• Kyungpook Mathematical Journal
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• v.48 no.2
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• pp.223-232
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• 2008

We estimate the real rank of CCR C*-algebras under some assumptions. A applications we determine the real rank of the reduced group C*-algebras of non-compac connected, semi-simple and reductive Lie groups and that of the group C*-algebras of connected nilpotent Lie groups.

• Journal of the Chungcheong Mathematical Society
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• v.25 no.2
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• pp.331-339
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• 2012

In this paper, let Q be the real quaternion algebra which consists of all quaternionic numbers, and let G be the Lie group of all automorphisms of the algebra Q. Assume that g is an arbitrary given left invariant Riemannian metric on the Lie group G. Then, we obtain a necessary and sufficient condition for an automorphism of the group G to be harmonic.

• Bulletin of the Korean Mathematical Society
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• v.58 no.1
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• pp.225-234
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• 2021

Let D be a division ring and n > 1 be an integer. In this paper, it is shown that if D ≠ ��3, then every subpermutable subgroup of the general skew linear group GLn(D) is normal. By applying this result, we show that every subpermutable subgroup of the unit group (ℝG)∗ of the real group algebras RG of finite groups G is normal in (ℝG)∗.

• Communications of the Korean Mathematical Society
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• v.37 no.4
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• pp.1181-1197
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• 2022

We give a complete classification of simply connected and solvable real Lie groups whose nontrivial coadjoint orbits are of codimension 1. This classification of the Lie groups is one to one corresponding to the classification of their Lie algebras. Such a Lie group belongs to a class, called the class of MD-groups. The Lie algebra of an MD-group is called an MD-algebra. Some interest properties of MD-algebras will be investigated as well.

• Bulletin of the Korean Mathematical Society
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• v.34 no.3
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• pp.395-401
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• 1997

We show that if I is an ideal of a $C^*$-algebra A such that the unitary group of I is connected then cer(A) $\leq$ cer(I) + cer(A/I), where cer(A) denotes the $C^*$-exponential rank of A.

• Korean Journal of Mathematics
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• v.20 no.2
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• pp.213-223
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• 2012

In this paper, we will prove the superstability of the following generalized Pexider type exponential equation $${f(x+y)}^m=g(x)h(y)$$, where $f,g,h\;:\;G{\rightarrow}\mathbb{R}$ are unknown mappings and $m$ is a fixed positive integer. Here G is an Abelian group (G, +), and $\mathbb{R}$ the set of real numbers. Also we will extend the obtained results to the Banach algebra. The obtained results are generalizations of P. G$\check{a}$vruta's result in 1994 and G. H. Kim's results in 2011.

• Bulletin of the Korean Mathematical Society
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• v.44 no.3
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• pp.419-428
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• 2007

The space of periodic Boehmians with $\Delta$-convergence is a complete topological algebra which is not locally convex. A family of Boehmians $\{T_\lambda\}$ such that $T_0$ is the identity and $T_{\lambda_1+\lambda_2}=T_\lambda_1*T_\lambda_2$ for all real numbers $\lambda_1$ and $\lambda_2$ is called a one-parameter group of Boehmians. We show that if $\{T_\lambda\}$ is strongly continuous at zero, then $\{T_\lambda\}$ has an exponential representation. We also obtain some results concerning the infinitesimal generator for $\{T_\lambda\}$.

• Research in Mathematical Education
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• v.4 no.1
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• pp.1-22
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• 2000

The purpose of this study was to investigate the effects of using graphing calculators on students' understanding of the linear and quadratic function concepts. The populators of this study are tenth graders at high school in Seoul, one class for the treatment group and another class for the comparison group, and experiment period is 14 weeks including two weeks for school regular exams.Function tests used in the study was proposed which described a conceptual knowledge of functions in terms of the following components: a) Conceptual understanding, b) Interpreting a function in terms of a verbal experission, c) Translating between different representations of functions, and d) Mathematical modeling a real-world situation using functions. Even though the group test means of the individual components of conceptual understanding, interpreting, translating, mathematical modeling did not differ significantly, there is evidence that the two groups differed in their performance on conceptual understanding. It was shown that students learned algebra using graphing calculators view graphs more globally. The attitude survey assessed students' attitudes and perceptions about the value of mathematics, the usefulness of graphs in mathematics, mathematical confidence, mathematics anxiety, and their feelings about calculators. The overall t-test was not statistically significant, but the students in the treatment group showed significantly different levels of anxiety toward mathematics.

• Journal of the Korean Mathematical Society
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• v.61 no.1
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• pp.109-132
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• 2024

The Clifford algebra of a direct sum of real quadratic spaces appears as the superalgebra tensor product of the Clifford algebras of the summands. The purpose of the current paper is to present a purely settheoretical version of the superalgebra tensor product which will be applicable equally to groups or to their non-associative analogues - quasigroups and loops. Our work is part of a project to make supersymmetry an effective tool for the study of combinatorial structures. Starting from group and quasigroup structures on four-element supersets, our superproduct unifies the construction of the eight-element quaternion and dihedral groups, further leading to a loop structure which hybridizes the two groups. All three of these loops share the same character table.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.97-115
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• 2008

In high school mathematics class, to subtract a number b from a, we add the additive inverse of b to a and to divide a number a by a non-zero number b, we multiply a by the multiplicative inverse of b, which is the formal approach for operations of real numbers. This article aims to give a connection between the intuitive models in middle school mathematics class and the formal approach in high school for teaching operations of negative integers. First, we highlight the teaching methods(Hwang et al, 2008), by which subtraction of integers is denoted by addition of integers. From this methods and activities applying the counting model, we give new teaching methods for the rule that the product of negative integers is positive. The teaching methods with horizontal mathematization(Treffers, 1986; Freudenthal, 1991) of operations of integers, which is based on consistently applying the intuitive model(number line model, counting model), will remove the gap, which is exist in both teachers and students of middle and high school mathematics class. The above discussion is based on students' cognition that the number system in middle and high school and abstracted number system in abstract algebra course is formed by a conceptual structure.