• School Mathematics
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• v.11 no.3
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• pp.431-462
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• 2009

Introduction of logarithm in mathematics textbook in the 7th national curriculum of mathematics is the inverse of exponent. This introduction is happened that students don't know the necessity for learning logarithm and the meaning of logarithm. Students also have solved many problems of logarithm by rote. Therefore, we try to present teaching unit for the logarithm according to the historico-genetic principle. We developed the learning-teaching module of unit for the logarithm according to historico-genetic principle, especially reinvention for real contexts based RME. Loaming-teaching module is carried out as the performance assessment. As a results, We find out that this module helps students understand concepts of logarithm meaningfully Also, mathematical errors of logarithm is revised after the application of learning-teaching module.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.81-93
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• 2002

This study is on the introduction of the natural logarithm by the quadrature of the hyperbola. In School mathematics curriculum, Logarithm is introduced formally. But in that introduction, students could't know the meaning of the natural logarithm and e well. Historically, natural logarithm is related to the quadrature of the hyperbola. So in this study we consider the introduction of the natural logarithm by the means of quadrature of the hyperbola and the significance of the introduction.

• Journal for History of Mathematics
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• v.32 no.3
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• pp.109-134
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• 2019

In order to improve the educational situation in which the natural number e and the natural logarithm are dealt with somewhat perfunctorily, this study explores the genetic process in which the natural logarithm and its base e occurred, and has an educational discussion based on that analysed process. Specifically, the study inquires into how the natural logarithm happened in relation to the quadrature of the hyperbolic curves through analysis and thought experimentation in mathematics history. Particularly, it sheds light on the role of e and the naturalness of the natural logarithm in terms of the introduction of the real number exponent. Also, this study discusses what the findings suggest educationally.

• Journal of the Korean Mathematical Society
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• v.46 no.2
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• pp.347-361
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• 2009

In this paper, by estimating small ball probabilities of $l^{\infty}$-valued Gaussian processes, we investigate Chung-type law of the iterated logarithm of $l^{\infty}$-valued Gaussian processes. As an application, the Chung-type law of the iterated logarithm of $l^{\infty}$-valued fractional Brownian motion is established.

• Communications of the Korean Mathematical Society
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• v.32 no.4
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• pp.1067-1076
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• 2017

This paper considers the asymptotic behaviors of the processes generated by the classical ergodic tent map that is defined on the unit interval. We develop a sequential empirical process and get the uniform version of law of iterated logarithm for the tent map by using the bracketing entropy method.

• Journal of Information Processing Systems
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• v.6 no.3
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• pp.335-346
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• 2010

The present study investigates the difficulty of solving the mathematical problem, namely the DLP (Discrete Logarithm Problem) for ephemeral keys. The DLP is the basis for many public key cryptosystems. The ephemeral keys are used in such systems to ensure security. The DLP defined on a prime field $Z^*_p of random prime is considered in the present study. The most effective method to solve the DLP is the ICM (Index Calculus Method). In the present study, an efficient way of computing the DLP for ephemeral keys by using a new variant of the ICM when the factors of p-1 are known and small is proposed. The ICM has two steps, a pre-computation and an individual logarithm computation. The pre-computation step is to compute the logarithms of a subset of a group and the individual logarithm step is to find the DLP using the precomputed logarithms. Since the ephemeral keys are dynamic and change for every session, once the logarithms of a subset of a group are known, the DLP for the ephemeral key can be obtained using the individual logarithm step. Therefore, an efficient way of solving the individual logarithm step based on the newly proposed precomputation method is presented and the performance is analyzed using a comprehensive set of experiments. The ephemeral keys are also solved by using other methods, which are efficient on random primes, such as the Pohlig-Hellman method, the Van Oorschot method and the traditional individual logarithm step. The results are compared with the newly proposed individual logarithm step of the ICM. Also, the DLP of ephemeral keys used in a popular password key exchange protocol known as Chang and Chang are computed and reported to launch key recovery attack.

• Journal of the Korean Mathematical Society
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• v.52 no.4
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• pp.797-819
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• 2015

A trapdoor discrete logarithm group is a cryptographic primitive with many applications, and an algorithm that allows discrete logarithm problems to be solved faster using a pre-computed table increases the practicality of using this primitive. Currently, the distinguished point method and one extension to this algorithm are the only pre-computation aided discrete logarithm problem solving algorithms appearing in the related literature. This work investigates the possibility of adopting other pre-computation matrix structures that were originally designed for used with cryptanalytic time memory tradeoff algorithms to work as pre-computation aided discrete logarithm problem solving algorithms. We find that the classical Hellman matrix structure leads to an algorithm that has performance advantages over the two existing algorithms.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.91-117
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• 2017

In this paper, we develop a logarithm units' teaching learning materials using genetic modeling which is designed for students to construct by themselves and figure out mathematical knowledge conceptually, and we analyze the process of students' comprehension of logarithm concepts through genetic modeling activities. For this purpose, we divide logarithm units into three subunits and develop teaching learning materials which include genetic original contexts and are framed by the four pedagogic phases of genetic modeling, application, extraction, comprehension, and construction so that students themselves are capable of construct the concepts of logarithm units. The developed teaching learning materials are applied into lessons for two intermediate-basic students and two intermediate-advanced students. Through this, we examine students' conceptual construction process about logarithms units with the four pedagogical stages of genetic modeling applied, and analyze the depth of their comprehension about the logarithm units based on the general phases of mathematics-learning introduced by van Hiele, and then we suggest several pedagogical implications.

• Journal of applied mathematics & informatics
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• v.27 no.1_2
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• pp.105-121
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• 2009

In this paper we will be interested in characterizing and computing matrices $X\;{\in}\;C^{n{\times}n}$ that satisfy $e^X$ = A, that is logarithms of A. The study in this work goes through two lines. The first is concerned with a theoretical study of the solution set, S(A), of $e^X$ = A. Along the second line computational approaches are considered to compute the principal logarithm of A, LogA.

• Journal of the Korean Mathematical Society
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• v.44 no.6
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• pp.1441-1451
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• 2007

A general law of the iterated logarithm (LIL) is established for $l^p$-valued Gaussian random fields under explicit conditions.