• Research in Mathematical Education
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• v.10 no.3 s.27
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• pp.189-203
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• 2006

Teaching of fractions is very challengeable for elementary and middle school teachers. Many teachers feel uncomfortable teaching the subject. How shall we introduce the concept of fractions? Shall we focus more on concept development or computational procedures and skills? What methodology can be used in teaching those important topics? These are the kind of questions many teachers and researchers try to answer. In this article, the authors are to look at this issue from a cross nation perspective, by examining how the Chinese mathematics curriculum and the Chinese teachers deal with this subject.

• Bulletin of the Korean Mathematical Society
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• v.30 no.1
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• pp.83-89
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• 1993

Applications of the classical Knaster-Kuratowski-Mazurkiewicz theorem [KKM] and the fixed point theory of multifunctions defined on convex subsets of topological vector spaces have been greatly improved by adopting the concept of convex spaces due to Lassonde[L]. Recently, this concept has been extended to pseudo-convex spaces, contractible spaces, or spaces having certain families of contractible subsets by Horvath[H1-4]. In the present paper we give a far-reaching generalization of the best approximation theorem of Ky Fan[F1, 2] to pseudo-metric spaces and improved versions of the well-known fixed point theorems due to Brouwer [B] and Schauder [S] for spaces having certain families of contractible subsets. Our basic tool is a generalized Fan-Browder type fixed point theorem in our previous works [P3, 4].

• Journal of the Korean Mathematical Society
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• v.43 no.3
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• pp.491-506
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• 2006

In this paper, we extend the concept of the group ${\varepsilon}(X)$ of self homotopy equivalences of a space X to that of an object in the category of pairs. Mainly, we study the group ${\varepsilon}(X,\;A)$ of pair homotopy equivalences from a CW-pair (X, A) to itself which is the special case of the extended concept. For a CW-pair (X, A), we find an exact sequence $1\;{\to}\;G\;{\to}\;{\varepsilon}(X,\;A)\;{to}\;{\varepsilon}(A)$ where G is a subgroup of ${\varepsilon}(X,\;A)$. Especially, for CW homotopy associative and inversive H-spaces X and Y, we obtain a split short exact sequence $1\;{\to}\;{\varepsilon}(X)\;{\to}\;{\varepsilon}(X{\times}Y,Y)\;{\to}\;{\varepsilon}(Y)\;{\to}\;1$ provided the two sets $[X{\wedge}Y,\;X{\times}Y]$ and [X, Y] are trivial.

• Communications of the Korean Mathematical Society
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• v.23 no.1
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• pp.19-27
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• 2008

The motivation mainly comes from the conditions of the (ordered) ideals to be prime or semiprime that are of importance and interest in (ordered) semigroups and in (ordered) $\Gamma$-semigroups. In 1981, Sen [8] has introduced the concept of the $\Gamma$-semigroups. We can see that any semigroup can be considered as a $\Gamma$-semigroup. The concept of ordered ideal extensions in ordered $\Gamma$-semigroups was introduced in 2007 by Siripitukdet and Iampan [12]. Our purpose in this paper is to introduce the concepts of the ordered n-prime ideals and the ordered n-semiprime ideals in ordered $\Gamma$-semigroups and to characterize the relationship between the ordered n-prime ideals and the ordered ideal extensions in ordered $\Gamma$-semigroups.

• Research in Mathematical Education
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• v.25 no.3
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• pp.227-244
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• 2022

The concrete-representational-abstract integrated (CRA-I) sequence is an explicit approach for teaching students who struggle in mathematics. This approach is beneficial because it assists students in the development of conceptual understanding. This article describes how the approach is used in general as well as its use with a specific geometry concept, area of a rectangle. The author will describe why one might choose CRA-I and the steps needed for implementation. Finally, the CRA-I steps will be shown with a lesson series related to teaching the concept of area. The article will describe lesson activities, methods, materials, and procedures.

• Honam Mathematical Journal
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• v.44 no.3
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• pp.419-431
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• 2022

Mannheim introduced the concept of a pair of curves, called as Mannheim partner curves, in 1878. Until now, Mannheim partner curves have been studied widely in the literature. In this study, we take into account of this concept according to Positional Adapted Frame (PAF) for the particles moving in the 3-dimensional Euclidean space. We introduce a new type special trajectory pairs which are called Mannheim partner P-trajectories in the Euclidean 3-space. The relationships between the PAF elements of this pair are investigated. Also, the relations between the Serret-Frenet basis vectors of Mannheim partner P-trajectories are given. Afterwards, we obtain the necessary conditions for one of these trajectories to be an osculating curve and for other to be a rectifying curve. Moreover, we provide an example including an illustrative figure.

• East Asian mathematical journal
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• v.39 no.2
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• pp.229-250
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• 2023

The purpose of this study is to investigate the impact of project learning using chatbots on artificial intelligence literacy. The subjects of the study were a total of 41 students from 1st to 3rd grade of general high school in Gyeonggi-do. Classes were held after school for a total of 6 hours, and the contents of the classes consisted of the concept and characteristics of artificial intelligence, the concept and expression of knowledge, OBT application for Kakao i open builder, guidance on how to create chatbots, and chatbot production practice. As a result of the pre- and post-test of the experimental group, the quantitative value of artificial intelligence literacy increased in all three grades. In the case of second-year students who set up a comparison group, when compared with the results of the comparison group, there was a significant positive effect on the AI literacy result, and female students were found to be more effective than male students.

• Bulletin of the Korean Mathematical Society
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• v.22 no.1
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• pp.17-22
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• 1985

B.M. Munshi and D.S. Bassan defined and developed the concept of super continuity in [5]. The concept has been investigated further by I. L. Reilly and M. K. Vamanamurthy in [6] where super continuity is characterized in terms of the semi-regularization topology. Super continuity is related to the concepts of .delta.-continuity and strong .theta.-continuity developed by T. Noiri in [7]. The purpose of this note is to derive relationships between super continuity and other strong continuity conditions and to develop additional properties of super continuous functions. Super continuity implies continuity, but the converse implication is false [5]. Super continuity is strictly between strong .theta.-continuity and .delta.-continuity and strictly between complete continuity and .delta.-continuity. The symbols X and Y will denote topological spaces with no separation axioms assumed unless explicity stated. The closure and interior of a subset U of a space X will be denoted by Cl(U) and Int(U) respectively and U is said to be regular open (resp. regular closed) if U=Int[Cl(U) (resp. U=Cl(Int(U)]. If necessary, a subscript will be added to denote the space in which the closure or interior is taken.

• Communications of the Korean Mathematical Society
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• v.39 no.3
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• pp.803-819
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• 2024

In our study, the integration of fuzzy graphs into classical graph theory gives rise to a novel concept known as "Fuzzy Super Subdivision." Let SS_f (G) be the fuzzy super subdivision graphs, by substituting a complete bipartite graph k_(2,m) (m = 1, 2, . . .) for each edge of a fuzzy graph. The attributes and properties of this newly proposed concept are briefly outlined, in addition to illustrative examples. Furthermore, significant findings are discussed on connectivity, size, degree and order of fuzzy super subdivision structures. To illustrate the practical implications of our approach, we present an application focused on analyzing the growth of infections in blood or urine samples using the Fuzzy Super Subdivision model.

• The Mathematical Education
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• v.56 no.1
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• pp.81-100
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• 2017

The concept of variable is a big idea to develop algebraic thinking. Variable has multiple meanings such as the unknown, a tool for generalization, and the relationship between varying quantities. In this study we analyzed in what ways the meanings of variable were presented in the current elementary mathematics textbooks and workbooks. The results showed that the most frequent meaning of variable was 'the unknown', 'a tool for generalization', and 'the relationship between varying quantities' in order. A close look at the results revealed that the same symbol was often used in representing different values of variable as the unknown. In taking variable as a tool for generalization, questions to provoke generalization were sometimes included not in the textbooks but in the teachers' manuals. The main focus in dealing with variable as the relationship between varying quantities was on finding out the dependent values compared to the independent ones. Building on these results, this study is expected to suggest implications for how to deal with variable concept in elementary mathematics instructional materials.