• Asia pacific journal of information systems
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• v.12 no.2
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• pp.99-118
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• 2002

In this paper, we propose a visual relational database query language, VRQL, by modifying and extending the recently proposed $VOQL^*$. Like $VOQL^*$, VRQL, based on ven Diagram and graph, naturally reflects the structure of schemas in queries and has recursive formal semantics. However, VRQL has relationally complete expressiveness, while $VOQL^*$ is only a conjunctive query language. In the logical definition part of VRQL, which is the relational version of $VOQL^*$, most features of $VOQL^*$ are retained, and the semantics of queries are based on the tuple relational calculus. In the procedural definition part of VRQL, by introducing the concept of VRQL view and set operations, the expressiveness of VRQL is increased to the level equivalent to that of the relational algebra. Due to the introduction of VRQL views, existing queries or temporary queries used in the process of creating queries can be represented with views, so that complex queries may be represented more conveniently. Set operations, used with VRQL views, enable us to represent various queries, beyond the expressiveness of conjunctive query languages.

• Honam Mathematical Journal
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• v.31 no.1
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• pp.125-136
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• 2009

After the introduction of fuzzy sets by Zadeh, there have been a number of generaizations of this fundamental concept. The notion of bipolar-valued fuzzy sets introduced by Lee is one among them. In this paper, we apply the concept of a bipolar-valued fuzzy set to quasi-associative ideals in BCI-algebras. The notion of a bipolar fuzzy quasi-associative ideal of a BCI-algebra is introduced, and some related properties are investigated. Characterizations of a bipolar fuzzy quasi-associative ideal are given. Extension property for a bipolar fuzzy QA-ideal is established.

• Bulletin of the Korean Mathematical Society
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• v.54 no.4
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• pp.1373-1386
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• 2017

In this paper, we introduce and explore suggested notions of 'above', 'below' and 'between' in general groupoids, Bin(X), as well as in more detail in several well-known classes of groupoids, including groups, semigroups, selective groupoids (digraphs), d/BCK-algebras, linear groupoids over fields and special cases, in order to illustrate the usefulness of these ideas. Additionally, for groupoid-classes (e.g., BCK-algebras) where these notions have already been accepted in a standard form, we look at connections between the several definitions which result from our introduction of these ideas as presented in this paper.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.10 no.6
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• pp.2835-2850
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• 2016

RSA is a public key cryptosystem that is currently the most popularly used in information security. Development of RSA variants has attracted many researchers since its introduction in 1978 by Ron Rivest, Adi Shamir, and Leonard Adleman. In this paper, we propose an algebraic structure for RSA and show that the proposed structure covers all known RSA variants. The usefulness of the proposed structure is then proved by showing that, following the structure we can construct a RSA variant based on the Bergman ring. We compare the original RSA and its variants from the point of view of factoring the modulus to determine why the original RSA is widely used than its variants.

• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.81-94
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• 2019

The purpose of this study is to investigate the meaning of CAS(Computer Algebra System) using in mathematics teaching and learning, and the change of the theory of mathematics teaching and learning caused by introduction of CAS. Especially, when CAS was introduced, some categories of assessment items were examined, and alternative assessment directions were presented and the implications of them were discussed.

• The Mathematical Education
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• v.50 no.2
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• pp.135-148
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• 2011

We can say that the history of mathematics is the history on the development of the number system. The number starts from Natural number and is constructed to Integer number and Rational number. The Rational number is not the complete number analytically so that Real number is completed by the idea of the nested interval method. Real number is completed analytically, however, is not by algebra, so the algebraically completed type of the rational number, through the way that similar to the process of completing real number, is Complex number. The purpose of this study is to show the most appropriate way for the development of the human being thinking about the teaching and leaning of Complex number. To do this, We have to consider the proof of the existence of Complex number, the background of the introduction of Complex number and the background knowledge that the teachers to teach Complex number should have. Also, this study analyzes the knowledge to be taught of Complex number based on the anthropological theory of didactics and finally presents the teaching method of Complex number based on this theory.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.215-232
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• 2005

Computer algebra system (CAS) calculators are becoming increasingly common in schools and universities. While Hey offer quite sophisticated mathematical capability to teachers and students, it is not clear at present how they may best be employed. In particular their integration into students' learning and problem-solving remains an issue. In this paper we address this issue through the lens of a study that considered the introduction of the TI-89 CAS calculator to students about to enter university. We describe a number of different aspects of the partnership they formed with the calculator as they began the process of instrumentation of the CAS in their learning.

• School Mathematics
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• v.5 no.1
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• pp.59-76
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• 2003

Algebraic signs are important on learning and problem solving of algebra. This study investigated the contents of letters and expressions in textbooks by syntactics, semantics and pragmatics, and considered the introduction and extension processes of algebraic signs didactically. We also categorized the signs, and looked into textbook problems in view of semiotic. The result is that textbook is constructed in syntactics and semantics. Finally, the assessment of 7th grade students' competence in syntactics, semantics, syntactics+- semantics, pragmatics, and problem solving shows that students' ability in syntactics and pragmatics Is a predictive variable for algebraic problem solving.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.139-170
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• 2022

In relation to differentiated mathematics education, Russia has a longer experience in research and practice than Korea. The mathematics curriculum for 10-11 grades currently in use in Russia is a level-specific curriculum and consists of a basic level and an advanced level. And in Russia mathematics textbooks for 10-11 grades are also textbooks for each level. In this study, we analyzed basic level textbook and advanced level textbook written by the same author group among the textbooks 'Algebra and Introduction of Mathematical Analysis' of the 10th grade in Russia. To analyze the main learning contents and textbook descriptions that were added in advanced level the 'real numbers' and 'complex numbers' sections were studied. The main contents of basic and advanced level textbooks for 'functions', 'trigonometric functions', 'trigonometric equations', 'conversions of trigonometric expressions', and 'derivatives', which are included in both basic and advanced textbooks were compared and analyzed, and the descriptive characteristics of the definitions and theorems presented in the two levels of textbooks were also compared and analyzed. From the results of this study, it is expected that various information on the contents of various level textbooks of mathematics, the differences between textbooks for each level, and strategies for the composition of textbooks for various level can be accumulated.