• Journal of the Korean Mathematical Society
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• v.43 no.1
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• pp.183-198
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• 2006

In this paper q-extensions of Genocchi numbers are defined and several properties of these numbers are presented. Properties of q-Genocchi numbers and polynomials are used to construct q-extensions of p-adic measures which yield to obtain p-adic interpolation functions for q-Genocchi numbers. As an application, general systems of congruences, including Kummer-type congruences for q-Genocchi numbers are proved.

• Journal of applied mathematics & informatics
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• v.37 no.3_4
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• pp.259-270
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• 2019

In this paper we define the degenerate Carlitz-type q-Euler polynomials by generalizing the degenerate Euler numbers and polynomials, degenerate Carlitz-type Euler numbers and polynomials. We also give some interesting properties, explicit formulas, a connection with degenerate Carlitz-type q-Euler numbers and polynomials.

• Communications of the Korean Mathematical Society
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• v.38 no.4
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• pp.1175-1189
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• 2023

The main purpose of this paper is to give some new identities and properties related to Bernoulli type numbers and polynomials associated with the Bessel function of the first kind. We give symmetric properties of the Bernoulli type numbers and polynomials. Moreover, using generating functions and the Faà di Bruno's formula, we derive some new formulas and relations related to not only these polynomials, but also the Bernoulli numbers and polynomials and the Euler numbers and polynomials.

• Journal for History of Mathematics
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• v.15 no.3
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• pp.17-24
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• 2002

It will be described the discovery of fundamental algebras such as complex numbers and the quaternions. Cardano(1539) was the first to introduce special types of complex numbers such as 5$\pm$$\sqrt{-15}$. Girald called the number a$\pm$$\sqrt{-b}$ solutions impossible. The term imaginary numbers was introduced by Descartes(1629) in “Discours la methode, La geometrie.” Euler knew the geometrical representation of complex numbers by points in a plane. Geometrical definitions of the addition and multiplication of complex numbers conceiving as directed line segments in a plane were given by Gauss in 1831. The expression “complex numbers” seems to be Gauss. Hamilton(1843) defined the complex numbers as paire of real numbers subject to conventional rules of addition and multiplication. Cauchy(1874) interpreted the complex numbers as residue classes of polynomials in R[x] modulo $x^2$＋1. Sophus Lie(1880) introduced commutators [a, b] by the way expressing infinitesimal transformation as differential operations. In this paper, it will be studied general quaternion algebras to finding of algebraic structure in Algebras.

• School Mathematics
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• v.12 no.4
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• pp.619-638
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• 2010

In this paper, we listed and reviewed some properties on polygonal numbers, pyramidal numbers and Pascal's triangle, and Fibonacci sequence. We discussed that the properties of gnomonic numbers, polygonal numbers and pyramidal numbers are explained integratively by introducing the generalized k-dimensional pyramidal numbers. And we also discussed that the properties of those numbers and relationships among generalized k-dimensional pyramidal numbers, Pascal's triangle and Fibonacci sequence are suitable for teaching and learning of mathematical reasoning and connections.

• Journal for History of Mathematics
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• v.21 no.1
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• pp.139-156
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• 2008

We investigate the inducing method of irrational numbers in junior high school, under algebraic as well as geometric point of view. Also we study the treatment of irrational numbers in the 7th national curriculum. In fact, we discover that i) incommensurability as essential factor of concept of irrational numbers is not treated, and ii) the concept of irrational numbers is not smoothly interconnected to that of rational numbers. In order to understand relationally the incommensurability, we suggest the method for inducing irrational numbers using construction in junior high school.

• Journal of the Korean Mathematical Society
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• v.56 no.2
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• pp.485-505
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• 2019

In 1935, D. H. Lehmer introduced and investigated generalized Euler numbers $W_n$, defined by $${\frac{3}{e^t+e^{wt}e^{w^2t}}}={\sum\limits_{n=0}^{\infty}}W_n{\frac{t^n}{n!}}$$, where ${\omega}$ is a complex root of $x^2+x+1=0$. In 1875, Glaisher gave several interesting determinant expressions of numbers, including Bernoulli and Euler numbers. These concepts can be generalized to the hypergeometric Bernoulli and Euler numbers by several authors, including Ohno and the second author. In this paper, we study more general numbers in terms of determinants, which involve Bernoulli, Euler and Lehmer's generalized Euler numbers. The motivations and backgrounds of the definition are in an operator related to Graph theory. We also give several expressions and identities by Trudi's and inversion formulae.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.53-75
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• 2012

When imaginary numbers were first encountered in the 16th century, mathematicians were able to calculate the imaginary numbers the same as they are today. However, it required 200 years to mathematically acknowledge the existence of imaginary numbers. The new mathematical situation that arose with a development in mathematics required a harmony of real numbers and imaginary numbers. As a result, the concept of complex number became clear. A history behind the development of complex numbers involved a process of determining a comprehensive perspective that ties real numbers and imaginary numbers in a single category, complex numbers. This came after a resolution of conflict between real numbers and imaginary numbers. This study identified the new perspective and way of mathematical thinking emerging from resolving the conflicts. Also educational implications of the analysis were discussed.

• The Mathematical Education
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• v.51 no.1
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• pp.21-45
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• 2012

The purpose of the study was to investigate how students understand each operations with whole numbers and fractions, and the relationship between their knowledge of operations with whole numbers and conceptual understanding of operations on fractions. Researchers categorized students' understanding of operations with whole numbers and fractions based on their semantic structure of these operations, and analyzed the relationship between students' understanding of operations with whole numbers and fractions. As the results, some students who understood multiplications with whole numbers as only situations of "equal groups" did not properly conceptualize multiplications of fractions as they interpreted wrongly multiplying two fractions as adding two fractions. On the other hand, some students who understood multiplications with whole numbers as situations of "multiplicative comparison" appropriately conceptualize multiplications of fractions. They naturally constructed knowledge of fractions as they build on their prior knowledge of whole numbers compared to other students. In the case of division, we found that some students who understood divisions with whole numbers as only situations of "sharing" had difficulty in constructing division knowledge of fractions from previous division knowledge of whole numbers.

• School Mathematics
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• v.4 no.2
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• pp.205-222
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• 2002

In school mathematics, the negative numbers have been instructed using the intuitive models such as the number line model, the counting model, and inductive-extrapolation on the additionand multiplication and using inverse operation on the subtraction and division. Theseinstructions on the negative numbers did not present their formal nature and caused the difficulty for students to understand their operations because of the incomplete function of the intuitive models. In this study, we tried to improve such problems of the instructions of the negative numbers on the basis of the didactical phenomenological analysis. First of all, we analysed the nature of the negative numbers and the cognitive obstructions through the examination about the historic process of them. Second, we examined hew the nature of the negative numbers were analysed and described in mathematics. Third, we explored the improving directions for them on the ground of the didactical phenomenological analysis. In school mathematics, the rules of operations using the intuitive models of the negative numbers have been Instructed rather than approaching toward the nature of them. The negative numbers have been developed from the necessity to find the general solution of equations. The study tries to approach the operations instructions of the negative numbers formative]y to overcome the problems of those that are using the intuitive models and to reflect the formative Furthermore of the negative numbers. Furthermore, we examine the way of the instruction of the negative numbers in real context so that the algebraic feature and the real context should be Interactive.