• Journal of the Korean Mathematical Society
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• v.48 no.4
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• pp.823-835
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• 2011

We investigate the continuity of (${\alpha},{\beta}$)-derivations on B(X) or $C^*$-algebras. We give some sufficient conditions on which (${\alpha},{\beta}$)-derivations on B(X) are continuous and show that each (${\alpha},{\beta}$)-derivation from a unital $C^*$-algebra into its a Banach module is continuous when and ${\alpha}$ ${\beta}$ are continuous at zero. As an application, we also study the ultraweak continuity of (${\alpha},{\beta}$)-derivations on von Neumann algebras.

• School Mathematics
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• v.12 no.3
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• pp.323-335
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• 2010

Linear algebra is not only applied comprehensively in the branches of mathematics such as algebra, analytics, and geometry but also utilized for finding solutions in various fields such as aeronautical engineering, electronics, biology, geology, mechanics and etc. Therefore, linear algebra should be easy and comfortable for not only mathematics majors but also for general students as well. However, most find it difficult to learn linear algebra. Why is it so? It is because many studying linear algebra fail to achieve a correct understanding or attain erroneous concepts through misleading knowledge they already have. Such cases cause learning disability and mistakes. This research suggests more effective method of teaching by analyzing difficulty and errors made in learning system of linear equations.

• The Mathematical Education
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• v.41 no.3
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• pp.233-256
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• 2002

This study investigated school mathematics curriculum of England, newly revised in 1998, focused on the 'number and algebra' domain among three major domains of the English curriculum. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The structure of the National Curriculum in England is composed of programmes of study and attainment targets. The former sets out what should be taught in mathematics at key stages 1, 2, 3, and 4 and provides the basis for planning schemes of work, and the latter sets out the knowledge, skills, and understanding that pupils of different abilities and matures are expected to have by the end of each key stage. Attainment targets are composed of eight levels and an additional level of increasing difficulty. According to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, England tends to deal with numbers more flexibly and naturally through the aquisition of mental methods, calculator use methods, etc, and emphasizes that mathematics be realistic and useful in solving a diverse number of problems confronted in everyday life.

• Korean Journal of Mathematics
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• v.24 no.3
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• pp.345-367
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• 2016

The concept of derivations of BCI-algebras was first introduced by Jun and Xin. In this paper, we introduce the notions of (l, r)-derivations, (r, l)-derivations and derivations of UP-algebras and investigate some related properties. In addition, we define two subsets $Ker_d(A)$ and $Fix_d(A)$ for some derivation d of a UP-algebra A, and we consider some properties of these as well.

• Journal of the Korean Mathematical Society
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• v.53 no.3
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• pp.489-501
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• 2016

In this paper, we study the rigidity under $K{\ddot{a}}hler$ deformation of the complex structure of odd Lagrangian Grassmannians, i.e., the Lagrangian case $Gr_{\omega}$(n, 2n+1) of odd symplectic Grassmannians. To obtain the global deformation rigidity of the odd Lagrangian Grassmannian, we use results about the automorphism group of this manifold, the Lie algebra of infinitesimal automorphisms of the affine cone of the variety of minimal rational tangents and its prolongations.

• Journal of the Korean Mathematical Society
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• v.60 no.2
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• pp.303-325
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• 2023

In this paper, we introduce relative Rota-Baxter systems on Leibniz algebras and give some characterizations and new constructions. Then we construct a graded Lie algebra whose Maurer-Cartan elements are relative Rota-Baxter systems. This allows us to define a cohomology theory associated with a relative Rota-Baxter system. Finally, we study formal deformations and extendibility of finite order deformations of a relative Rota-Baxter system in terms of the cohomology theory.

• Korean Journal of Mathematics
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• v.31 no.4
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• pp.521-536
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• 2023

This paper is a further development of the recent results by the author and coworker on the generalized sequential Fourier-Feynman transform for functionals in a Banach algebra Ŝ and some related functionals. We establish existence of the generalized first variation of these functionals. Also we investigate various relationships between the generalized sequential Fourier-Feynman transform, the generalized sequential convolution product and the generalized first variation of the functionals.

• School Mathematics
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• v.13 no.4
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• pp.581-598
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• 2011

Given the growing agreement that algebra should be taught in the early stage of the curriculum, considerable studies have been conducted with regard to early algebra in the elementary school. However, there has been lack of research on how to organize mathematic lessons to develop of algebraic reasoning ability of the elementary school students. This research attempted to gain specific and practical information on effective algebraic teaching and learning in the elementary school. An exploratory qualitative case study was conducted to the fourth graders. This paper focused on the associative law of the multiplication. This paper showed what kinds of activities a teacher may organize following three steps: (a) focus on the properties of numbers and operations in specific situations, (b) discovery of the properties of numbers and operations with many examples, and (c) generalization of the properties of numbers and operations in arbitrary situations. Given the steps, this paper included an analysis on how the students developed their algebraic reasoning. This study provides implications on the important factors that lead to the development of algebraic reasoning ability for elementary students.

• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.261-282
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• 2021

This study identified the meaning of mathematical justification and its characteristics for middle school math gifted students. 17 middle school math gifted students participated in questionnaires and written exams. Results show that the gifted students recognized justification in various meanings such as proof, systematization, discovery, intellectual challenge of mathematical justification, and the preference for deductive justification. As a result of justification exams, there was a difference in algebra and geometry. While there were many deductive justifications in both algebra and geometry questionnaires, the difference exists in empirical justifications: there were many empirical justifications in algebra, but there were few in geometry questions. When deductive justification was completed, the students showed satisfaction with their own justification. However, they showed dissatisfaction when they could not deductively justify the generality of the proposition using mathematical symbols. From the results of the study, it was found that justification education that can improve algebraic translation ability is necessary so that gifted students can realize the limitations and usefulness of empirical reasoning and make deductive justification.

• Journal of the Korean Mathematical Society
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• v.52 no.2
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• pp.239-268
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• 2015

Let Q be a finite quiver and $G{\subseteq}Aut(\mathbb{k}Q)$ a finite abelian group. Assume that $\hat{Q}$ and ${\Gamma}$ are the generalized Mckay quiver and the valued graph corresponding to (Q, G) respectively. In this paper we discuss the relationship between indecomposable $\hat{Q}$-representations and the root system of Kac-Moody algebra $g({\Gamma})$. Moreover, we may lift G to $\bar{G}{\subseteq}Aut(g(\hat{Q}))$ such that $g({\Gamma})$ embeds into the fixed point algebra $g(\hat{Q})^{\bar{G}}$ and $g(\hat{Q})^{\bar{G}}$ as a $g({\Gamma})$-module is integrable.