• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.477-494
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• 2012

This study is to review the content organization and developmental ways of the unit on the mixed calculations and explore the alternatives on the basis of students' responsive examples and error patterns with relation to the mixed calculations, mnemonics of PEMDAS and historical context with relation to the order of operations. Then I analyzed the textbook and manual for teachers of the unit of mixed calculations of fourth grade and improvement about teaching the mixed calculations. First, I pointed out illogical connection between practical problem and rules of order of operations. Second, I suggested constructing a textbook by considering conventional character of order of operations. Third, I pointed out the importance of structural understanding of an expression of mixed calculations and various strategies with relation to teaching and learning. This study is suggestive for textbook development of the mixed calculations.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.377-399
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• 2010

Mixed calculations involving fractions and decimals covered in the unit 6-Na in elementary school math class cause students difficulties, leading them make lots of errors. If students fail to understand temporarily or partly what the teacher taught or lose confidence and continue to have difficulty due to a lack of understanding and skills of algorithm, though they properly understand the concept and principle of the learning content, it should be resolved through intensive teaching. For students suffering from this problem, a correct diagnosis and appropriate treatment are required. Therefore, this study developed a feedback program after diagnosing students' errors through evaluating them in order to continuously assist them to fully understand contents regarding mixed calculations involving fractions and decimals.

• East Asian mathematical journal
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• v.24 no.5
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• pp.547-564
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• 2008

The purpose of this study was to investigate 5th graders' performance for mixed operational problem. For this purpose. two kinds of studies were conducted: a descriptive study by pencil and paper tests(32 problems) and a clinical study by interviews. The conclusions drawn from the results obtained in this study were as follows: First, students were highly scored in pencil and paper tests(M=85.25%). But that score is not up to scratch. Because the problem was composed of simple calculations and if students calculate problems from only let side, they gel 75% right answer, etc. Second, most of students solved mixed operational problems by text-based way, but some students solved flexibly. There are several error types. The main error type is students' following the wrong order of calculations. Some students have obstacles to express their thought with numerical expressions. So they make errors. Third, students solve mixed operational problems with various strategies. For examples, they solve problems by describing calculation procedures, drawing lines to indicate the order of calculations, carrying out two numerical expressions, etc.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.141-161
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• 2017

As it's important to understand the order of operation in the mixed calculation of natural number and perform it, mathematics curriculums and textbooks focused that students can calculate with understanding the order of operation and its principles. For attaining the implications of teaching about the mixed calculations, this study analyzed the problem solving abilities and error types of 67 elementary students and 57 pre-service teachers using questionnaire which was developed in this study and composed of numeric expressions and word problems. The conclusions drawn from this study were as follows: Students were revealed the correct rates(86.2% and 73.5%) in numeric expressions and word problems, but they were showed the paradigmatic error types-the errors of the order of operation and the composition of numeric expression from word problems. Even though the correct rates of the preservice teachers were extremely high, the result of problem solving processes required that it's needed to be interested in teaching the principles of the order of operation in the mixed calculations. In addition, subjects were revealed the problems about using parentheses and equal sign.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.471-485
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• 2007

In this study, a 27 class hour prescribed program for the fourth grade students is to be developed and applied by extracting the contents associated with basic operations studied prior to the fourth grade level of mixed calculations. After analyzing the results of the research, the following conclusions are obtained. First, the prescribed program for mixed calculations brought about the improvement in the mixed calculation problem solving ability of the students. Second, applying the prescribed program for mixed calculation resulted in an increase in students' interest and concentration on problem solving. In synthesis of the above conclusions, the development and application of the prescribed program for mixed calculation improved the students' concentration on the problem and the students' problem solving ability.

• Korean Journal of Materials Research
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• v.27 no.5
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• pp.263-269
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• 2017

Fe-Si-Cr ferroalloy is predominantly produced by carbothermic reduction. In this study, silicothermic and carbothermic mixed reduction of chromite ore to produce Fe-Si-Cr alloy is suggested. As reductants, silicon and silicon carbide are evaluated by thermochemical calculations, which prove that silicon carbide can be applied as a raw material. Considering the critical temperature of the change from the carbide to the metallic form of chromium, thereduction experiments were carried out. In these high temperature reactions, silicon and silicon carbide act as effective reductants to produce Fe-Si-Cr ferroalloy. However, at temperatures lower than the critical temperature, silicon carbide shows a slow reaction rate for reducing chromite ore. For the proper implementation of a commercial process that uses silicon carbide reductants, the operation temperature should be kept above the critical temperature. Using equilibrium calculations for chromite ore reduction with silicon and silicon carbide, the compositions of reacted metal and slag were successfully predicted. Therefore, the mass balance of the silicothermic and carbothermic mixed reduction of chromite ore can be proposed based on the calculations and the experimental results.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.24 no.3 s.174
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• pp.735-742
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• 2000

Densification behaviors of mixed metal powder under high temperature were investigated. Experimental data of mixed copper and tool steel powder with various volume fractions of Cu powder were obtained under hot isostatic pressing and hot pressing. By mixing the creep potentials of McMeeking and co-workers and of Abouaf and co-workers originally for pure powder, the mixed creep potentials with various volume fractions of Cu powder were employed in the constitutive models. The constitutive equations were implemented into a finite element program (ABAQUS) to compare with experimental data for densification of mixed powder under hot isostatic pressing and hot pressing. Finite element calculations by using the creep potentials of Abouaf and co-workers agreed reasonably well with experimental data, however, those by McMeeking and co-workers underestimate experimental data as observed in the case of pure metal powders.

• Proceedings of the Korean Society for Technology of Plasticity Conference
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• 2000.04a
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• pp.112-118
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• 2000

Densification behavior of mixed copper and tool steel powder under cold compaction was investigated. By mixing the yield functions proposed by Fleck et al. and by Gurson for pure powder in terms of volume fractions and contact numbers of Cu powder new mixed yield functions were employed for densification of powder composites under cold compaction. The constitutive equations were implemented into a finite element program (ABAQUS) to compare with experimental data for densificatiojn of mixed powder under cold isostatic pressing and cold die compaction. finite element calculations by using the yield functions mixed by contact numbers of Cu powder agreed better with experimental data than those by volume fractions of Cu powder.

• Proceedings of the KSME Conference
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• 2000.04a
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• pp.393-398
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• 2000

Densification behavior of mixed copper and tool steel powder under cold compaction was investigated. By mixing the yield functions originally proposed by Fleck-Gurson for pure powder, a new mixed yield functions In terms of volume fractions and contact numbers of Cu powder were employed in the constitutive models. The constitutive equations were implemented into a finite element program (ABAQUS) to compare with experimental data. and with calculated results from the model of Kim et at. for densification of mixed powder under cold isostatic pressing and cold die compaction. Finite element calculations by using the yield functions mixed by contact numbers of Cu powder agreed better with experimental data than those by volume fractions of Cu powder.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.531-546
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• 2017

This study explores the basis for determining priority among the four arithmetical operations in order to provide useful pedagogical content knowledge for teaching the order of operations. The study also discusses the perspective for viewing the order of operations. It presents the following five suggestions based on the results of the discussion. First, teachers should be made to realize that the same result can be obtained on calculation even when subtraction and division are performed first in mixed operations of addition and subtraction and mixed operations of multiplication and division. Second, teachers should understand why the rule of calculating sequentially from the left side of an equation has become customary. Third, teachers should be offered an explanation for the driver of the rule setting that multiplication takes precedence over addition in mixed operations of multiplication and addition. Fourth, the significance of the quantity within parenthesis must be emphasized to teachers. Fifth, teachers must gain an in-depth understanding about the order of operations by getting a description of all the customary and conceptual perspectives on the order of operations when describing the same in the teacher's guide.