• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.437-464
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• 2014

Curriculum for mathematic sis the system that selects and organizes the contents which have to be taught in school. Ultimately it can be the whole plan of school mathematical education. The study about curriculum for mathematics is the basic study field of the mathematical education, so curriculum-related studies have been continuously promoted in terms of character, organization and implement of the curriculum, learning contents contained by the curriculum, the connection between school levels, and comparison and analysis of domestic and foreign curricula. Thus, this paper investigated the 2009 Revised Curriculum for Mathematics, which is the curriculum of Korea and the CCSSM which is the curriculum of the U.S. Both have been adopted in schools recently. The purpose of this study is to understand the curricula for mathematics in elementary school of Korea and the U.S. in depth and obtain the implication for the further curriculum revision, by comparing and analyzing the curricula of two countries.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.229-255
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• 2020

In this study, considering the OECD's DeSeCo and 2030 projects, the curriculum to develop competency was expected to be more emphasized, and the evaluation standards of the 2015 revised mathematics curriculum for elementary school in Korea and the Australian curriculum were analyzed in depth. To this end, the capabilities newly emphasized in the OECD 2030 Project were examined in detail and examined how the Australian elementary school mathematics curriculum included capabilities in achievement standards and content descriptions. The achievement standards of elementary school mathematics curriculum in Korea and Australia were matched, and the contents of number and arithmetic domain were compared and analyzed, and the skill verbs included in the achievement standards were analyzed and compared to see how their competencies were reflected in the achievement standards. Based on the results of the analysis, implications for improving math achievement standards were derived to faithfully reflect the capabilities into the mathematics curriculum.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.503-523
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• 2010

The current mathematics curriculum are consist of the following domains: 'Characteristics', 'Objectives', 'Contents', 'Teaching and learning method', and 'Assessment'. The mathematics standards which students have to learn in the school are presented in the domain of 'Contents'. 'Contents' are consist of the following sub-domains: 'Number and Operation', 'Geometric Figures', 'Measures', 'Probability and Statistics', and 'Pattern and Problem-Solving' (Elementary School); 'Number and Operation', 'Geometry', 'Letter and Formula', 'Function', and 'Probability and Statistics' (Junior and Senior High School). These sub-domains of 'Contents' are dealing with mathematical subjects, except 'Problem-Solving' at the elementary school level. In this study, the sub-domain of 'mathematical process' was suggested in an equal position to the typical sub-domains of 'Contents'.

• The Mathematical Education
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• v.60 no.4
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• pp.431-449
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• 2021

Elementary mathematics textbooks present contents for enhancing problem solving competency. Still, teachers find teaching problem solving to be challenging. To understand the supports textbooks are suggesting, this study examined tasks from the challenging/thinking and inquiry mathematics. We analyzed 288 mathematical activities based on an analytic framework from the 2015 revised mathematics curriculum. Then, we employed latent class analysis to classify 83 mathematical tasks as a new approach to categorize tasks. As a result, execution of the problem solving process was emphasized across grade levels but understanding of problems was varied by grade levels. In addition, higher grade levels had more opportunities to be engaged in collaborative problem solving and problem posing. We identified three task profiles: 'execution focus', 'collaborative-solution focus', 'multifaceted-solution focus'. In Grade 3, about 80% of tasks were categorized as the execution profile. The multifaceted-solution was about 40% in the thinking/challenging mathematics and the execution profile was about 70% in Inquiry mathematics. The implications for developing mathematics textbooks and designing mathematical tasks are discussed.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.11
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• pp.2405-2411
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• 2009

MMSE, ZF and ML are the decoding mechanisms for V-BLAST system, and ML shows the best performance decoding the original signal among them. However, it has a problem that the computation complexity is increased exponentially according to the number of transmit antennas and transmit degrees. In this paper, we propose a low complexity linear ML detection algorithm having low computation complexity, then analyze the system performance in BER and computation complexity comparing with other algorithms. In the simulation, the BER performance of the proposed algorithm is superior than ZF and MMSE detection algorithms, and similar to ML detection algorithm. However, its computation complexity was 50% less than ML algorithm. From the results, we confirm that the proposed algorithm is superior than other ML detection algorithms.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.41 no.4
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• pp.31-39
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• 2004

The ARM7 TDMI microprocessor employ a software routine iteration method in order to handle integer division operation, but this method has long execution time and many execution instruction. In this paper, we proposed ARM7 TDMI microprocessor with integer division instruction. To make this, we additionally defined UDIV instruction for unsigned integer division operation and SDIV instruction for signed integer division operation, and proposed ARM7 TDMI microprocessor data Path to apply division algorithm. Applied division algorithm is nonrestoring division algorithm and additive hardware is reduced using existent ARM data path. To verify the proposed method, we designed proposed method on RTL level using HDL, and conducted logic simulation. we estimated the number of execution cycles and the number of execution instructions as compared proposed method with a software routine iteration method, and compared with other published integer divider from the number of execution cycles and hardware size.

• Journal of IKEEE
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• v.22 no.3
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• pp.805-809
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• 2018

In this paper, we analyze the change of accuracy when fixed point arithmetic is used instead of floating point arithmetic in binary weight network(BWN). We observed the change of accuracy by varying total bit size and fraction bit size. If the integer part is not changed after fixed point approximation, there is no significant decrease in accuracy compared to the floating-point operation. When overflow occurs in the integer part, the approximation to the maximum or minimum of the fixed point representation minimizes the decrease in accuracy. The results of this paper can be applied to the minimization of memory and hardware resource requirement in the implementation of FPGA-based BWN accelerator.

• School Mathematics
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• v.11 no.4
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• pp.607-623
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• 2009

This study aims to investigate a child's informal knowledge of carrying and borrowing in additive calculations. The additive word problems including three types of calculations are posed a child that is the first grader and has no lessons about carrying and borrowing. By analysing his answers, his informal knowledge, that is his methods and strategies for calculating the additive problems are revealed. As a result, conceptual aspects and procedural aspects of his informal knowledge are recognized, and the didactical implications are induced for connecting his informal knowledge and the formal knowledge about carrying and borrowing.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.599-617
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• 2011

This study is aimed at finding some drawbacks of current elementary mathematics textbooks and to give suggestions for ongoing new textbooks according to 2009 revised curriculums, by comparing and analyzing Korean textbooks and chinese textbooks of People's Education Press. The areas are confined to number concepts, addition and subtraction for comparative analyzing. The results are followings: Korea textbooks have more verbal expressions, designated instructive activities for students to do, similar algorithm applied for enlarging mathematical concepts, bigger number concepts and number usage of operations, and monotonous number sense activities. Therefore Korean textbooks, compared to China's, is more weaker in areas such as encouraging student's interest, in challenging mathematics, and in forming fundamental mathematical concept.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.44 no.5
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• pp.58-65
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• 2007

As multimedia portable devices become popular, the amount of computation for processing data including video compression has significantly increased. Various researches for low power consumption of the mobile devices and real time processing have been reported. Motion Estimation is responsible for 67% of H.264 encoder complexity. In this research, a new circuit is designed for motion estimation. The new circuit uses motion prediction based on approximate SAD, Alternative Row Scan (ARS), DAU, and FDVS algorithms. Our new method can reduce the amount of computation by 75% when compared to multi-frame motion estimation suggested in JM8.2. Furthermore, optimal number and size of reference frame blocks are determined to reduce computation without affecting the PSNR. The proposed Motion Estimation method has been verified by using the hardware and software Co-Simulation with iPROVE. It can process 30 CIF frames/sec at 50MHz.