• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.249-271
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• 2005

The study was aimed to show effects of the newly step branch's feedback models on the mathematics underachievers' mathematics achievement and attitude toward the mathematics, extent of self-check. The subject are 26 mathematics underachievers in the End grade of H middle school located in Taejeon. They were divided into an experimental group and a control group, and the attribution disposition. Experiment group was provided step branch's feedback and control group was provided general formative' feedback. The duration of the treatment was over a period of six weeks. The result of study, the step branch's feedback was effects for increasing he mathematics achievement and attitude toward the mathematics than the general formative' feedback(p<.05). In addition, the step branch's feedback group had better extent of self-check than the general formative' feedback.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2006.06a
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• pp.311-315
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• 2006

Viterbi decoder는 크게 BM(Branch metric), ACS(Add-Compare-Select), SM(Survivor Memory) block 으로 구성되어 있다. 이중 ACSU 부분은 고속 데이터 처리를 위한 bottleneck이 되어 왔으며, 이의 해결을 위한 많은 연구가 활발히 진행되어 왔다. look ahead technique은 ACSU를 M-step으로 처리하고 CS(Carry save) number를 사용한 새로운 비교 알고리즘을 제안하여 high throughput을 추구했으며, minimized method는 block processing 방식으로 forward, backward 방향으로 decoding을 수행하여 ACSU 부분의 feedback을 완전히 제거하여 exteremely high throughput 을 추구하고 있다. 이에 대해 look ahead technique 의 기본 PE(Processing Element)를 바탕으로 minimized method 알고 리즘의 core block 을 bit-level 로 구현하였으며 : code converter 를 이용하여 CS number 가운데 redundat number(l)를 제거하여 비교기를 더 간단히 하였다. SYNOPSYS의 Design compiler 와 TSMC 0.18 um library 를 이용하여 합성하였다.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.71-89
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• 2007

The present study was investigate the effects of feedback on mathematical achievement and attitude toward mathematics. Referring to the improvement of mathematics achievement, feedback groups(group I and II) turns out to be more efficient than the normal learning group(group III)(p<.05), there found no significant differ between group I and II(p>.05). As for the poor level of mathematics achievement, feedback groups(group I and II) turns out to be more efficient than the normal learning group(group III)(p<.05), there for fine level, found no significant differ between feedback group(group I and II)and the normal learning group(group III)(p>.05). Referring to the improvement of attitude toward mathematics, feedback groups(group I and II) turns out to be more efficient than the normal learning group(group III)(p<.05), there found no significant differ between feedback groups(group I and II)and the normal learning group(group III)(p>.05). As for the level(find or poor) of mathematics achievement, feedback groups(group I and II) turns out to be more efficient than the normal learning group(group III)(p<.05), there found no significant differ between feedback group(group I and II) and the normal learning group(groupIII)(p>.05).