• School Mathematics
• /
• v.9 no.1
• /
• pp.13-28
• /
• 2007

Division of fractions can be categorized as measurement division, partitive or sharing division, the inverse of multiplication, and the inverse of Cartesian product. Division algorithm for fractions has been interpreted with manipulative aids or models mainly in the contexts of measurement division and partitive division. On the contrary, there are few interpretations for the context of the inverse of a Cartesian product. In this paper the significance and the limits of existing interpretations of division of fractions in the context of the inverse of a Cartesian product were discussed. And some new easier interpretations of division algorithm in the context of a Cartesian product are developed. The problem to determine the length of a rectangle where the area and the width of it are known can be solved by various approaches: making the width of a rectangle be equal to one, making the width of a rectangle be equal to some natural number, making the area of a rectangle be equal to 1. These approaches may help students to understand the meaning of division of fractions and the meaning of the inverse of the divisor. These approaches make the inverse of a Cartesian product have many merits as an introductory context of division algorithm for fractions.

• Communications of Mathematical Education
• /
• v.15
• /
• pp.105-111
• /
• 2003

본 연구자는 아동이 분수 개념을 이해하는 정신모델 속에서 인지과정이 어떻게 나타나며, 적용되는지, 그리고 이를 바탕으로 분수 학습에 표현되는 정신모델 구성을 위한 유추의 역할을 살펴보고자 하는 것이 본 연구의 목적이다.

• School Mathematics
• /
• v.17 no.4
• /
• pp.571-591
• /
• 2015

Even though fractions make up one of the most important concepts in the domain of numbers in elementary math, it is difficult to teach or learn them due to their different quantity concepts and notation methods from natural numbers and their various concepts. The didactic transposition of fractions is thus important, and there is a need to examine the didactic concepts of fractions used in the South Korean textbooks for its research. This study compared elementary math textbooks among South Korea, Taiwan, and China and investigated differences in the instructional time and order of fraction concepts in the textbooks according to their didactic concepts and also differences in the instructional methods according to quantitative concepts.

• Proceedings of the Optical Society of Korea Conference
• /
• 1995.06a
• /
• pp.117-120
• /
• 1995

분수차 퓨리에(Fouier) 변환은 퓨리에 면환을 일반화시킨 것으로, 위치와 공간주파수의 복합적인 표현을 주나, 한 개의 렌즈를 광학적 구현이 역시 가능하다. 광신호처리에서 많이 사용되는 정합 필터를 구성하는 퓨리에 면환을 각각 분수차로 일반화시킴으로서, 위치 필터와 공간주파수 필터의 특성이 복합된 새로운 필터를 구성할 수 있게 된다. 이 필터 구조는 신경회로망의 학습으로 대치된다. 최대경사법과 오차역전파(error back-propagation)에 기초한 학습 법칙이 유도되고, 컴퓨터 시뮬레이션 결과가 제시된다.

• Education of Primary School Mathematics
• /
• v.23 no.2
• /
• pp.87-116
• /
• 2020

The purpose of this study is to explore how units-coordination ability is related to understanding fraction concepts. For this purpose, a teaching experiment was conducted with one fourth grade student, Eunseo for four months(2019.3. ~ 2019.6.). We analyzed in details how Eunseo's units-coordinating operations related to her understanding of fraction changed during the teaching experiment. At an early stage, Eunseo with a partitive fraction scheme recognized fractions as another kind of natural numbers by manipulating fractions within a two-levels-of-units structure. As she simultaneously recognized proper fraction and a referent whole unit as a multiple of the unit fraction, she became to distinguish fractions from natural numbers in manipulating proper fractions. Eunseo with a reversible partitive fraction scheme constructed a natural number greater than 1, as having an interiorized three-levels-of-units structure and established an improper fraction with three levels of units in activity. Based on the results of this study, conclusions and pedagogical implications were presented.

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

• Education of Primary School Mathematics
• /
• v.27 no.1
• /
• pp.91-110
• /
• 2024

The purpose of this study is to explore visual models for deriving the fractional division algorithm, to see how students understand this integrated model, the rectangular partition model, when taught in elementary school classrooms, and how they structure relationships between fractional division situations. The conclusions obtained through this study are as follows. First, in order to remind the reason for multiplying the reciprocal of the divisor or the meaning of the reciprocal, it is necessary to explain the calculation process by interpreting the fraction division formula as the context of a measurement division or the context of the determination of a unit rate. Second, the rectangular partition model can complement the detour or inappropriate parts that appear in the existing model when interpreting the fraction division formula as the context of a measurement division, and can be said to be an appropriate model for deriving the standard algorithm from the problem of the context of the inverse of a Cartesian product. Third, in the context the inverse of a Cartesian product, the rectangular partition model can naturally reveal the calculation process in the context of a measurement division and the context of the determination of a unit rate, and can show why one division formula can have two interpretations, so it can be used as an integrated model.

• School Mathematics
• /
• v.11 no.1
• /
• pp.71-91
• /
• 2009

The purpose of this study was to analyze operation sense in detail with regard to division of fraction. For this purpose, two sixth grade students who were good at calculation were clinically interviewed three times. The analysis was focused on (a) how the students would understand the multiple meanings and models of division of fraction, (b) how they would recognize the meaning of algorithm related to division of fraction, and (c) how they would employ the meanings and properties of operation in order to translate them into different modes of representation as well as to develop their own strategies. This paper includes several episodes which reveal students' qualitative difference in terms of various dimensions of operation sense. The need to develop operation sense is suggested specifically for upper grades of elementary school.

• Proceedings of the Korean Society of Fisheries Technology Conference
• /
• 2002.10a
• /
• pp.133-134
• /
• 2002

제주해협에 접해 있는 한국남해연안역은 대체로 50m미만의 천해로써 제주해협에 비해 계절별로 하계에 저온ㆍ고염분수, 동계에 저온ㆍ저염분수가 출현해 해협내 연중 전선을 형성하는 해역으로서 특히, 한국 남해연안역에 위치해 있는 추자도 주변해역은 지형적 특성상 대마난류수, 한국 남해연안수와 중국대륙연안수, 황해저층냉수 등 이러한 이질수괴들이 시기와 계절별로 서로 상접하여 복잡한 해황을 형성하는 해역이다(Rho, 1985, 최, 1989, 김ㆍ노, 1994, Yoon, 1986, Rhoㆍ평야, 1983). (중략)

• Journal of Elementary Mathematics Education in Korea
• /
• v.22 no.4
• /
• pp.385-403
• /
• 2018

Fraction division can be categorized as partitive division, measurement division, and the inverse of a Cartesian product. In the contexts of quotitive division and the inverse of a Cartesian product, the multiply-by-the-reciprocal algorithm is drawn well out. In this study, I analyze the potential and significance of the method of using $1{\div}$(divisor) as an alternative way of developing the multiply-by-the-reciprocal algorithm in the context of quotitive division. The method of using $1{\div}$(divisor) in quotitive division has the following advantages. First, by this method we can draw the multiply-by-the-reciprocal algorithm keeping connection with the context of quotitive division. Second, as in other contexts, this method focuses on the multiplicative relationship between the divisor and 1. Third, as in other contexts, this method investigates the multiplicative relationship between the divisor and 1 by two kinds of reasoning that use either ${\frac{1}{the\;denominator\;of\;the\;divisor}}$ or the numerator of the divisor as a stepping stone. These advantages indicates the potential of this method in understanding the multiply-by-the-reciprocal algorithm as the common structure of fraction division. This method is based on the dual meaning of a fraction as a quantity and the composition of times which the current elementary mathematics textbook does not focus on. It is necessary to pay attention to how to form this basis when developing teaching materials for fraction division.