• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.20 no.2
• /
• pp.187-193
• /
• 2020

Floating point arithmetic in microprocessor is the computation of addition, subtraction, multiplication, and division of floating point data to improve accuracy. In general, when designing a processor, floating point instructions are often excluded because of its complexity and only integer instructions are provided. However, in order to carry out the computations for not only engineering and technical operations but also artificial intelligence and neural networks that are in the spotlight today, floating point operations must be included. In this paper, we design a 32-bit ARMv4 family of processors with floating-point arithmetic instructions using VHDL and verify with ModelSim. As a result, ARM's floating point instructions are successfully executed.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
• /
• v.15 no.6
• /
• pp.492-505
• /
• 2022

This study is a study on the results of improving the logic to effectively transmit and decode compressed data in real time by improving the encoding and decoding performance of BL-beta codes that can be used for lossless real-time transmission of IoT sensing data. The encoding process of BL-beta code includes log function, exponential function, division and square root operation, etc., which have relatively high computational burden. To improve them, using bit operation, binary number pattern analysis, and initial value setting of Newton-Raphson method using bit pattern, a new regularity that can quickly encode and decode data into BL-beta code was discovered, and by applying this, the encoding speed of the algorithm was improved by an average of 24.8% and the decoding speed by an average of 5.3% compared to previous study.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.3
• /
• pp.431-456
• /
• 2016

The purpose of this study is to investigate the appropriate time of introduction and the usage of the number line, in order to suggest the right point of learning the number concept to the elementary school students. For the efficient achievement of this purpose, we investigated the mathematical models for constructing the number concept such as number line, empty number line and double number line, counting and development of number concept. Then, we conducted case study on the time of introduction and the usage of the number line. Finally, we analyzed the result. First, there is need for adjustment to conduct the introduction of the number line from the second year of elementary school, so to help the students understand the continuing number concept through the understanding on the metaphorical concept of the number line. Second, there is the need of positive introduction and the use on the mathematical models; empty number line which helps to draw various thinking strategy visually through the process of operations such as addition and subtraction; the division into equal part and division by equal part in which multiplicative comparative situation or division takes place; the double number line which helps to understand the rate or proportional distribution. Finally, when adopting the number line, the empty number line, or the double number line, we suggested the necessity of learning about elaborate guidance and the usage in order to fully understand the metaphorical concept of the number line.