• Honam Mathematical Journal
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• v.43 no.3
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• pp.403-416
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• 2021

It is known that the rank 2 stably free syzygy module P⁽²⁾ is not free. This algebraic fact was proved analytically, but this remarkable fact still lacks of a simple algebraic proof. The main purpose of this paper is to give a partially algebraic proof by making use of a theorem whose proof is quite topological, and the further properties of the module will be discussed.

• School Mathematics
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• v.4 no.3
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• pp.347-360
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• 2002

This study analyzed the mathematical and didactical contexts of the Euclid's proof about Pythagorean theorem and compared with the teaching methods about Pythagorean theorem in school mathematics. Euclid's proof about Pythagorean theorem which does not use the algebraic methods provide students with the spatial intuition and the geometric thinking in school mathematics. Furthermore, it relates to various mathematical concepts including the cosine rule, the rotation, and the transfor-mation which preserve the area, and so forth. Visual demonstrations can help students analyze and explain mathematical relationship. Compared with Euclid's proof, Algebraic proof about Pythagorean theorem is very simple and it supplies the typical example which can give the relationship between algebraic and geometric representation. However since it does not include various spatial contexts, it forbid many students to understand Pythagorean theorem intuitively. Since both approaches have positive and negative aspects, reciprocal complementary role is required in pedagogical aspects.

• The Mathematical Education
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• v.53 no.1
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• pp.93-110
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• 2014

Algebra deals with so general properties about number system that it is called as 'generalized arithmetic'. Observing students' activities in algebra classes, however, we can discover that recognition of the generality in algebraic proofs is not so easy. One of these difficulties seems to be caused by variables which play an important role in algebraic proofs. Many studies show that students have experienced some difficulties in recognizing the meaning and the role of variables in algebraic proofs. For example, the confusion between 2m+2n=2(m+n) and 2n+2n=4n means that students misunderstand independent/dependent variation of variables. This misunderstanding naturally has effects on understanding of the meaning of proofs. Furthermore, students also have a difficulty in making a transition from algebraic proof to numerical cases which have the same structure as the proof. This study investigates whether middle school students can recognize dependent generality and make a transition from proofs to numerical cases. The result shows that the participants of this study have a difficulty in both of them. Based on the result, this study also includes didactical implications for teaching the generality of algebraic proofs.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.359-374
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• 2014

Students' difficulties and errors in relation to mathematical proofs are worth while to say one of the dilemmas in mathematics education. The potential elements of their difficulty are scattered over the process of proving in geometry as well as algebra. This study aims to investigate whether middle school students understand the context of algebraic proof including literal expressions. We applied 24 third-grade middle school students a test item which shows a proof including a literal expression and missing the conclusion. Over the half of them responded wrong answers based on only the literal expression without considering its context. Three of them were interviewed individually to show their thinking. As a result, we could find some characteristics of their thinking including the perspective on proof as checking the validity of algebraic expression and the gap between proving and understanding of proof etc. From these, we also discussed about several didactical implications.

• Journal of applied mathematics & informatics
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• v.29 no.1_2
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• pp.505-510
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• 2011

We give a constructive proof that a (partial) evaluation of a multivariate algebraic function with algebraic numbers is again an algebraic function. Especially, we obtain a bound on the degree of an evaluation with the degrees of the original algebraic function and the algebraic numbers evaluated. Furthermore, we show that our bound is sharp with an example.

• Research in Mathematical Education
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• v.25 no.1
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• pp.65-89
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• 2022

Despite its recognition in the field of mathematics education and mathematics, students' understanding about proof and performance on proof tasks have been far from promising. Research has documented that teachers tend to accept empirical arguments as proofs. In this study, an online survey was administered to examine how Korean secondary mathematic teachers make judgements on mathematical arguments varied along representations. The results indicate that, when asked to judge how convincing to their students the given arguments would be, the teachers tended to consider how likely students understand the given arguments and this surfaces as a controversial matter with the algebraic argument being both most and least convincing for their students. The teachers' judgements on the algebraic argument were shown to have statistically significant difference with respect to convincingness to them, convincingness to their students, and validity as mathematical proof.

• The Mathematical Education
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• v.58 no.2
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• pp.161-185
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• 2019

This study aims to examine pre- and in-service mathematics teachers' reasoning and how they justify their reasoning. For this purpose, we developed a set of mathematical tasks that are based on mathematical contents for middle grade students and conducted the survey to pre- and in-service teachers in Korea. Twenty-five pre-service teachers and 8 in-service teachers participated in the survey. The findings from the data analysis suggested as follows: a) the pre- and in-service mathematics teachers seemed to be very dependent of the manipulation of algebraic expressions so that they attempt to justify only by means of procedures such as known algorithms, rules, facts, etc., rather than trying to find out a mathematical structure in the first instance, b) the proof that teachers produced did not satisfy the generality when they attempted to justify using by other ways than the algebraic manipulation, c) the teachers appeared to rely on using formulas for finding patters and justifying their reasoning, d) a considerable number of the teachers seemed to stay at level 2 in terms of the proof production level, and e) more than 3/4 of the participating teachers appeared to have difficulty in mathematical reasoning and proof production particularly when faced completely new mathematical tasks.

• Journal of the Korean Mathematical Society
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• v.44 no.5
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• pp.1079-1092
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• 2007

This paper studies the deformation theory of a holomorphic surjective map from a normal compact complex space X to a compact $K\"{a}hler$ manifold Y. We will show that when the target has non-negative Kodaira dimension, all deformations of surjective holomorphic maps $X{\rightarrow}Y$ come from automorphisms of an unramified covering of Y and the underlying reduced varieties of associated components of Hol(X, Y) are complex tori. Under the additional assumption that Y is projective algebraic, this was proved in [7]. The proof in [7] uses the algebraicity in an essential way and cannot be generalized directly to the $K\"{a}hler$ setting. A new ingredient here is a careful study of the infinitesimal deformation of orbits of an action of a complex torus. This study, combined with the result for the algebraic case, gives the proof for the $K\"{a}hler$ setting.

• Journal of the Korean Mathematical Society
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• v.41 no.4
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• pp.591-615
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• 2004

In this paper, we provide the algebraic foundations to the theory of relative $\ell$$_1$ homology. In particular, we prove that $\ell$$_1$ homology of topological spaces, both for the absolute case and for the relative case, depends only on their fundamental groups. We also provide a .proof of Gromov's Equivalence theorem for $\ell$$_1$ homology, stated by Gromov without proof [4].

• Bulletin of the Korean Mathematical Society
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• v.46 no.1
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• pp.67-69
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• 2009

Recent work by Gwena and Teixidor i Bigas provides a characteristic-free proof of a part of a previous theorem by one of us, under a stronger numerical assumption. By using an intermediate result from the mentioned manuscript, here we present a simpler, characteristic-free proof of the whole original statement.