• Journal of Internet Computing and Services
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• v.20 no.6
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• pp.21-28
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• 2019

Process mining is state-of-the-art technology in the workflow field. Recently, process mining becomes more important because of the fact that it shows the status of the actual behavior of the workflow model. However, as the process mining get focused and developed, the material of the process mining - workflow event log - also grows fast. Thus, the process mining algorithms cannot operate with some data because it is too large. To solve this problem, there should be a lightweight process mining algorithm, or the event log must be divided and processed partly. In this paper, we suggest a set of operations that control and edit XES based event logs for process mining. They are designed based on relational algebra, which is used in database management systems. We designed three operations for tailoring XES event logs. Select operation is an operation that gets specific attributes and excludes others. Thus, the output file has the same structure and contents of the original file, but each element has only the attributes user selected. Union operation makes two input XES files into one XES file. Two input files must be from the same process. As a result, the contents of the two files are integrated into one file. The final operation is a slice. It divides anXES file into several files by the number of traces. We will show the design methods and details below.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.569-590
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• 2023

The purpose of this case study is to compare and analyze the covariational reasoning levels of two middle school students revealed in the process of solving and generalizing algebra word problems. A class was conducted with two middle school students who had not learned quadratic equations in school mathematics. During the retrospective analysis after the class was over, a noticeable difference between the two students was revealed in solving algebra word problems, including situations where speed changes. Accordingly, this study compared and analyzed the level of covariational reasoning revealed in the process of solving or generalizing algebra word problems including situations where speed is constant or changing, based on the theoretical framework proposed by Thompson & Carlson(2017). As a result, this study confirmed that students' covariational reasoning levels may be different even if the problem-solving methods and results of algebra word problems are similar, and the similarity of problem-solving revealed in the process of solving and generalizing algebra word problems was analyzed from a covariation perspective. This study suggests that in the teaching and learning algebra word problems, rather than focusing on finding solutions by quickly converting problem situations into equations, activities of finding changing quantities and representing the relationships between them in various ways.

• Research in Mathematical Education
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• v.15 no.2
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• pp.197-208
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• 2011

By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers' language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers' language of instruction is high and vary in types, most of the teachers' language is teachers' question; (2) In the different teaching process, the proportion of time was taken in teachers' language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers' language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers' questions are the main teachers' language of instruction.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.457-472
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• 2002

In this paper, we deal with the algebraic thinking from the perspective of ‘process’ and ‘object’ aspects. Generally, mathematical concepts have come from the concrete process. We consider the origin of algebra as the arithmetic calculations. Also, the concept of school arithmetic is beginning from actions or procedures. However, in order to develop the alge- braic thinking and to apply this thinking, we have to see the history of algebraic thinking, and find this duality. Next we investigate various researches relating to the ‘process-object duality’. Theses studies suppose that the concept formation and thinking process should be stared from the process-object duality. Finally, we reinterprete many difficulties in algebra - equals sign, variables, algebraic expressions, and linear equations, the principle of permanence of form- from the perspective of the process-object duality.

• Journal for History of Mathematics
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• v.15 no.2
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• pp.175-181
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• 2002

Since Noether has consolidated the structural approach to the study of algebra, the lattice theory has reemerged as a tool for the structural study for algebra and its own right as well in 1930s. We investigate the process which the mathematical structures made their foundations in Mathematics through the lattice theory in the period.

• Bulletin of the Korean Mathematical Society
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• v.41 no.1
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• pp.73-93
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• 2004

In [10], Chang and Skoug used a generalized Brownian motion process to define a generalized analytic Feynman integral and a generalized analytic Fourier-Feynman transform. In this paper we define the conditional generalized Fourier-Feynman transform and conditional generalized convolution product on function space. We then establish some relationships between the conditional generalized Fourier-Feynman transform and conditional generalized convolution product for functionals on function space that belonging to a Banach algebra.

• Journal of the Korean Statistical Society
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• v.23 no.2
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• pp.499-501
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• 1994

Let ${X_n}$ be conditionally i.i.d. given $g \subset \sigma(X_n, n \geq 1)$. We will prove that $g$ is degenerate if and only if ${X_n, n \geq 1}$ are i.i.d. random variable(r.v.s). As a corollary the Hewitt-Savage zero-one law is obtained using the fact that interchageable process is conditionally i.i.d. given the $\sigma$-algebra of permutable events.

• The Pure and Applied Mathematics
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• v.16 no.1
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• pp.107-119
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• 2009

In this paper we define a Banach algebra on very general function space induced by a generalized Brownian motion process rather than on Wiener space, but the Banach algebra can be considered as a generalization of Fresnel class defined on Wiener space. We then show that several interesting functions in quantum mechanic are elements of the class.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.99-114
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• 2009

Although they are interested in Linear Algebra not only in science and engineering but also in humanities and sociology recently, a study of teaching linear algebra is not relatively abundant because linear algebra was taken as basic course in colleges just for 20-30 years. However, after establishing The Linear Algebra Curriculum Study Group in January, 1990, a variety of attempts to improve teaching linear algebra have been emerging. This article looks into series of studies related with teaching matrix. For this the method for teaching the concepts of matrix in relation to historico-genetic principle looking through the process of the conceptual development of matrix-determinants, matrix-systems of linear equations and linear transformation.

• School Mathematics
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• v.18 no.1
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• pp.43-59
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• 2016

The purpose of this qualitative case study is to investigate differences among two gifted middle school students emerging through the process of algebra word problem solving from the covariational perspective. We collected the data from four middle school students participating in the mentorship program for gifted students of mathematics and found out differences between Junghee and Donghee in solving problems involving varying rates of change. This study focuses on their actions to solve and to generalize the problems situations involving constant and varying rates of change. The results indicate that their covariational reasoning played a significant role in their algebra word problem solving.