• 제목/요약/키워드: arithmetic

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

  • KISI, OMER
    • Journal of applied mathematics & informatics
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    • 제40권1_2호
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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

  • 유충현
    • East Asian mathematical journal
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    • 제27권4호
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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.

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

  • 노은환;강정기;정상태
    • East Asian mathematical journal
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    • 제31권2호
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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.

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

  • 주홍연;김경미;황우형
    • 한국수학교육학회지시리즈A:수학교육
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    • 제49권2호
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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
    • 한국수학사학회지
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    • 제11권1호
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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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유아의 실행기능과 수학이야기문제해결력 간의 관계 (The Relationship Between Young Children's Executive Function and Arithmetic Story Problem Solving Abilities)

  • 정은진
    • 한국보육지원학회지
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    • 제15권1호
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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.

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

  • 최병윤;손승일;이문기
    • 한국통신학회논문지
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    • 제21권5호
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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
    • 대한수학회보
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    • 제52권3호
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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
    • 한국수학사학회지
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    • 제12권1호
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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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학년 상승에 따른 초등학생들의 자연수 사칙계산 오답유형 및 오답률 추이와 그에 따른 교수학적 시사점 (The Transition of Error Patterns and Error Rates in Elementary Students' Arithmetic Performance by Going Up Grades and Its Instructional Implication)

  • 김수미
    • 한국초등수학교육학회지
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    • 제16권1호
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    • pp.125-143
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    • 2012
  • 이 연구는 학년이 상승하면서 초등학생들의 자연수 계산 오류가 어떤 양상을 띠며 변해 가는지를 알아보고, 이를 통해 효율적인 계산 지도를 위한 시사점을 도출하고자 시도되었다. 이를 위해 수도권의 한 초등학교 3, 4, 5, 6학년 580명을 대상으로, 동일한 뺄셈, 곱셈, 나눗셈 검사지를 풀게 하였으며, 미리 설정한 오류유형틀에 입각하여 학생의 오답 반응을 분석하였다. 학생들의 반응을 분석한 결과, 세 계산 영역에서 학년 상승에 따른 계산 수행능력의 향상이 통계적으로 유의미한 수치로 나타났으며, 계산 절차를 처음 배우는 시점에서 차년도까지의 향상 폭이 가장 큰 것으로 나타났다. 그러나 초등학생들의 계산 오류는 일회 혹은 이회 정도 반복되지만 삼회이상은 잘 반복되지 않는, 체계성이나 고착성이 비교적 낮은 것으로 드러났다. 마지막으로, 이러한 내용을 바탕으로 계산 지도의 효율성을 높이기 위한 지도 전략을 제안하였다.

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