• Communications of the Korean Mathematical Society
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• v.25 no.3
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• pp.405-417
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• 2010

We prove the generalized Hyers-Ulam stability of the generalized quadratic functional equation $$f(rx\;+\;sy)\;=\;r^2f(x)\;+\;s^2f(y)\;+\;\frac{rs}{2}[f(x\;+\;y)\;-\;f(x\;-\;y)]$$ in fuzzy Banach spaces, where r, s are non-zero rational numbers with $r^2\;+\;s^2\;{\neq}\;1$.

• The Pure and Applied Mathematics
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• v.28 no.4
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• pp.377-386
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• 2021

In this paper, we use theta-function identities involving parameters 𝑙_5,n, 𝑙'_5,n, and 𝑙'_5,4n to evaluate the Rogers-Ramanujan continued fractions $R(e^{-2{\pi}{\sqrt{n/20}}})$ and $S(e^{-{\pi}{\sqrt{n/5}}})$ for some positive rational numbers n.

• Communications of the Korean Mathematical Society
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• v.37 no.4
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• pp.1259-1267
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• 2022

In this paper we present a full circle approximation method using parametric polynomial curves with algebraic coefficients which are curvature continuous at both endpoints. Our method yields the n-th degree parametric polynomial curves which have a total number of 2n contacts with the full circle at both endpoints and the midpoint. The parametric polynomial approximants have algebraic coefficients involving rational numbers and radicals for degree higher than four. We obtain the exact Hausdorff distances between the circle and the approximation curves.

• Honam Mathematical Journal
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• v.43 no.2
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• pp.259-267
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• 2021

Given 𝛽 > 1, we consider real numbers whose 𝛽-expansions are Sturmian words. When the slope of Sturmian words varies, their behaviors have been well studied from analytical point of view. The regularity enables us to find the Fourier series expansion, while the singularity at rational slopes yields a new kind of trigonometric series representing 𝜋.

• Journal of applied mathematics & informatics
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• v.40 no.3_4
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• pp.765-767
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• 2022

The inverse Galois problem concerns whether or not every finite group appears as the Galois group of some Galois extension of the rational numbers. This problem, first posed in the early 19th century, is unsolved. In other words, we consider a pair - the group G and the field K. The question is whether there is an extension field L of K such that G is the Galois group of L. In this paper we present the proof that any group G is a Galois group of any field extension. In other words, we only consider the group G. And we present the solution to the inverse Galois problem.

• Journal of the Korean Mathematical Society
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• v.61 no.2
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• pp.293-307
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• 2024

In this paper, we give a general method to compute the linear independence measure of 1, log(1 - 1/r), log(1 + 1/s) for infinitely many integers r and s. We also give improvements for the special cases when r = s, for example, ν(1, log 3/4, log 5/4) ≤ 9.197.

• Education of Primary School Mathematics
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• v.21 no.4
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• pp.375-395
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• 2018

This study examines the influence of the bodily interaction with digital technology on meaning-making process in a mathematical activity. Increasing interest in the use of multi-touch dynamic digital technology has brought the movement of the body to the center of research focus in recent mathematics education literature. Thereby, we investigate the process in which the meaning of the density of rational numbers emerges around the bodily interaction on the multi-touch dynamic digital technology. We analyze a case of a small group of primary school students with microethnography. In the result, the students formed the higher level of meaning of the density, where the finger movement of zooming in-and-out played a crucial role throughout the meaning-maknig process.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.1-14
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• 2012

Since JiuZhang SuanShu(九章算術), the basic field of the traditional mathemtics in Eastern Asia is the field of rational numbers and hence irrational solutions of equations should be replaced by rational approximations. Thus approximate solutions of equations became a very important subject in theory of equations. We first investigate the history of approximate solutions in Chinese sources and then compare them with those in Chosun mathematics. The theory of approximate solutions in Chosun has been established in SanHakWonBon(算學原本) written by Park Yul(1621 - 1668) and JuSeoGwanGyun(籌書管見, 1718) by Cho Tae Gu(趙泰耉, 1660-1723). We show that unlike the Chinese counterpart, Park and Cho were concerned with errors of approximate solutions and tried to find better approximate solutions.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.355-376
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• 2010

This research was about analyzing students' major error types in the field of elementary 1st grade mathematics numbers and operations, and formulating and applying effective teaching methods to find out their effects. Among the errors the students were making, it was found that in the field of numbers there was more than 50% chance of making calculation mistakes in 50 rounds of rational counting. Also, in the field of operations, it was discovered that most of students' mistakes had to do with subtraction. The results from the classification of the 4 types of error showed that most errors were made from having inaccurate concept of knowledge and definition. Thus, it can be concluded that when elementary 1st grade teachers teach students mathematics, it is most important that they put best effort into firmly establishing the students fundamental concept, definition, facts, and functions. For that matter, students were interviewed one by one, and by implementing learning method using some concrete materials as tools, students were able to fix their own errors. More importantly, students were able to gain interest and become more willing to participate by joining in this program, which led to more effective guidance.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.323-339
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• 2011

The expansion of exponential law as the law of calculation of integer numbers can be a good material for the students to experience an extended configuration which is based on an algebraic principle of the performance of equivalent forms. While current textbooks described that exponential law can be expanded from natural number to integer, rational number and real number, most teachers force students to accept intuitively that the exponential law is valid although exponent is expanded into real number. However most teachers overlook explaining the value of exponent of rational number or exponent of irrational number so most students have a lot of questions whether this value is a rational number or a irrational number. Related to students' questions, most teacher said that it is out of the current curriculum and students will learn it after going to college instead of detailed answers. In this paper, we will present several examples and the values about irrational exponents of a positive rational and irrational exponents of a positive irrational number, and study the recognition and fallacy of would-be teachers about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law.