• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.25-55
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• 2003

In the school mathematics, the negative numbers have been instructed by means of intuitive models(concrete situation models, number line model, colour counter model), inductive-extrapolation approach, and the formal approach using the inverse operation relations. These instructions on the negative numbers have caused students to have the difficulty in understanding especially why the rules of signs hold. It is due to the fact that those models are complicated, inconsistent, and incomplete. So, students usually should memorize the sign rules. In this study we studied on the didactical phenomenology of the negative numbers as a foundational study for the improvement of teaching negative numbers. First, we analysed the formal nature of the negative numbers and the cognitive obstructions which have showed up in the historic-genetic process of them. Second, we investigated what the middle school students know about the negative numbers and their operations, which they have learned according to the current national curriculum. The results showed that the degree they understand the reasons why the sign rules hold was low Third, we instructed the middle school students about the negative number and its operations using the formal approach as Freudenthal suggest ed. And we investigated whether students understand the formal approach or not. And we analysed the validity of the new teaching method of the negative numbers. The results showed that students didn't understand the formal approach well. And finally we discussed the directions for improving the instruction of the negative numbers on the ground of these didactical phenomenological analysis.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.285-298
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• 2008

According to the 7th curriculum, irrational numbers should be introduced using infinite decimals in 9th grade. To do so, the relation between rational numbers and decimals should be explained in 8th grade. Preceding studies remarked that middle school students could understand the relation between rational numbers and decimals through the division appropriately. From the point of view with the arithmetic handling activity, I analyzed that the integers and terminating decimals was explained as decimals with repeating 0s or 9s. And, I reviewed the equivalent relations between irrational numbers and non-repeating decimals, rational numbers and repeating decimals. Furthermore, I suggested an alternative method of introducing irrational numbers.

• Honam Mathematical Journal
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• v.33 no.4
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• pp.529-534
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• 2011

In this paper, we consider the q-analogues of Euler numbers and polynomials using the fermionic p-adic invariant integral on $\mathbb{Z}_p$. From these numbers and polynomials, we derive some interesting identities and properties on the q-analogues of Euler numbers and polynomials.

• Journal of the Korean Data and Information Science Society
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• v.7 no.1
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• pp.105-112
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• 1996

Softwares including random number generation are abundant in modern informative society. But it's hard to get directly multivariate multinomial random numbers from existing softwares. Multivariate multinomial random numbers are greatly used in social and medical sciences. In this paper, we show that desired multivariate multinomial random numbers can be easily generated by the aids of existing random number generating software. Some characteristics of multivariate multinomial distribution are surveyd. Measures of association for the generated random numbers were computed and compared with population ones via simulation study.

• Journal of applied mathematics & informatics
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• v.35 no.5_6
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• pp.495-504
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• 2017

In this paper we construct the Carlitz's type q-tangent numbers $T_{n,q}$ and polynomials $T_{n,q}(x)$. From these numbers and polynomials, we establish some interesting identities and relations.

• Communications for Statistical Applications and Methods
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• v.11 no.2
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• pp.413-418
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• 2004

Statistically illiterate people seem to believe that there are some strategies for choosing winning numbers in lottery. One seemingly plausible strategy is to select the hot numbers which most frequently appeared in the past. In this article we investigate the existence of hot numbers in the Korean national lottery called Lotto. A numerical method is proposed to estimate the exact sampling distribution of test statistic for checking the existence of hot numbers among 45 possible numbers of choice.

• Journal of applied mathematics & informatics
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• v.30 no.1_2
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• pp.337-346
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• 2012

In this paper we construct a new type of twisted $q$-Genocchi numbers $G_{n,q,w}^{({\alpha})}$ and polynomials $G_{n,q,w}^{({\alpha})}(x)$. Some interesting results and relationships are obtained.

• Honam Mathematical Journal
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• v.33 no.3
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• pp.311-320
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• 2011

We in this paper construct Dirichlet's type twisted q-Euler numbers and polynomials with weight ${\alpha}$. We give some interestin identities some relations.

• Bulletin of the Korean Mathematical Society
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• v.56 no.2
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• pp.535-547
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• 2019

In this paper, by using the lower bound of linear forms in logarithms of Matveev and the theory of continued fractions by means of a variation of a result of Dujella and $Peth{\ddot{o}}$, we find all generalized Fibonacci numbers which are Pell numbers. This paper continues a previous work that searched for Pell numbers in the Fibonacci sequence.

• Kyungpook Mathematical Journal
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• v.61 no.3
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• pp.473-486
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• 2021

We establish some new combinatorial identities involving Euler polynomials and balancing (Lucas-balancing) polynomials. The derivations use elementary techniques and are based on functional equations for the respective generating functions. From these polynomial relations, we deduce interesting identities with Fibonacci and Lucas numbers, and Euler numbers. The results must be regarded as companion results to some Fibonacci-Bernoulli identities, which we derived in our previous paper.