• The Mathematical Education
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• v.42 no.4
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• pp.481-501
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• 2003

The main purpose of this work is to propose programs of algebra courses for the department of mathematics education of teacher training universities. Set Theory, Linear Algebra, Number Theory, Abstract Algebra I, Abstract Algebra II, and Philosophy of Mathematics for School Teachers are discussed in this article.

• Journal for History of Mathematics
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• v.16 no.1
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• pp.25-44
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• 2003

In this paper, we deal with the ‘dearithmetization’ of algebra. Historically, the origin of algebra comes from arithmetic. Also school algebra is related to arithmetic in general. However, we have many difficulties in teaching school algebra, and there is many problems for students to learn algebra from elementary arithmetic knowledges. This paper supposed that the solution of these problem may be founded in the ‘dearithmetization’ of algebra. And we supposed that the ‘dearithmetization’ of algebra may be developed by three historical achievements - the completion of symbolic algebra, the principle of permanence of form, and the expansion of number concepts. In order to justify these supposition, we investigate Peacock's ideas, i.e. ‘symbolic algebra’, ‘the principle of permanence of form’, and consider how the integer is introduced in modern mathematics. And we analyze various textbooks, and investigate the ‘dearithmetization’ of school algebra which has been progressed in the three fields - symbolic algebra, the principle of permanence of form, and the expansion of number concepts.

• Bulletin of the Korean Mathematical Society
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• v.42 no.3
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• pp.639-652
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• 2005

We find the class number of orders in a quaternion algebra over a dyadic local field.

• East Asian mathematical journal
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• v.21 no.1
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• pp.49-60
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• 2005

In this paper we introduced Semi-neutral BCK-algebra and investigate some of its properties. The notions of ideals and subalgebras coincide in Semi-neutral BCK-algebras. We also show that if the number of nonzero elements in a Semi-neutral BCK-algebra is n, then the number of ideals/subalgebras in it is $2^n$. Further, we solved an open problem posed by W.A. Dudek in [2].

• East Asian mathematical journal
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• v.29 no.4
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• pp.355-392
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• 2013

Generally school algebra is to start with introducing variables and algebraic expressions, which have major cognitive obstacles to students in the transfer from arithmetic to algebra. But the recent studies in the teaching school algebra argue the algebraic thinking from an early algebraic point of view. We compare the Korean elementary mathematics textbooks with Americans from this perspective. First, we discuss the history of school algebra in the school curriculum. And Second, we investigate the recent studies in relation to early algebra. We clarify the goals of this study(the importance of early algebra in the elementary school) through these discussions. Next we examine closely the number sense in the arithmetic and the symbol sense in the algebra. And we conclude that the operation sense can connect these senses within early algebra using the algebraic thinking. Finally, we compare the elementary mathematics books between Korean and American according to the components of the operation sense. In this comparative study, we identify a possibility of teaching algebraic thinking in the elementary mathematics and early algebra can be introduced to the elementary mathematics textbooks from aspects of the operation sense.

• Bulletin of the Korean Mathematical Society
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• v.38 no.4
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• pp.803-814
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• 2001

A projective Schur algebra associated with a partition of finite group G can be constructed explicitly by defining linear transformations of G. We will consider various linear transformations and count the number of equivalent classes in a finite group. Then we construct projective Schur algebra dimension is determined by the number of classes.

• Honam Mathematical Journal
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• v.26 no.1
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• pp.61-75
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• 2004

It is shown that every almost linear mapping $h:{\mathcal{A}}{\rightarrow}{\mathcal{B}}$ of a unital Poisson Banach algebra ${\mathcal{A}}$ to a unital Poisson Banach algebra ${\mathcal{B}}$ is a Poisson algebra homomorphism when h(xy) = h(x)h(y) holds for all $x,y{\in}\;{\mathcal{A}}$, and that every almost linear almost multiplicative mapping $h:{\mathcal{A}}{\rightarrow}{\mathcal{B}}$ is a Poisson algebra homomorphism when h(qx) = qh(x) for all $x\;{\in}\;{\mathcal{A}}$. Here the number q is in the functional equation given in the almost linear almost multiplicative mapping. We prove that every almost Poisson bracket $B:{\mathcal{A}}\;{\times}\;{\mathcal{A}}\;{\rightarrow}\;{\mathcal{A}}$ on a Banach algebra ${\mathcal{A}}$ is a Poisson bracket when B(qx, z) = B(x, qz) = qB(x, z) for all $x,z{\in}\;{\mathcal{A}}$. Here the number q is in the functional equation given in the almost Poisson bracket.

• Communications of the Korean Mathematical Society
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• v.24 no.3
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• pp.333-339
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• 2009

In this manuscript, we introduce the concept of an atomic subset of the hyper BCK-algebra and study its properties. Also, we give a characterization of the atomic hyper BCK-algebra and show that there are exactly (up to isomorphism) n atomic hyper BCK-algebras H with |H| = n for any natural number n.

• Journal of applied mathematics & informatics
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• v.14 no.1_2
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• pp.81-96
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• 2004

The level-m scaled circulant factor matrix over the complex number field is introduced. Its diagonalization and spectral decomposition and representation are discussed. An explicit formula for the entries of the inverse of a level-m scaled circulant factor matrix is presented. Finally, an algorithm for finding the inverse of such matrices over the quaternion division algebra is given.

• The Mathematical Education
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• v.40 no.2
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• pp.335-343
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• 2001

Algebra is important part of mathematics education. Recent days, many mathematics educators emphasize on real world situation. Form real situation, pupils make sense of concepts, and mathematize it by reflective thinking. After that they formalize the concepts in abstract. For example, operation in numbers develops these course. Operation in natural number is an arithmetic, but operation on real number is algebra. Transition from arithmetic to algebra has the cutting point in representing the concepts to mathematics sign system. In this note, we see the cognitive tendency of 10th grade about operation of real number, their cutting point of transition from arithmetic to algebra, and show some methods of helping pupils.