• The Mathematical Education
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• v.51 no.4
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• pp.455-469
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• 2012

Given the importance of mathematical connections in instruction, this paper analyzed the objects and the methods of mathematical connections according to the lesson flow featured in 20 elementary lessons selected as effective instructional methods by local educational offices in Korea. Mathematical connections tended to occur mainly in the introduction, the first activity, and the sum-up period of each lesson. The connection between mathematical concept and procedure was the most popular followed by the connection between concept and real-life context. The most prevalent method of mathematical connections was through communication, specifically the communication between the teacher and students, followed by representation. Overall it seems that the objects and the methods of mathematical connections were diverse and prevalent, but the detailed analysis of such cases showed the lack of meaningful connection. These results urge us to investigate reasons behind these seemingly good features but not-enough connections, and to suggest implications for well-connected mathematics teaching.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.395-410
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• 2012

When planning lessons and developing materials about mathematical teaching and learning, we should condignly change and reconstruct contents and orders in light of ranks and connections between subject materials. Moreover teachers should teach mathematical concepts so that students might understand then not only independently and disjunctively but also relationally and reflectively. For this, teachers have to prepare thoroughly. By analyzing advanced research for mathematical connections, this study categorizes them according to two conditions: internal-external and content-formality. Through this, tactical aspect similarity and indistinguishability between mathematical external connections and mathematical internal connections have been identified. Based upon this fact, this study proposed the principles and the examples of tactical aspect on mathematical Internal Connetions.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.601-620
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• 2013

The purpose of this study was to investigate elementary school teachers' perceptions of the implementation of mathematical connections. For this purpose, a survey was conducted with teachers in a random sample across the country, and questionnaires completed by 567 teachers from 28 elementary schools were analyzed. The results of this study showed that teachers recognized intellectual connections more than social connections as mathematical connections need to be done in class. They recognized that connections between mathematical concepts and real-life in intellectual connections were realized more frequently in mathematics classes. In the methods of mathematical connections, the use of reasoning and reflection of students' activity results did not occur frequently. For resources many teachers wanted practice giving real lessons. On the basis of these results, this paper provides several implications for future research on implementing mathematical connections.

• Communications of the Korean Mathematical Society
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• v.11 no.2
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• pp.423-443
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• 1996

The main purposer of the present paper is to derive the induced (Finsler) connections on the hypersurface from the Finsler connections of Cartan type (a Wagner, Miron, Cartan C- and Cartan Y- connection) of a Finsler space and to seek the necessary and sufficient conditions that the induced connections coincide with the intrinsic connections. And we show the differences of quantities with respect to the respective a connections and an induced Cartan connection. Finally we show some examples.

• School Mathematics
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• v.10 no.4
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• pp.573-581
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• 2008

School geometry takes various approaches such as deductive, analytic, and vector methods. Especially, the mathematical connections between these methods are closely related to the mathematical connections between geometry and algebra. This article analysed the geometric consequences of vector algebra from the viewpoint of teacher's subject-matter knowledge and investigated the connections between the geometric proof and the algebraic proof with vector and inner product.

• Bulletin of the Korean Mathematical Society
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• v.58 no.4
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• pp.959-972
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• 2021

In this paper, we define and classify minimal translation surfaces with respect to a kind of semi-symmetric metric connections and a kind of semi-symmetric non-metric connections in ℝ³ and ℝ³₁.

• Journal of the Chungcheong Mathematical Society
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• v.36 no.3
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• pp.163-169
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• 2023

In this article, we consider a vectorial linear connection which is determined by three fixed vector fields. Classifying these vectorial connections, we obtain a new type of generalized statistical manifolds which allow non-zero torsion.

• Korean Journal of Mathematics
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• v.20 no.2
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• pp.193-212
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• 2012

We investigate the properties of fuzzy connections. We find generating functions which induce fuzzy connections. In particular, we show that their connections relate to fuzzy relations.

• The Mathematical Education
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• v.53 no.1
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• pp.57-73
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• 2014

This study investigated the connections of mathematical thinking of students at the second, fourth, and sixth grades with regard to multiplication, fraction, and proportion, all of which have multiplicative structures. A paper-and-pencil test and subsequent interviews were conducted. The results showed that mathematical thinking including vertical thinking and relational thinking was commonly involved in multiplication, fraction, and proportion. On one hand, the insufficient understanding of preceding concepts had negative impact on learning subsequent concepts. On the other hand, learning the succeeding concepts helped students solve the problems related to the preceding concepts. By analyzing the connections between the preceding concepts and the succeeding concepts, this study provides instructional implications of teaching multiplication, fraction, and proportion.

• Korean Journal of Mathematics
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• v.27 no.4
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• pp.1109-1118
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• 2019

In this paper, we introduce the notion of residuated and Galois connections on adjoint triples and investigate their properties. Using the properties of residuated and Galois connections, we solve fuzzy relation equations and give their examples.