• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.8
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• pp.1172-1179
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• 2022

This paper describes a design of point scalar multiplier for public-key cryptography based on binary Edwards curves (BEdC). For efficient implementation of point addition (PA) and point doubling (PD) on BEdC, projective coordinate was adopted for finite field arithmetic, and computational performance was improved because only one inversion was involved in point scalar multiplication (PSM). By applying optimizations to hardware design, the storage and arithmetic steps for finite field arithmetic in PA and PD were reduced by approximately 40%. We designed two types of point scalar multipliers for BEdC, Type-I uses one 257-b×257-b binary multiplier and Type-II uses eight 32-b×32-b binary multipliers. Type-II design uses 65% less LUTs compared to Type-I, but it was evaluated that it took about 3.5 times the PSM computation time when operating with 240 MHz. Therefore, the BEdC crypto core of Type-I is suitable for applications requiring high-performance, and Type-II structure is suitable for applications with limited resources.

• Journal of IKEEE
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• v.26 no.4
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• pp.736-741
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• 2022

Lattice-based cryptography is the most practical post-quantum cryptography because it enjoys strong worst-case security, relatively efficient implementation, and simplicity. Ring learning with errors (R-LWE) is a public key encryption (PKE) method of lattice-based encryption (LBC), and the most important operation of R-LWE is the modular polynomial multiplication of rings. This paper proposes a method for optimizing modular multipliers based on approximate computing (AC) technology, targeting the medium-security parameter set of the R-LWE cryptosystem. First, as a simple way to implement complex logic, LUT is used to omit some of the approximate multiplication operations, and the 2's complement method is used to calculate the number of bits whose value is 1 when converting the value of the input data to binary. We propose a total of two methods to reduce the number of required adders by minimizing them. The proposed LUT-based modular multiplier reduced both speed and area by 9% compared to the existing R-LWE modular multiplier, and the modular multiplier using the 2's complement method reduced the area by 40% and improved the speed by 2%. appear. Finally, the area of the optimized modular multiplier with both of these methods applied was reduced by up to 43% compared to the previous one, and the speed was reduced by up to 10%.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.675-695
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• 2023

To learn mathematics effectively, understanding vocabulary is essential. Accordingly, as a way to present vocabulary for mathematics education, high-frequency vocabulary was extracted from the 2009 revised 1st and 2nd grade mathematics textbooks and the 2015 revised 1st and 2nd grade mathematics textbooks. At this time, mathematics textbooks were analyzed by grade and semester, and vocabulary with a common frequency of 5 or more was extracted. In order to use it effectively in school settings, common vocabulary for each grade and intensive vocabulary for each semester were presented. As a result of the study, 61 vocabulary words for first grade education and 121 vocabulary words for second grade education were selected. As a result of analysis by vocabulary level, various levels of vocabulary from grades 1 to 5 were used. As a result of analysis by vocabulary type, the proportion of academic words increased similarly, but the proportion of technical words was found to be highest in the first semester of the second year. Based on these results, the extracted vocabulary for mathematics education is used as a resource for vocabulary instruction for students' mathematics education in each grade to help students learn mathematics.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.39-55
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• 2024

Recently, the 2022 revised mathematics curriculum has established achievement standards for equal sign and equality, and efforts have been made to examine teaching methods and student understanding of relational understanding of equal sign. In this context, this study conducted a lesson that emphasized relational understanding in an introduction to equal sign, and compared and analyzed the understanding of equal sign between the experimental group, which participated in the lesson emphasizing relational understanding and the control group, which participated in the standard lesson. For this purpose, two classes of students participated in this study, and the results were analyzed by administering pre- and post-tests on the understanding of equal sign. The results showed that students in the experimental group had significantly higher average scores than students in the control group in all areas of equation-structure, equal sign-definition, and equation-solving. In addition, when comparing the means of students by item, we found that there was a significant difference between the means of the control group and the experimental group in the items dealing with equal sign in the structure of 'a=b' and 'a+b=c+d', and that most of the students in the experimental group correctly answered 'sameness' as the meaning of equal sign, but there were still many responses that interpreted the equal sign as 'answer'. Based on these results, we discussed the implications for instruction that emphasizes relational understanding in equal sign introduction lessons.

• Journal of Korean Ophthalmic Optics Society
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• v.12 no.3
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• pp.39-48
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• 2007

The stimulus of accommodation A, the stimulus of convergence C and the prism diopter ${\Delta}$ are reviewed and redefined more obviously. How the A and C are managed in the practice are reviewed and summarized. As a result, the common practical process of the binocular vision findings is most suitable in the case of the $l_c=26.67mm$, where the near distance is measured from the test lens to the near target and its value is 40 cm and the average of the P.D equal to 64 mm. The $l_c$ is the distance between the test lens and the center of rotation. Those values were used at calculating the various values in this paper. The error of the stimulus of accommodation values which are evaluated by the practically used formula (5) are calculated. Where the distance between lens and the principle point of eye is 15.07 mm ($=l_H$). The incremental stimulus of convergence values P' caused by the addition prism $P_m$ are evaluated by the recursion computation method. The P' are varied with the $P_m$, the distance $p_c$ between the prism and the center of rotation, the initial convergence value (or inverse target distance) $C_o$ and the refractive index n of the prism material. The recursion computation method and the other formulas are described in detail. In this paper n=1.7 is used. The two factors by which the P' is increased are exist. The one which is major is the property by which the values of convergence whose unit is ${\Delta}$ are not added in the generally way. The other is the that the actual power of the prism is varied with the angle of incidence light. And the P' is decreased remarkably by an increase in the $p_c$ and $C_o$. The $P^{\prime}/P_m$ are calculated and graphed which are varied with the $p_c$ and $C_o$, where the $P_m=20{\Delta}$, P.D=64 mm and n=1.7. The index n dependence of the $P^{\prime}/P_m$ is negligible (refer to fig. 6). The $p_c$ are evaluated at which the P' equal to the $P_m$ for various $P_m$ (refer to table 1). The actual values of the stimulus of convergence and accommodation which are manipulated simply in the practice are calculated. Two graphical forms are suggested. The one is like as the commonly used one. But the stimulus of convergence and of accommodation values in the practice are positioned at the exact positions when the graphic is made (refer to fig. 9). The other is the form that the incremental stimulus of convergence values caused by the addition prisms are represented at actual positions (refer to fig. 11).

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.1-14
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• 2015

In this paper, in order to improve the teaching contents on even and odd number, composition and decomposition of numbers, and (1 digit)+(1 digit) with carrying, (10 and 1 digit)-(1 digit) with borrowing, the corresponding teaching contents in ${\ll}$Math 1-1${\gg}$, ${\ll}$Math 1-2${\gg}$ are critically reviewed. Implications obtained through this review can be summarized as follows. First, the current incomplete definition of even and odd numbers would need to be reconsidered, and the appropriateness of dealing with even and odd numbers in first grade would need to be reconsidered. Second, it is necessary to deal with composition and decomposition of numbers less than 20. That is, it need to be considered to compose (10 and 1 digit) with 10 and (1 digit) and to decompose (10 and 1 digit) into 10 and (1 digit) on the basis of the 10. And the sequence dealing with composition and decomposition of 10 before dealing with composition and decomposition of (10 and 1 digit) need to be considered. And it need to be considered that composing (10 and 1 digit) with (1 digit) and (1 digit) and decomposing (10 and 1 digit) into (1 digit) and (1 digit) are substantially useless. Third, it is necessary to eliminate the logical leap in the calculation process. That is, it need to be considered to use the composing (10 and 1 digit) with 10 and (1 digit) and decomposing (10 and 1 digit) into 10 and (1 digit) on the basis of the 10 to eliminate the leap which can be seen in the explanation of calculating (1 digit)+(1 digit) with carrying, (10 and 1 digit)-(1 digit) with borrowing. And it need to be considered to deal with the vertical format for calculation of (1 digit)+(1 digit) with carrying and (10 and 1 digit)-(1 digit) with borrowing in ${\ll}$Math 1-2${\gg}$, or it need to be considered not to deal with the vertical format for calculation of (1 digit)+(1 digit) with carrying and (10 and 1 digit)-(1 digit) with borrowing in ${\ll}$Math 1-2 workbook${\gg}$ for the consistency.

• Journal of KIISE:Computer Systems and Theory
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• v.30 no.5_6
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• pp.324-329
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• 2003

The public-key cryptosystems such as Diffie-Hellman Key Distribution and Elliptical Curve Cryptosystems are built on the basis of the operations defined in GF(2$^{m}$ ):addition, subtraction, multiplication and multiplicative inversion. It is important that these operations should be computed at high speed in order to implement these cryptosystems efficiently. Among those operations, as being the most time-consuming, multiplicative inversion has become the object of lots of investigation Formant's theorem says $\beta$$^{-1}$ =$\beta$$^{2}$sup m/-2/, where $\beta$$^{-1}$ is the multiplicative inverse of $\beta$$\in$GF(2$^{m}$ ). Therefore, to compute the multiplicative inverse of arbitrary elements of GF(2$^{m}$ ), it is most important to reduce the number of times of multiplication by decomposing 2$^{m}$ -2 efficiently. Among many algorithms relevant to the subject, the algorithm proposed by Itoh and Tsujii[2] has reduced the required number of times of multiplication to O(log m) by using normal basis. Furthermore, a few papers have presented algorithms improving the Itoh and Tsujii's. However they have some demerits such as complicated decomposition processes[3,5]. In this paper, in the case of 2$^{m}$ -2, which is mainly used in practical applications, an efficient algorithm is proposed for computing the multiplicative inverse at high speed by using both the factorization formula x$^3$-y$^3$=(x-y)(x$^2$＋xy＋y$^2$) and normal basis. The number of times of multiplication of the algorithm is smaller than that of the algorithm proposed by Itoh and Tsujii. Also the algorithm decomposes 2$^{m}$ -2 more simply than other proposed algorithms.