• Title/Summary/Keyword: representation numbers

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GENERALIZED PELL SEQUENCES RELATED TO THE EXTENDED GENERALIZED HECKE GROUPS ${\bar{H}}$ 3,q AND AN APPLICATION TO THE GROUP ${\bar{H}}$ 3,3

  • Birol, Furkan;Koruoglu, Ozden;Sahin, Recep;Demir, Bilal
    • Honam Mathematical Journal
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    • v.41 no.1
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    • pp.197-206
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    • 2019
  • We consider the extended generalized Hecke groups ${\bar{H}}_{3,q}$ generated by $X(z)=-(z-1)^{-1}$, $Y(z)=-(z+{\lambda}_q)^{-1}$ with ${\lambda}_q=2\;cos({\frac{\pi}{q}})$ where $q{\geq}3$ an integer. In this work, we study the generalized Pell sequences in ${\bar{H}}_{3,q}$. Also, we show that the entries of the matrix representation of each element in the extended generalized Hecke Group ${\bar{H}}_{3,3}$ can be written by using Pell, Pell-Lucas and modified-Pell numbers.

A Study on the Classification of Real Numbers based on the Decimal System (십진체계에 기초한 실수의 분류에 관한 연구)

  • Chung, Young-Woo
    • Journal of Educational Research in Mathematics
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    • v.22 no.2
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    • pp.163-178
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    • 2012
  • The efforts to represent the numbers based on the decimal system give us fundamental understanding to construct and teach the concept network on the related knowledge of elementary and secondary school mathematics. In the process to represent natural numbers, integers, rational numbers, real numbers as decimal system, we will classify the extended decimal system. Moreover we will obtain the view to classify real numbers. In this paper, we will study the didactical significance of mathematical knowledge, which arise from process to represent real numbers as decimal system, starting from decimal system representation of natural numbers, and provide the theoretical base about the classification of real numbers. This study help math teachers to understand school mathematics in critical inside-measurement and provide the theore tical background of related knowledge. Furthermore, this study provide a clue to construct coherent curriculum and internal connections of related mathematical knowledge.

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Students' cognition and a teacher's questioning strategies in the error-finding activity of the concept of irrational numbers (무리수 개념의 오류 찾기 활동에서 학생 인식과 교사의 발문 전략)

  • Na, Youn-Sung;Choi, Song Hee;Kim, Dong-joong
    • The Mathematical Education
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    • v.62 no.1
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    • pp.35-55
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    • 2023
  • The purpose of this study is to examine not only students' cognition in the mathematical error-finding activity of the concept of irrational numbers, but also the students' learning stance regarding the use of errors and a teacher's questioning strategies that lead to changes in the level of mathematical discourse. To this end, error-finding individual activities, group activities, and additional interviews were conducted with 133 middle school students, and students' cognition and the teacher's questioning strategies for changes in students' learning stance and levels of mathematical discourse were analyzed. As a result of the study, students' cognition focuses on the symbolic representation of irrational numbers and the representation of decimal numbers, and they recognize the existence of irrational numbers on a number line, but tend to have difficulty expressing a number line using figures. In addition, the importance of the teacher's leading and exploring questioning strategy was observed to promote changes in students' learning stance and levels of mathematical discourse. This study is valuable in that it specified the method of using errors in mathematics teaching and learning and elaborated the teacher's questioning strategies in finding mathematical errors.

The Effects of Mathematical Problem Solving depending on Analogical Conditions (유추 조건에 따른 수학적 문제 해결 효과)

  • Ban, Eun-Seob;Shin, Jae-Hong
    • Journal of the Korean School Mathematics Society
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    • v.15 no.3
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    • pp.535-563
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    • 2012
  • This study was conducted to confirm the necessity of analogical thinking and to empirically verify the effectiveness of analogical reasoning through the visual representation by analyzing the factors of problem solving depending on analogical conditions. Four conditions (a visual representation mapping condition, a conceptual mapping condition, a retrieval hint condition and no hint condition) were set up for the above purpose and 80 twelfth-grade students from C high-School in Cheong-Ju, Chung-Buk participated in the present study as subjects. They solved the same mathematical problem about sequence of complex numbers in their differed process requirements for analogical transfer. The problem solving rates for each condition were analyzed by Chi-square analysis using SPSS 12.0 program. The results of this study indicate that retrieval of base knowledge is restricted when participants do not use analogy intentionally in problem solving and the mapping of the base and target concepts through the visual representation would be closely related to successful analogical transfer. As the results of this study offer, analogical thinking is necessary while solving mathematical problems and it supports empirically the conclusion that recognition of the relational similarity between base and target concepts by the aid of visual representation is closely associated with successful problem solving.

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Mathematical Creativity and Mathematics Curriculum: Focusing on Patterns and Functions (창의성 관점에서 본 제 7차 초등 수학과 교육과정: 규칙성과 함수를 중심으로)

  • 서경혜;유솔아;정진영
    • Education of Primary School Mathematics
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    • v.7 no.1
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    • pp.15-29
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    • 2003
  • The present study examined the 7th national elementary school mathematics curriculum from a perspective of mathematical creativity. The study investigated to what extent the activities in the Pattern and Function lessons in the national elementary school mathematics textbooks promoted the development of mathematical creativity. The results indicated that the current elementary school mathematics curriculum was limited in many ways to promote the development of mathematical creativity. Regarding the activities in Pattern lessons, for example, most activities presented closed tasks involving finding and extending patterns. The lesson provided little opportunities to explore the relationships among various patterns, apply patterns to different situations, or create ones own patterns. In regard to the Function lessons, the majority of activities were about computing the rate. This showed that the function was taught from an operational perspective, not a relational perspective. It was unlikely that students would develop the basic understanding of function through the activities involving the computing the rate. Further, the lessons had students use exclusively the numbers in representing the function. Students were provided little opportunities to use various representation methods involving pictures or graphs, explore the strengths and limitations of various representation methods, or to choose more effective representation methods in particular contexts. In conclusion, the lesson activities in the current elementary school mathematics textbooks were unlikely to promote the development of mathematical creativity.

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A Design of 16${\times}$16-bit Redundant Binary MAC Using 0.25 ${\mu}{\textrm}{m}$ CMOS Technology

  • Kim, Tae-Min;Shin, Gun-Soon
    • Journal of the Korea Institute of Information and Communication Engineering
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    • v.7 no.1
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    • pp.122-128
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    • 2003
  • In this paper, a 16${\times}$16-bit Multiplier and Accumulator (MAC) is designed using a Redundant Binary Adder (RBA) circuit so that it can make a fast addition of the Redundant Binary Partial Products (RB_PP's) by using Wallace-tree structure. Because a RBA adds two RB numbers, it acts as a 4-2 compressor, which reduces four inputs to two output signals. We propose a method to convert the Redundant Binary (RB) representation into the 2's complement binary representation. Instead of using the conventional full adders, a more efficient RB number to binary number converter can be designed with new conversion method.

Harriot's Symbolism and the Theory of Equation (해리엇의 기호주의와 방정식론)

  • Kye, Young Hee;Shin, Kyunghee
    • Journal for History of Mathematics
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    • v.26 no.5_6
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    • pp.355-370
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    • 2013
  • Thomas Harriot has been introduced in middle school textbooks as a great mathematician who created the sign of inequality. This study is about Harriot's symbolism and the theory of equation. Harriot made symbols of mathematical concepts and operations and used the algebraic visual representation which were combinations of symbols. He also stated solving equations in numbers, canonical, and by reduction. His epoch-making inventions of algebraic equation using notation of operation and letters are similar to recent mathematical representation. This study which reveals Harriot's contribution to general and structural approach of mathematical solution shows many developments of algebra in 16th and 17th centuries from Viete to Harriot and from Harriot to Descartes.

Global Feature Extraction and Recognition from Matrices of Gabor Feature Faces

  • Odoyo, Wilfred O.;Cho, Beom-Joon
    • Journal of information and communication convergence engineering
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    • v.9 no.2
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    • pp.207-211
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    • 2011
  • This paper presents a method for facial feature representation and recognition from the Covariance Matrices of the Gabor-filtered images. Gabor filters are a very powerful tool for processing images that respond to different local orientations and wave numbers around points of interest, especially on the local features on the face. This is a very unique attribute needed to extract special features around the facial components like eyebrows, eyes, mouth and nose. The Covariance matrices computed on Gabor filtered faces are adopted as the feature representation for face recognition. Geodesic distance measure is used as a matching measure and is preferred for its global consistency over other methods. Geodesic measure takes into consideration the position of the data points in addition to the geometric structure of given face images. The proposed method is invariant and robust under rotation, pose, or boundary distortion. Tests run on random images and also on publicly available JAFFE and FRAV3D face recognition databases provide impressively high percentage of recognition.

Finite element modeling of multiplyconnected three-dimensional areas

  • Polatov, Askhad M.;Ikramov, Akhmat M.;Razmukhamedov, Daniyarbek D.
    • Advances in Computational Design
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    • v.5 no.3
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    • pp.277-289
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    • 2020
  • This article describes the technology for constructing of a multiply-connected three-dimensional area's finite element representation. Representation of finite-element configuration of an area is described by a discrete set that consist of the number of nodes and elements of the finite-element grid, that are orderly set of nodes' coordinates and numbers of finite elements. Corresponding theorems are given, to prove the correctness of the solution method. The adequacy of multiply-connected area topology's finite element model is shown. The merging of subareas is based on the criterion of boundary nodes' coincidence by establishing a simple hierarchy of volumes, surfaces, lines and points. Renumbering nodes is carried out by the frontal method, where nodes located on the outer edges of the structure are used as the initial front.

DYADIC REPRESENTATION OF THE RUDIN-SHAPIRO COEFFICIENTS WITH APPLICATIONS

  • ABDOLLAHI A.;TAGHAVI M.
    • Journal of applied mathematics & informatics
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    • v.18 no.1_2
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    • pp.301-310
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    • 2005
  • The coefficients of the Rudin-Shapiro polynomials are $\pm1$. In this paper we first replace-1 coefficient by 0 which on that case the structure of the coefficients will be on base 2. Then using the results obtained for the numbers on base 2, we introduce a quite fast algorithm to calculate the autocorrelation coefficients. Main facts: Regardless of frequencies, finding the autocorrelations of those polynomials on which their coefficients lie in the unit disk has been a telecommunication's demand. The Rudin-Shapiro polynomials have a very special form of coefficients that allow us to use 'Machine language' for evaluating these values.