• Communications of the Korean Mathematical Society
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• v.31 no.2
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• pp.261-262
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• 2016

We present a short and very elementary proof that each finite BCK-algebra is solvable. It is a positive answer to the question posed in [4].

• East Asian mathematical journal
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• v.35 no.4
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• pp.467-488
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• 2019

The purpose of this study is to analyze multiplication facts(1st and 0th multiplication) in elementary mathematics. In the 2015 revised curriculum, students learn multiplication and multiplication facts in the 2nd grade. Many teachers experience difficulties in organizing the multiplication problem situation in multiplication facts(1st and 0th multiplication). This study aims to consider the causes of these difficulties and devise teaching methods. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2015 revised curriculum) and the six foreign elementary mathematics textbooks(Taiwan, Japan, Finland, Unites States, Hongkong, Singapore). As a result, the multiplication problem situation and the multiplication model assume the same bundle and bundle model. Also, we must consider the teaching timing of multiplication facts(1st and 0th multiplication) and the use of commutative law. In this study, we proposed a multiplication teaching scheme in consideration of the multiplication problem situation and teaching model, teaching period and commutative law etc.. to teach multiplication facts(1st and 0th multiplication) in elementary mathematics.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.473-495
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• 2011

Across the secondary school, students deal with the algebraic conditions like as identity, inverse, commutative law, associative law and distributive law. The algebraic structures, group, ring and field, are determined by these algebraic conditions. But the conditioning of these algebraic structures are not mentioned at all, as well as the meaning of the algebraic structures. Thus, students is likely to be considered the algebraic conditions as productions from the number sets. In this study, we systematize didactically the meanings of algebraic conditions and algebraic structures, considering connections between the number systems and the solutions of the equation. Didactically systematizing is to construct the model for student's natural mental activity, that is, to construct the stream of experience through which students are considered mathematical concepts as productions from necessities and high probability. For this purpose, we develop the program for the gifted, which its objective is to teach the meanings of the number system and to grasp the algebraic structure conceptually that is guaranteed to solve equations. And we verify the effectiveness of this developed program using didactical experiment. Moreover, the program can be used in ordinary students by replacement the term 'algebraic structure' with the term such as identity, inverse, commutative law, associative law and distributive law, to teach their meaning.

• Journal of Mechanical Science and Technology
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• v.19 no.2
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• pp.549-557
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• 2005

The requirements of multi-resolution models of feature-based solids, which represent an object at many levels of feature detail, are increasing for engineering purposes, such as analysis, network-based collaborative design, virtual prototyping and manufacturing. To provide multi-resolution models for various applications, it is essential to generate adequate solid models at varying levels of detail (LOD) after feature rearrangement, based on the LOD criteria. However, the non-commutative property of the union and subtraction Boolean operations is a severe obstacle to arbitrary feature rearrangement. To solve this problem we propose history-based Boolean operations that satisfy the commutative law between union and subtraction operations by considering the history of the Boolean operations. Because these operations guarantee the same resulting shape as the original and reasonable shapes at the intermediate LODs for an arbitrary rearrangement of its features, various LOD criteria can be applied for multi-resolution modeling in different applications.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2002.05a
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• pp.836-839
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• 2002

This paper describes the selective Boolean operations on non-manifold geometric models whose union and subtraction operations are communicative. These operations guarantee the same resulting shape in spite of change of the order of Boolean operations, and the integrity of the model for omission of some features. In addition, a B-rep model for a modified modeling history is obtained in a short time, as no boundary evaluation is necessary. These features enable easy implementation of multi-resolution representation of B-rep models.

• Journal of Information Processing Systems
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• v.11 no.4
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• pp.630-642
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• 2015

In Jøsang's subjective logic, the fusion operator is not able to fuse three or more opinions at a time and it cannot consider the effect of time factors on fusion. Also, the base rate (a) and non-informative prior weight (C) could not change dynamically. In this paper, we propose an Improved Subjective Logic Model with Evidence Driven (ISLM-ED) that expands and enriches the subjective logic theory. It includes the multi-agent unified fusion operator and the dynamic function for the base rate (a) and the non-informative prior weight (C) through the changes in evidence. The multi-agent unified fusion operator not only meets the commutative and associative law but is also consistent with the researchers's cognitive rules. A strict mathematical proof was given by this paper. Finally, through the simulation experiments, the results show that the ISLM-ED is more reasonable and effective and that it can be better adapted to the changing environment.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.239-259
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• 2011

This study investigated the elementary school students' ability on the algebraic reasoning as generalized arithmetic. It analyzed the written responses from 648 second graders, 688 fourth graders, and 751 sixth graders using tests probing their understanding of the properties of whole number operations. The result of this study showed that many students did not recognize the properties of operations in the problem situations, and had difficulties in applying such properties to solve the problems. Even lower graders were quite successful in using the commutative law both in addition and subtraction. However they had difficulties in using the associative and the distributive law. These difficulties remained even for upper graders. As for the associative and the distributive law, students had more difficulties in solving the problems dealing with specific numbers than those of arbitrary numbers. Given these results, this paper includes issues and implications on how to foster early algebraic reasoning ability in the elementary school.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.1-22
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• 2017

The properties of arithmetic are considered as essential to understand the principles of calculation and develop effective strategies for calculation in the elementary school level, thanks to agreement on early algebra. Therefore elementary students' misunderstanding of the properties of arithmetic might cause learning difficulties as well as misconcepts in their following learning processes. This study aims to provide elementary teachers a part of pedagogical content knowledge about the properties of arithmetic and to induce some didactical implications for teaching the properties of arithmetic in the elementary school level. To do this, elementary school mathematics textbooks since the period of the first curriculum were analyzed. These results from analysis show which properties of arithmetic have been taught, when they were taught, and how they were taught. Based on them, some didactical implications were suggested for desirable teaching of the properties of arithmetic.

• School Mathematics
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• v.11 no.4
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• pp.745-771
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• 2009

To acquire the hints of the development of children's multiplication strategies, this study tried to find the differences between the students who learned multiplication and the students who didn't. And we also tried to explore their acquired computational resources. As a result, we confirm that there is a certain direction on the development of children's multiplication strategies according to their grades and the level of acquirement of mathematical knowledge. Moreover, we comprehend that commutative law is an important part of the strategies on two-digit multiplication and that acquisition of the computational resources must precede the learning of multiplication strategies. In the end part, this article proposes a new taxonomy of strategies for multiplication. To support our proposal, we integrated the prior researches with our findings.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.367-382
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• 2005

In this paper, we deal with various contents relating to the group concept in school mathematics and teaching of algebraic structures indirectly by combining these contents. First, we consider structure of knowledge based on Bruner, and apply these discussions to the teaching of algebraic structure in school algebra. As a result of these analysis, we can verify that the essence of algebraic structure is group concept. So we investigate the previous researches about group concept: Piaget, Freudenthal, Dubinsky. In our school, the contents relating to the group concept have been taught from elementary level indirectly. Tn elementary school, the commutative law and associative law is implicitly taught in the number contexts. And in middle school, various linear equations are taught by the properties of equality which include group concept. But these algebraic contents is not related to the high school. Though we deal with identity and inverse in the binary operations in high school mathematics, we don't relate this algebraic topics with the previous learned contents. In this paper, we discussed algebraic structure focusing to the group concept to obtain a connectivity among school algebra. In conclusion, the group concept can take role in relating these algebraic contents and teaching the algebraic structures in school algebra.