• Title/Summary/Keyword: arithmetic

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ON ${\mathcal{I}}$-LACUNARY ARITHMETIC STATISTICAL CONVERGENCE

  • KISI, OMER
    • Journal of applied mathematics & informatics
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    • v.40 no.1_2
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    • pp.327-339
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    • 2022
  • In this paper, we introduce arithmetic ${\mathcal{I}}$-statistically convergent sequence space $A{\mathcal{I}}SC$, ${\mathcal{I}}$-lacunary arithmetic statistically convergent sequence space $A{\mathcal{I}}SC_{\theta}$, strongly ${\mathcal{I}}$-lacunary arithmetic convergent sequence space $AN_{\theta}[{\mathcal{I}}]$ and prove some inclusion relations between these spaces. Futhermore, we give ${\mathcal{I}}$-lacunary arithmetic statistical continuity. Finally, we define ${\mathcal{I}}$-Cesàro arithmetic summability, strongly ${\mathcal{I}}$-Cesàro arithmetic summability. Also, we investigate the relationship between the concepts of strongly ${\mathcal{I}}$-Cesàro arithmetic summability, strongly ${\mathcal{I}}$-lacunary arithmetic summability and arithmetic ${\mathcal{I}}$ -statistically convergence.

산술교육에서의 직관적 전개가 가지는 인간 교육적 의미

  • Yu, Chung-Hyun
    • East Asian mathematical journal
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    • v.27 no.4
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    • pp.453-470
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    • 2011
  • Arithmetic education is based not only on concept but also fundamentally on intuition. Pestalozzi understood time, a Kant's transcendental intuition, as numbers, a form of cognition, so that he considered intuition essential in arithmetic education. Pestalozzi and Herbart also recommended the intuitive arithmetic education. Significance of the arithmetic education based on intuition resides in the fact that arithmetic, an expression of nature and the world, is succeeded to modern arithmetic education because numbers, a cornerstone of mathematics, are symbolized as a law of mind reasoning.

A Study on the Understanding in Results of Arithmetic Operation (연산 결과의 의미 이해에 관한 연구)

  • Roh, EunHwan;Kang, JeongGi;Jeong, SangTae
    • East Asian mathematical journal
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    • v.31 no.2
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    • pp.211-244
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    • 2015
  • The arithmetic operation have double-sided character. One is calculation as a process, the other is understanding in results as an outcome of the operation. We harbored suspicion on students' misunderstanding in an outcome of the operation, because the curriculum has focused on the calculation, as a process of arithmetic operation. This study starts with the presentation of this problem, we tried to find the recognition ability and character in the arithmetic operation. We researched the recognition ability for 7th grade 27 students who have enough experience in arithmetic operation when studying in elementary school. And we had an interview with 3students individually, that has an error in understanding in results of arithmetic operation but has no error in calculation. We focused on 3students' detailed appearance of the ability to understand in results of arithmetic operation and analysed the changing appearance after recommending unit record using operation expression. As a result, we could find the abily to underatanding in results of arithmetic operation and applicability to recommend unit record using operation expression. Through these results, we suggested educational implications in understanding in results of arithmetic operation.

Pre-service Teachers' Conceptualization of Arithmetic Mean (산술 평균에 대한 예비교사들의 개념화 분석)

  • Joo, Hong-Yun;Kim, Kyung-Mi;Whang, Woo-Hyung
    • The Mathematical Education
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    • v.49 no.2
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    • pp.199-221
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    • 2010
  • The purpose of the study were to investigate how secondary pre-service teachers conceptualize arithmetic mean and how their conceptualization was formed for solving the problems involving arithmetic mean. As a result, pre-service teachers' conceptualization of arithmetic mean was categorized into conceptualization by "mathematical knowledge(mathematical procedural knowledge, mathematical conceptual knowledge)", "analog knowledge(fair-share, center-of-balance)", and "statistical knowledge". Most pre-service teachers conceptualized the arithmetic mean using mathematical procedural knowledge which involves the rules, algorithm, and procedures of calculating the mean. There were a few pre-service teachers who used analog or statistical knowledge to conceptualize the arithmetic mean, respectively. Finally, we identified the relationship between problem types and conceptualization of arithmetic mean.

조선시대의 산학서에 관하여

  • 이창구
    • Journal for History of Mathematics
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    • v.11 no.1
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    • pp.1-9
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    • 1998
  • This article explores what is the genuine Koreanness in Korean arithmetic by examining what kind of influence the Chinese arithmetic had on the Korean arithmetic and how the Korean arithmetic scholars had accepted and utilized it. Because the main stream of Korean culture before the end of Chosun dynasty was located under the umbrella of the Chinese philosophy, technique, and culture, it is necessary to make researches on the historical documents and materials in order to establish the milestone in the Korean arithmetic history for the Korean arithmetic scholars. For this research, the arithmetic books published in between the sixteenth century and the end of Chosun dynasty are mainly consulted and discussed, dealing with the bibliographical introduction in the arithmetic Part in Re Outline History of the Korean Science & Technology written by Prof. Yong-Woon Kim.

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The Relationship Between Young Children's Executive Function and Arithmetic Story Problem Solving Abilities (유아의 실행기능과 수학이야기문제해결력 간의 관계)

  • Cheung, Eun Jin
    • Korean Journal of Childcare and Education
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    • v.15 no.1
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    • pp.37-55
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    • 2019
  • Objective: This study investigated whether executive function has a significant relationship to concrete, picture, and language clue tasks of the arithmetic story problem-solving ability, and its effects. Methods: The participants in the study were 112 young children at childcare centers. The following methods were used to evaluate executive function: Day-Night/Flag-Raising tasks, DCCS tasks, and digit span-reverse digit span methods. To measure the arithmetic story problem-solving ability concrete, picture, and language clue tasks were evaluated. Results: First, the higher the child's age, the higher their executive function and arithmetic story problem-solving abilities were. Second, there is a significant positive correlation between a young child's executive function and arithmetic story problem-solving ability. Third, when the task presentation method varied for concrete, picture, and language clue tasks, the effect of the subordinate factor of the execution function of the arithmetic story problem-solving ability also varied. Conclusion/Implications: Analysis confirmed the relationship between young children's executive function and arithmetic story problem-solving ability. The results are meaningful in showing that the sub-factors of the executive function have different influences on concrete, picture, and language clue tasks of the arithmetic story problem-solving ability.

A design of floating-point arithmetic unit for superscalar microprocessor (수퍼스칼라 마이크로프로세서용 부동 소수점 연산회로의 설계)

  • 최병윤;손승일;이문기
    • The Journal of Korean Institute of Communications and Information Sciences
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    • v.21 no.5
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    • pp.1345-1359
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    • 1996
  • This paper presents a floating point arithmetic unit (FPAU) for supescalar microprocessor that executes fifteen operations such as addition, subtraction, data format converting, and compare operation using two pipelined arithmetic paths and new rounding and normalization scheme. By using two pipelined arithmetic paths, each aritchmetic operation can be assigned into appropriate arithmetic path which high speed operation is possible. The proposed normalization an rouding scheme enables the FPAU to execute roundig operation in parallel with normalization and to reduce timing delay of post-normalization. And by predicting leading one position of results using input operands, leading one detection(LOD) operation to normalize results in the conventional arithmetic unit can be eliminated. Because the FPAU can execuate fifteen single-precision or double-precision floating-point arithmetic operations through three-stage pipelined datapath and support IEEE standard 754, it has appropriate structure which can be ingegrated into superscalar microprocessor.

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CLASSIFICATION ON ARITHMETIC FUNCTIONS AND CORRESPONDING FREE-MOMENT L-FUNCTIONS

  • Cho, Ilwoo
    • Bulletin of the Korean Mathematical Society
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    • v.52 no.3
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    • pp.717-734
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    • 2015
  • In this paper, we provide a classification of arithmetic functions in terms of identically-free-distributedness, determined by a fixed prime. We show then such classifications are free from the choice of primes. In particular, we obtain that the algebra $A_p$ of equivalence classes under the quotient on A by the identically-free-distributedness is isomorphic to an algebra $\mathbb{C}^2$, having its multiplication $({\bullet});(t_1,t_2){\bullet}(s_1,s_2)=(t_1s_1,t_1s_2+t_2s_1)$.

일본 소학교 산수과 신 학습지도 요령 분석

  • 박성택
    • Journal for History of Mathematics
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    • v.12 no.1
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    • pp.45-52
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    • 1999
  • This study is an analysis on the Arithmetic education curriculum of elementary school in Japan that will become effective from April 1, 2002. In new curriculum, loaming are highly reduced and mediated. This curriculum is characterized by the slow and interesting Arithmetic education focusing on creativity, student-based Arithmetic education, and real life-related Arithmetic education.

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The Transition of Error Patterns and Error Rates in Elementary Students' Arithmetic Performance by Going Up Grades and Its Instructional Implication (학년 상승에 따른 초등학생들의 자연수 사칙계산 오답유형 및 오답률 추이와 그에 따른 교수학적 시사점)

  • Kim, Soo-Mi
    • Journal of Elementary Mathematics Education in Korea
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    • v.16 no.1
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    • pp.125-143
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    • 2012
  • This study is designed to see the characteristics of elementary students' arithmetic error patterns and error rates by going up grades and to draw some implications for effective instruction. For this, 580 elementary students of grade 3-6 are tested with the same subtraction, multiplication and division problems. Their errors are analyzed by the frame of arithmetic error types this study sets. As a result of analysis, it turns out that the children's performance in arithmetic get well as their grades go up and the first learning year of any kind of arithmetic procedures has the largest improvement in arithmetic performance. It is concluded that some arithmetic errors need teachers' caution, but we fortunately find that children's errors are not so seriously systematic and sticky that they can be easily corrected by proper intervention. Finally, several instructional strategies for arithmetic procedures are suggested.

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