• 대한수학회지
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• 제41권6호
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• pp.945-955
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• 2004

In this paper, we establish a number system in $R^n$ which arises from a Haar wavelet basis in connection with decompositions of certain Cuntz algebra representations on $L^2$( $R^n$). Number systems in $R^n$ are also of independent interest [9]. We study radix-representations of $\chi$ $\in$ $R^n$: $\chi$:$\alpha$$_{ι}$ $\alpha$$_{ι-1}$…$\alpha$$_1$$\alpha$$_{0}$ ㆍ$\alpha$$_{-1}$ $\alpha$$_{-2}$ … as $\chi$= $M^{ι}$$\alpha$$_{ι}$ $\alpha$＋…M$\alpha$$_1$＋$\alpha$$_{0}$ ＋ $M^{-1}$ $\alpha$$_{-1}$ ＋ $M^{-2}$ $\alpha$$_{-2}$ ＋… where each $\alpha$$_{k}$ $\in$ D, and D is some specified digit set. Our analysis uses iteration techniques of a number-theoretic flavor. The view-point is a dual one which we term fractals in the large vs. fractals in the small,illustrating the number theory of integral lattice points vs. fractions.s vs. fractions.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권2호
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• pp.129-148
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• 2014

In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338 in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participants teachers performed statistically significantly higher in advanced mathematics knowledge than their in-service counterparts. Among the inservice teachers, senior teachers had scored higher in school mathematics and teaching mathematics, compared with junior teachers. Yet participants' advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken has significantly positive correlation with school mathematics knowledge and advanced mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.

• 대한수학회보
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• 제52권3호
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• pp.699-705
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• 2015

Two well known facts from elementary number theory are proven by using Bergman spaces.

• Kyungpook Mathematical Journal
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• 제54권3호
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• pp.413-423
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• 2014

In this article we study different properties of the statistically convergent and statistically null sequence classes of fuzzy real numbers with fuzzy metric, like completeness, solidness, sequence algebra, symmetricity and convergence free.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권1호
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• pp.61-74
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• 2006

The ability of understanding the number and number systems, grasping the properties of number systems, and manipulating number systems is the foundation to understand algebra. It is useful to deepen students' mathematical understanding of number systems and operations. The authentic understanding of numbers and operations can make it possible for the students to manipulate algebraic symbols, to represent relationship among sets of numbers, and to use variables to investigate the properties of sets of numbers. The high school students need to understand the number systems from more abstract perspective. The purpose of this study is to study on understanding and application ability of eleventh graders of basic properties of operations with real numbers.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권3호
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• pp.215-233
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• 2008

Deep comprehension of basic mathematical notions and concepts is a basic condition of a successful teaching. Some elements of algebraic thinking belong to the elementary school mathematics. The question "What stays the same and what changes?" link arithmetic problems with algebraic conception of variable. We have studied beliefs and comprehensions of future elementary school mathematics teachers on early algebra. Pre-service teachers from three academic pedagogical colleges deal with mathematical problems from the pre-algebra point of view, with the emphasis on changes and invariants. The idea is that the intensive use of non-formal algebra may help learners to construct a better understanding of fundamental ideas of arithmetic on the strong basis of algebraic thinking. In this article the study concerning arithmetic series is described. Considerable number of pre-service teachers moved from formulas to deep comprehension of the subject. Additionally, there are indications of ability to apply the conception of change and invariance in other mathematical and didactical contexts.

• 한국초등수학교육학회지
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• 제22권2호
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• pp.115-142
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• 2018

본 연구는 국내에서 이루어진 초등 수학을 중심으로 초기 대수 교육 관련 연구의 동향을 파악하고 향후 과제를 도출하기 위하여 국내 주요 수학교육 학술지 6곳에 게재된 초기 대수 교육 관련 연구논문들을 분석하였다. 2000년부터 2017년까지 18년간 6개 학술지에 게재된 관련 논문 89편을 연구시기 및 학술지별, 연구 주제별, 연구 대상별로 범주화하고 경향을 확인하였다. 그 결과, 국내 초기 대수 교육 연구는 2000년부터 전반적으로 증가하였으며 2000년대 후반부터는 특정 연구자 그룹의 논문 편수가 큰 비중을 차지하고 있었다. 초기 대수 교육은 초등 수학 교육 분야임에도 불구하고, 초등 수학 교육 전문 학술지보다는 이외의 학술지에 더 많은 논문이 게재되었다. 연구 주제별로는 대부분의 연구가 대수적 사고의 비례 추론 내용 영역에 초점을 맞추고 있었다. 연구 대상은 학생 또는 교과서가 가장 많았고, 학생인 경우에는 초등 고학년을 대상으로 하는 연구가 가장 많았다. 이러한 연구 결과를 토대로 국내 초기 대수 교육 연구에 관한 향후 시사점을 제언하였다.

• East Asian mathematical journal
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• 제19권1호
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• pp.17-26
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• 2003

This paper demonstrates the CAS technique of analyzing the nature and the structure of the numerical error for education and research purposes. This also illustrates the CAS approach in experimenting with the numerical operations in an arbitrary computer number system and also in doing error analysis in a visual manner.

• 대한수학회논문집
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• 제38권2호
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• pp.355-364
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• 2023

In this paper, we investigate the sums of the elements in the finite set $\{x^k:1{\leq}x{\leq}{\frac{n}{m}},\;gcd_u(x,n)=1\}$, where k, m and n are positive integers and gcd_u(x, n) is the unitary greatest common divisor of x and n. Moreover, for some cases of k and m, we can give the explicit formulae for the sums involving some well-known arithmetic functions.

• 대한수학회지
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• 제57권3호
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• pp.777-792
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• 2020

We introduce the fractal expansions, sequences of integers associated to a number. We show that these sequences characterize the O-sequences and encode some information about lex segment ideals. Moreover, we introduce numerical functions called fractal functions, and we use them to solve the open problem of the classification of the Hilbert functions of any bigraded algebra.