Open Science Research Excellence

Serkan Narli

Publications

4

Publications

4
4006
On Submaximality in Intuitionistic Topological Spaces
Abstract:
In this study, a minimal submaximal element of LIT(X) (the lattice of all intuitionistic topologies for X, ordered by inclusion) is determined. Afterwards, a new contractive property, intuitionistic mega-connectedness, is defined. We show that the submaximality and mega-connectedness are not complementary intuitionistic topological invariants by identifying those members of LIT(X) which are intuitionistic mega-connected.
Keywords:
Intuitionistic set; intuitionistic topology;intuitionistic submaximality and mega-connectedness.
3
10337
Decomposition of Homeomorphism on Topological Spaces
Abstract:
In this study, two new classes of generalized homeomorphisms are introduced and shown that one of these classes has a group structure. Moreover, some properties of these two homeomorphisms are obtained.
Keywords:
Generalized closed set, homeomorphism, gsghomeomorphism,sgs-homeomorphism.
2
11125
On Generalizing Rough Set Theory via using a Filter
Abstract:
The theory of rough sets is generalized by using a filter. The filter is induced by binary relations and it is used to generalize the basic rough set concepts. The knowledge representations and processing of binary relations in the style of rough set theory are investigated.
Keywords:
Rough set, fuzzy set, membership function, knowledge representation and processing, information theory
1
12447
Do Students Really Understand Topology in the Lesson? A Case Study
Authors:
Abstract:
This study aims to specify to what extent students understand topology during the lesson and to determine possible misconceptions. 14 teacher trainees registered at Secondary School Mathematics education department were observed in the topology lessons throughout a semester and data collected at the first topology lesson is presented here. Students- knowledge was evaluated using a written test right before and after the topology lesson. Thus, what the students learnt in terms of the definition and examples of topologic space were specified as well as possible misconceptions. The findings indicated that students did not fully comprehend the topic and misunderstandings were due to insufficient pre-requisite knowledge of abstract mathematical topics and mathematical notation.
Keywords:
Mathematics Education, Teacher Education,Topology.