• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.1-17
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• 2019

In this study, prospective teachers were involved in arranging the teaching sequence of multiplication and division of fractions and decimal numbers based on their experience and knowledge of school mathematics. As a result, these activities provided an opportunity to demonstrate the prospective teachers' perception. Prospective teachers were able to learn the knowledge they needed by identifying the differences between their perceptions and curriculum. In other words, prospective teachers were able to understand the mathematical relationships inherent in the teaching sequence of multiplication and division of fractions and decimal numbers and the importance and difficulty of identifying students' prior knowledge and the effects of productive failures as teaching methods.

• School Mathematics
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• v.8 no.2
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• pp.139-160
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• 2006

It seems that North Korea has been trying to reorganize its educational system as well as its economic system on a large scale since July 1, 2002. There has been a decrease in quantity of math textbooks by about 30% decrease. Until the 1990's, geometry and algebra had been kept apart from each other in North Korea, but they are put together now. Moreover many changes have been made in both contents and methods of teaching. For example, an area model is used in North Korea to teach operation of fraction, which makes the learning period shorter. This idea will provide us with many implication when we need to ready for decreasing the quantities in the future. Moreover teaching methods of division algorithms need to be reconsidered since the visual algorithm of division could help save the thinking in problem solving.

• School Mathematics
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• v.6 no.3
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• pp.235-249
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• 2004

The purpose of this study was to analyze the error patterns and sentence types in word problems with respect to 1$\frac{3}{4}$$\div$$\frac{1}{2}$ which were made by the pre-service elementary teachers, and to suggest the clues to the education in pre-service. Korean elementary teachers in pre-service misunderstood 'divide with $\frac{1}{2}$' to 'divide to 2' by the Korean linguistic structure. And they showed a new error type of 1$\frac{3}{4}$$\times$2 by the result of calculation. Although they are familiar to 'inclusive algorithm' they are not good at dealing with the fractional divisor. And they are very poor at the 'decision the unit proportion' and the 'inverse of multiplication'. So, it is necessary to teach the meaning of the fractional division as 'decision the unit proportion' and 'inverse of multiplication' and to give several examples with respect to the actual situation and context.

• School Mathematics
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• v.7 no.2
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• pp.103-121
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• 2005

This article compares and analyzes mathematics textbooks of North Korea, South Korea, China and Japan and draws meaningful ways for introducing the division algorithm of fractions. The analysis is based on the five contexts: 'measurement division', 'determination of a unit rate', 'reduction of the quantities in the same measure', 'division as the inverse of multiplication or Cartesian product', 'analogy with multiplication algorithm of fractions'. The main focus of the analysis is what context is used to introduce the algorithm and how much it can appeal to students. This analysis supports that there is a few differences of introducing methods the division algorithm of fractions among those countries and more meaningful way can be considered than ours. It finally suggests that we teach the algorithm in a way which can have students easily see the reason of multiplying the reciprocal of a divisor when they divide with fractions. For this, we need to teach the meaning of a reciprocal of fraction and consider to use the context of determination of a unit rate.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.17-43
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• 2014

On the subjects of elementary 3rd grade three child prodigies who had learned the four fundamental arithmetic operations and primary concepts of fraction, this study conducted a qualitative case research to examine how they composed schema of addition and multiplication of fractions and transformed schema through recognition of precise concepts and linking of concepts with addition and multiplication of fractions as the contents. That is to say, this study investigates what schema and transformed schema child prodigies form through composition of primary mathematic concepts to succeed in relational understanding of addition and multiplication of fractions, how they use their own formed schema and transformed schema for themselves to approach solutions to problems with addition and multiplication of fractions, and how the subjects' concept formation and schema in their problem solving competence proceed to carry out transformations. As a result, we can tell that precise recognition of primary concepts, schema, and transformed schema work as crucial factors when addition of fractions is associated with multiplication of fractions, and then that the schema and transformed schema that result from the connection among primary mathematic concepts and the precise recognition of the primary concepts play more important roles than any other factors in creative problem solving with respect to addition and multiplication of fractions.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.457-481
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• 2013

Since the importance of teacher knowledge in teaching mathematics has been emphasized, there have been many studies exploring the nature or characteristics of such knowledge. However, there has been lack of research on the tools of investigating teacher knowledge. Given this background, this study explored teachers' knowledge of fraction lessons using classroom video analysis. The analyses of this study showed that knowledge of teaching methods was activated better than that of student thinking or mathematical content. Knowledge of fraction operation was activated better than that of fraction concept. The degree by which teacher knowledge was activated depended on the characteristics of the video clips used in the study. This paper raised some issues about teachers' knowledge of fraction lessons and suggested classroom video analysis as an alternative tool to measure teacher knowledge in the Korean context.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.37 no.2
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• pp.50-59
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• 2000

In this paper, a new preprocessing method is proposed to speedup the watershed-based image segmentation In the proposed method, the gradient correction values of ramp edges are calculated from the positions and width of the ramp edges using Laplacian operator, and then, unlike the conventional method in which the monoscale or multi scale gradient image is directly used as a reference iImage, the reference image is obtained by adding the threshold value to each position of the ramp edges in the monoscale gradient image And the marker image is reconstructed on the reference image by erosion By preprocessing the image for the watershed transformation in such a manner, we can reduce the oversegmentations far more than those of applying the conventional morphological filter to the simple monoscale or multiscale gradient-based reference image Thus, we can reduce the total image segmentation time by reducing the time of postprocessing of region merging, which consumes most of the processing time In the watershed-based image segmentation, Experimental results indicate that the proposed method can speedup the total image segmentation about twice than those of the conventional methods, without the loss of ramp edges and principal edges around the dense-edge region.

• The Transactions of the Korea Information Processing Society
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• v.7 no.11
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• pp.3544-3555
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• 2000

매칭방법은 기하 및 입체 모델링에서 재단 곡면과 이들에 대한 부울 연산에 사용되는 기초적인 연산이다. 그러나 매칭연산은 부드러움을 정확하게 표현하는데 고 차수의 미분계수 제약조건으로 인하여 많은 계산량이 필요할 뿐만 아니라 곡면상의 여러 점을 동시에 선택하여 이동하였을 때, 곡면표현에 사용되는 복잡한 함수식으로 인하여 일반해를 구하기 어려운 단점을 가진다. 본 논문은 분수식에 의하여 RMC(Rotation-Minimizing Curve)을 정의하고 이를 이용하여 자유 형태 곡면간에 변형 매칭 방법을 제안한다. RMC는 매칭곡선과 곡면의 접선벡터, 회전벡터, 곡률의 변화율과 같은 기하학적 기법을 기반으로 한다. 제안한 방법은 입력으로 주어지는 곡면의 기하학적 복잡도와는 무관하게 매칭을 수행할 수 있으며 수행 성능은 계산된 매칭 곡선의 복잡도에 의해서만 좌우된다. 또한 곡선 표현에 사용된 값들을 정의된 매칭 곡선식에 그대로 적용할 수 있었으므로 최적화 응용 문제에 효율적으로 적용할 수 있다.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.483-498
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• 2010

The purpose of this paper is to investigate the dispositions of university students' understanding and reasoning about rational number concept. For this, we surveyed for the subject groups of prospective math teachers(33), engineering major students(35), American engineering and science major students(28). The questionnaire consists of four problems related to understanding of rational number concept and three problems related to rational number operation reasoning. We asked multi-answers for the front four problem and the order of favorite algorithms for the back three problems. As a result, we found that university students don't understand exactly the facets of rational number and prefer the mechanic approaches rather than conceptual one. Furthermore, they reasoned illogically in many situations related to fraction, ratio, proportion, rational number and don't recognize exactly the connection between them, and confuse about rational number concept.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.19-30
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• 2016

This study examined pre-service teachers' pedagogical content knowledge of fraction division in a context where they were asked to write a story problem for a symbolic expression illustrating a whole number divided by a proper fraction. Problem-posing is an important instructional strategy with the potential to create meaningful contexts for learning mathematical concepts, especially when real-world applications are intended. In this study, story problems written by 135 elementary pre-service teachers were analyzed with respect to mathematical correctness. error types, and division models. Patterns and tendencies in elementary pre-service teachers' knowledge of fraction division were identified. Implicaitons for teaching and teacher education are discussed.