• Communications of Mathematical Education
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• v.28 no.3
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• pp.375-394
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• 2014

The purpose of this study is to examine the transition of mathematical representation in Joseon mathematics, which is focused on numbers and operations, letters and expressions. In Joseon mathematics, there had been two numeral systems, one by chinese character and the other by counting rods. These systems were changed into the decimal notation which used Indian-Arabic numerals in the late 19th century passing the stage of positional notation by Chinese character. The transition of the representation of operation and expressions was analogous to that of representation of numbers. In particular, Joseon mathematics represented the polynomials and equations by denoting the coefficients with counting rods. But the representation of European algebra was introduced in late Joseon Dynasty passing the transitional representation which used Chinese character. In conclusion, Joseon mathematics had the indigenous representation of numbers and mathematical symbols on our own. The transitional representation was found before the acceptance of European mathematical representations.

• East Asian mathematical journal
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• v.27 no.2
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• pp.163-180
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• 2011

The purpose of this study is to look for the plan of reconstructing a textbook through error analysis and the process of its correction in numbers and operations of the first grade. The Research materials are collected and analyzed through the journal about every lessons, the recording sheets of students' activity, the recording videotapes during lessons, the individual interview and observation. This study investigated 4 errors which are useful for reconstructing textbook, the errors of understanding relation between numerical expression and number line, the errors of drawing-strategy, the errors of understanding relation between additive expression and subtractive expression, the errors of subtraction has to be regrouped. The errors are classified into some types and analyzed focusing on content of each error. Reinstructing are carried out based on material analyzed for correcting errors.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.85-108
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• 2012

The comprehensive implication in justification activity that includes the proof in the elementary school level where the logical and formative verification is hard to come has to be instructed. Therefore, this study has set the following issues. First, what is the mathematical justification type shown in the Number and Operations, and Geometry? Second, what are the errors shown by students in the justification process? In order to solve these research issues, the test was implemented on 62 third grade elementary school students in D City and analyzed the mathematical justification type. The research result could be summarized as follows. First, in solving the justification type test for the number and operations, students evenly used the empirical justification type and the analytical justification type. Second, in the geometry, the ratio of the empirical justification was shown to be higher than the analytical justification, and it had a difference from the number and operations that evenly disclosed the ratio of the empirical justification and the analytical justification. And third, as a result of analyzing the errors of students occurring during the justification process, it was shown to show in the order of the error of omitting the problem solving process, error of concept and principle, error in understanding the questions, and technical error. Therefore, it is prudent to provide substantial justification experiences to students. And, since it is difficult to correct the erroneous concept and mistaken principle once it is accepted as familiar content that it is required to find out the principle accepted in error or mistake and re-instruct to correct it.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.489-508
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• 2016

Number and operation is the most basic and crucial part in elementary mathematics but is also well known as a part that students have lots of difficulties. A lot of researches have been done in various ways to solve this problem but it can't be solved fundamentally by emphasizing calculation method and skill. So we need to go over it in terms of relevant arithmetical thinking. This study aims to diagnose the cause of an underachiever's difficulties about arithmetic and finds a prescription for her by analyzing her level of arithmetical thinking based on Guberman(2014) and understanding about arithmetic. To achieve this goal, we chose an 6th grader who's having a hard time particularly in number and operation among mathematics strands and conducted a case study carrying out arithmetical thinking level tests on two separate occasions and analyzing her responses. As a result of analyzing data, her arithmetical thinking corresponded to Guberman's first level and it is also turned out that student is suffering from some arithmetic concepts. We suggest several implications for teaching of arithmetic at elementary school in terms of the development of arithmetical thinking based on analysis result and discussion about it.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.7 no.4
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• pp.625-634
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• 2006

In this paper, an efficient and fast algorithm to reduce calculation amount of FIR(Finite Impulse Responses) filtering is proposed. Proposed algorithm enables arbitrary size of parallel processing, and their structures are also easily derived. Furthermore, it is shown that the number of multiplication/sample is remarkably reduced. For theoretical improvement, numbers of sub filters are compared with those of conventional algorithm. In addition to the theoretical improvement, it is shown that number of element for hardwired implementation are reduced comparison to those of the conventional algorithm.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.42 no.6
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• pp.187-194
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• 2005

In this paper, an efficient and fast algerian to reduce calculation amount of FIR(Finite Impulse Responses) filtering is proposed. Proposed algorithm enables arbitrary size of parallel processing, and their structures are also easily derived. Furthermore, it is shown that the number of multiplication/sample is reduced, and number of instructions using MAC(Multiplication and Accumulation) processor are also reduced. For theoretical improvement numbers of sub filters are compared with those of conventional algorithm. In addition to the theoretical improvement, it is shown that number of element for hardwired implementation are reduced comparison to those of the conventional algorithm.

• The KIPS Transactions:PartC
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• v.11C no.4
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• pp.409-418
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• 2004

Multicast services are provided on the Internet in fast increasing . Therefore it is important to keep security for multicast communication. Member leaving is deeply associated with scalability problem for group key management. If one member of the group is removed, new group key has to be generated and distributed to all remaining members of group. Minimizing the number of messages and operation cost for generation of the composite keys are important evaluating criteria of multicast key management scheme since generation and distribution of new keys for rekeying require expensive operation. Batch removal can reduce these important parameters rather than removing members sequentially In fashion one after another. In this paper, Hamming distance is calculated between eve교 members to be removed. The members with Hamming distance less than threshold are selected for rekeying procedure. With running the round assignment algorithm In the case of removing several members simultaneously, our model has advantages of reducing the number of message and operation cost for generation of the composite keys and eliminating possibility of collusion attack for rekeying.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.111-124
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• 2006

Multicast services are provided on the Internet in fast increasing. Therefore it is important to keep security for multicast communication. If a member of the group is removed, new group key has to be generated and distributed to all remaining members of group. Minimizing number of messages and operation cost for generation of the composite keys to be used to encrypting group key are important evaluating criteria of multicast key management scheme since generation and distribution of new keys for rekeying require expensive operation. Periodic batch rekeying can reduce these important parameters rather than rekeying sequentially in fashion one after another. In this paper, Hamming distance is calculated between every members to be removed. In batch rekeying the members with Hamming distance less than threshold are selected for rekeying procedure. With running the round assignment algorithm in the case of removing several members simultaneously, our scheme has advantages of reducing messages and operation cost for generation of the composite keys and eliminating possibility of collusion attack for rekeying. We evaluate performance of round assignment algorithm through simulation and show that our scheme is excellent after performance comparison of existent schemes and our scheme.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.395-410
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• 2022

Nominalization is one of the grammatical metaphors, and it is the representation of verbal meaning through noun equivalent phrases. In mathematical word problems, texts using nominalization have both the advantage of clarifying the object to be noted in the mathematization stage, and the disadvantage of complicating sentence structure, making it difficult to understand the sentences and hindering the experience of the full steps in mathematical modelling. The purpose of this study is to analyze word problems in the textbooks from the perspective of nominalization, a linguistic element, and to derive implications in relation to students' difficulties during solving the word problems. To this end, the types of nominalization of 341 word problems from the content domain of 'Numbers and Operations' of elementary math textbooks according to the 2015 revised national curriculum were analyzed in four aspects: grade-band group, main class and unit assessment, specialized class, and mathematical expression required word problems. Based on the analysis results, didactical implications related to the linguistic expression of the mathematical word problems were derived.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.629-654
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• 2008

This study investigated school mathematics curriculum of the State of Georgia in the United States focused on the 'number and operation' and 'algebra' domain. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The most noticeable difference between the former and the new curriculum in mathematics for Georgia schools is the use of performance standards. A performance standard has four components: a content standard, illustrative tasks, examples of student work, and a commentary for teachers. This study focuses on the content standard and according to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, the State of Georgia curriculum tends to deal with the content which can be understood more intuitively, flexibly, and naturally through the experience, aquisition, and furthermore interpretation based on the concrete manipulation and technological devices.