infinity concept causes difficulty in our perceptions. This phenomenon is called epistemological obstacle by Brousseau. So, in this paper, we examine the infinity in terms of mathematical didactics. First, we examine the history of development of infinity and reveal the similarity between the history of debate about infinity and episternological obstacle of students. Next, we investigate obstacle of students about infinity and the contents of curriculum which treat the infinity Finally, we suggest the methods for overcoming obstacle in learning of infinity concept.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.355-372
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• 2020

The concept of infinite series is an important subject of major mathematics curriculum in college. For several centuries it has provided learners not only counter-intuitive obstacles but also central role of analysis study. As the understanding in concept on infinite series became foundation of development of calculus in history of mathematics, it is essential to present students to study higher mathematics. Most students having concept of infinite sum have no difficulty in mathematical contents such as convergence test of infinite series. But they have difficulty in organizing concept of infinite series of partial sum. Thus, in this study we try to analyze construct the concept of infinite series in terms of APOS theory and genetic decomposition. By checking to construct concept of infinite series, we try to get an useful educational implication on teaching of infinite series.

• Communications of the Korean Mathematical Society
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• v.12 no.3
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• pp.743-754
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• 1997

We introduce a class of finite and infinite moving average (MA) sequences of multivariate random vectors exponential marginals. The theory of dependence is used to show that in various cases the class of MA sequences consists of associated random variables. We utilize positive dependence properties to obtain some probability bounds for the multivariate processes.

• Journal of the Korean Mathematical Society
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• v.50 no.6
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• pp.1369-1400
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• 2013

The concept of "orbifold embedding" is introduced. This is more general than sub-orbifolds. Some properties of orbifold embeddings are studied, and in the case of translation groupoids, orbifold embedding is shown to be equivalent to a strong equivariant immersion.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.255-273
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• 2019

In order to help students to understand the essence of prime concepts, this study looked at the history of prime concept development and analyzed how to introduce the concept of textbooks. In ancient Greece, primes were multiplicative atoms. At that time, the unit was not a number, but the development of decimal representations led to the integration of the unit into the number, which raised the issue of primality of 1. Based on the uniqueness of factorization into prime factor, 1 was excluded from the prime, and after that, the concept of prime of the atomic context and the irreducible concept of the divisor context are established. The history of the development of prime concepts clearly reveals that the fact that prime is the multiplicative atom is the essence of the concept. As a result of analyzing the textbooks, the textbook has problems of not introducing the concept essence by introducing the concept of prime into a shaped perspectives or using game, and the problem that the transition to analytic concept definition is radical after the introduction of the concept. Based on the results of the analysis, we have provided several pedagogical implications for helping to focus on a conceptual aspect of prime number.