• East Asian mathematical journal
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• v.28 no.2
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• pp.159-172
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• 2012

In all Mathematics I Textbooks(Kim, S. H., 2010; Kim, H. K., 2010; Yang, S. K., 2010; Woo, M. H., 2010; Woo, J. H., 2010; You, H. C., 2010; Youn, J. H., 2010; Lee, K. S., 2010; Lee, D. W., 2010; Lee, M. K., 2010; Lee, J. Y., 2010; Jung, S. K., 2010; Choi, Y. J., 2010; Huang, S. K., 2010; Huang, S. W., 2010) in high schools in Korea these days, it is written and taught that for a positive real number $a$, $a^{\frac{m}{n}}$ is defined as $a^{\frac{m}{n}}={^n}\sqrt{a^m}$, where $m{\in}\mathbb{Z}$ and $n{\in}\mathbb{N}$ have common prime factors. For that situation, the author shows his opinion that the definition is not well-defined and $a^{\frac{m}{n}}$ must be defined as $a^{\frac{m}{n}}=({^n}\sqrt{a})^m$, whenever $^n\sqrt{a}$ is defined, based on the field axiom of the real number system including rational number system and natural number system. And he shows that the following laws of exponents for reals: $$\{a^{r+s}=a^r{\cdot}a^s\\(a^r)^s=a^{rs}\\(ab)^r=a^rb^r$$ for $a$, $b$>0 and $s{\in}\mathbb{R}$ hold by the completeness axiom of the real number system and the laws of exponents for natural numbers, integers, rational numbers and real numbers are logically equivalent.

• Journal of Educational Research in Mathematics
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• v.23 no.1
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• pp.17-35
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• 2013

The purpose of this study was to analyze the extendibility of division algorithm and Euclid algorithm for integers to algorithms for rational numbers based on word problems of fraction division. This study serviced to upgrade professional development of elementary and secondary mathematics teachers. In this paper, fractions were used as expressions of rational numbers, and they also represent rational numbers. According to discrete context and continuous context, and measurement division and partition division etc, divisibility was classified into two types; one is an abstract algebraic point of view and the other is a generalizing view which preserves division algorithms for integers. In the second view, we raised some contextual problems that can be used in school mathematics and then we discussed division algorithm, the greatest common divisor and the least common multiple, and Euclid algorithm for fractions.

• Communications of the Korean Mathematical Society
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• v.21 no.3
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• pp.429-432
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• 2006

We use Cauchy's functional equation to construct a new non-measurable set which is a (vector) subspace of \mathbb{R}$ and is of a codimensiion 1, considering \mathbb{R}$, the set of real numbers, as a vector space over a field \mathbb{Q}$ of rational numbers. Moreover, we show that \mathbb{R}$ can be partitioned into a countable family of disjoint non-measurable subsets.

• Journal of applied mathematics & informatics
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• v.32 no.5_6
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• pp.843-848
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• 2014

In this paper, we investigate the boundedness character, the periodic character and the global behavior of positive solutions of the difference equation $$x_{n+1}=p_n+\frac{x_n}{x_{n-1}},\;n=0,1,{\cdots}$$ where $\{p_n\}$ is a two periodic sequence of nonnegative real numbers and the initial conditions $x_{-1}$, $x_0$ are arbitrary positive real numbers.

• Journal of applied mathematics & informatics
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• v.38 no.1_2
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• pp.1-12
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• 2020

In this paper, we solve the difference equation $x_{n+1}={\frac{x_nx_{n-2}}{ax_n-bx_{n-2}}}$, n = 0, 1, …, where a and b are positive real numbers and the initial values x_-2, x_-1 and x₀ are real numbers. We also find invariant sets and discuss the global behavior of the solutions of aforementioned equation.

• Kyungpook Mathematical Journal
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• v.55 no.4
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• pp.753-771
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• 2015

A complete invariant defined for (closed connected orientable) 3-manifolds is an invariant defined for the 3-manifolds such that any two 3-manifolds with the same invariant are homeomorphic. Further, if the 3-manifold itself can be reconstructed from the data of the complete invariant, then it is called a characteristic invariant defined for the 3-manifolds. In a previous work, a characteristic lattice point invariant defined for the 3-manifolds was constructed by using an embedding of the prime links into the set of lattice points. In this paper, a characteristic rational invariant defined for the 3-manifolds called the characteristic genus defined for the 3-manifolds is constructed by using an embedding of a set of lattice points called the PDelta set into the set of rational numbers. The characteristic genus defined for the 3-manifolds is also compared with the Heegaard genus, the bridge genus and the braid genus defined for the 3-manifolds. By using this characteristic rational invariant defined for the 3-manifolds, a smooth real function with the definition interval (-1, 1) called the characteristic genus function is constructed as a characteristic invariant defined for the 3-manifolds.

• Journal of applied mathematics & informatics
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• v.24 no.1_2
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• pp.295-303
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• 2007

In this paper we investigate the boundedness character of the positive solutions of the rational difference equation of the form $$x_{n+1}=\frac{a_0+{{\sum}^k_{j=1}}a_jx_{n-j+1}}{b_0+{{\sum}^k_{j=1}}b_jx_{n-j+1}},\;\;n=0,\;1,...$$ where $k{\in}N,\;and\;a_j,b_j,\;j=0,\;1,...,\;k $, are nonnegative numbers such that $b_0+{{\sum}^k_{j=1}}b_jx_{n-j+1}>0$ for every $n{\in}N{\cup}\{0\}$. In passing we confirm several conjectures recently posed in the paper: E. Camouzis, G. Ladas and E. P. Quinn, On third order rational difference equations(part 6), J. Differ. Equations Appl. 11(8)(2005), 759-777.

• Communications of the Korean Mathematical Society
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• v.35 no.2
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• pp.417-445
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• 2020

The purpose of this article is to continue the study of q, 𝜔-special functions in the spirit of Wolfgang Hahn from the previous papers by Annaby et al. and Varma et al., with emphasis on q, 𝜔-Apostol Bernoulli and Euler polynomials, Ward-𝜔 numbers and multiple q, 𝜔power sums. Like before, the q, 𝜔-module for the alphabet of q, 𝜔-real numbers plays a crucial role, as well as the q, 𝜔-rational numbers and the Ward-𝜔 numbers. There are many more formulas of this type, and the deep symmetric structure of these formulas is described in detail.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.375-396
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• 2022

In this paper, to provide an idea for the 2022 revised mathematics curriculum by restructuring the content of the 2015 mathematics curriculum, the content elements of recurring decimals of textbooks, which showed differences in the curriculum of Korea and Japan, were analyzed. As a result of this study, in Korea, before the introduction of the concept of irrational numbers, repeating decimals were defined in the second year of middle school, and the relationship between repeating decimals and rational numbers was dealt with. In Japan, after studying irrational numbers in the third year of middle school, the terminology of repeating decimals is briefly dealt with. Then, when learning the concept of limit in the high school <Mathematics III> subject, the relationship between rational numbers and repeating decimals is dealt with. Based on the results of the study, in relation to the optimization of the amount of learning in the 2022 curriculum revision, implications for the introduction period of the circular decimal number, alternatives to the level of its content, and the teaching and learning methods were proposed.

• Journal of applied mathematics & informatics
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• v.28 no.3_4
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• pp.797-804
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• 2010

The aim of this paper is to investigate the global stability, periodic nature, oscillation and the boundedness of solutions of the difference equation $x_{n+1}\;=\;\frac{A+Bx_{n-1}}{C+Dx_n^2}$, n = 0, 1, 2, ... where A, B are nonnegative real numbers and C, D > 0.