• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.4
• /
• pp.563-588
• /
• 2015

In elementary school, didactical transposition is inevitable due to several reasons. In mathematics, addition and multiplication are taught as binary operations, subtraction and division are taught as unary operations. But in elementary school, we try to teach all the four operations as binary operations by didactical transposition. In 'Mastering' the concepts of the four operations, the way of concept introduction is dealt importantantly. So it is different from understanding the four operations. In this study, we analyzed the four operations of natural numbers and fractions from two perspectives: concept understanding (how to introduce concepts and how to choose an operation) and connection between the operations. As a result, following implications were obtained. In division of fractions, students attempted a connection with multiplication of fractions right away without choosing an operation, based on the situation. Also, to understand division of fractions itself, integrate division of fractions presented from the second semester of the fifth grade to the first semester of the sixth grade are needed. In addition, this result can be useful in the future textbook development.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2007.05a
• /
• pp.259-262
• /
• 2007

수학, 물리학, 전자전기공학에서 취급하는 수치 자료는 매우 크거나 정밀도가 높을 수 있고, 이 경우 계산과정에서 흔히 오버플로우나 언더플로우가 발생한다. 본 연구는 이런 현상을 최소화하기 위하여 겁수(Kalpa Number) 표현 방법을 제안하고, 정수형 겁수의 사칙연산과 논리연산을 구현하였다. 겁수를 이용할 경우 실행속도는 느리지만 매우 큰 수의 연산이 가능하다.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.3
• /
• pp.381-395
• /
• 2010

The purpose of this paper is to examine the competence and the methods of problem solving in four operations word problems based on the informal knowledges by five-year-old children. The numbers which are contained in problems consist of the numbers bigger than 5 and smaller than 10. The subjects were 21 five-year-old children who didn't learn four operations. The interview with observation was used in this research. Researcher gave the various materials to children and permitted to use them for problem solving. And researcher read the word problems to children and children solved the problems. The results are as follows: five-year-old children have the competence of problem solving in four operations word problems. They used mental computation or counting all materials strategy in addition problem. The methods of problem solving were similar to that of addition in subtraction, multiplication and division, but the rate of success was different. Children performed poor1y in division word problems. According to this research, we know that kindergarten educators should be interested in children's informal knowledges of four operations including shapes, patterns, statistics and probability. For this, it is needed to developed the curriculum and programs for informal mathematical experiences.

• Proceedings of the Korean Information Science Society Conference
• /
• 2012.06a
• /
• pp.419-421
• /
• 2012

본 논문에서는 유전 프로그래밍에 기반하여 복잡한 주가지수를 예측함에 있어 사칙연산만을 사용하여 유전 프로그래밍을 구현하는 실험을 소개한다. 전통적인 방법의 주가지수 예측은 적용 분야에 대한 전문 지식과 복잡한 수학적 연산을 요구하여 구현의 어려움과 수행 속도에 문제가 있었다. 본 논문에서는 적용 분야의 전문지식에 의존하지 않는 유전 프로그래밍과 빠른 연산속도의 사칙연산만을 사용하여 이러한 문제점을 극복하는 전략을 사용하였다. 제안된 전략은 실험 결과를 통해 실제 주가지수 변화에 상당히 근접함을 확인하였다.

• Communications of Mathematical Education
• /
• v.13 no.2
• /
• pp.535-547
• /
• 2002

본 논문은 교육현장에서 자바(Java)를 이용한 수치계산 애플릿(Applet)을 개발할 경우 수식을 인식하여 그 결과를 실행하고 보여주는 심볼릭 연산을 구현하기 위한 알고리즘 개발과 다양한 입력식을 처리하기 위한 효율적인 자료구조를 제안한다. 구현된 패키지내의 클래스는 변수와 상수, 다양한 연산자를 처리하기에 적합하며 분석된 정보를 통해 사칙연산의 처리, 연산자 우선순위의 처리, 심볼릭 연산, 다항식, 방정식, 함수의 그래프 작성, 간단한 미적분 처리를 하는 알고리즘을 제안한다.

• Journal of The Korean Association of Information Education
• /
• v.12 no.3
• /
• pp.303-312
• /
• 2008

In correspondence to the educational demand on study of computer principles that is recently being focused, this study promotes basic understanding on data structure and algorithm at the elementary student level through the process of simple numerical expressions and proposes effective education contents and methods. For this, an unplugged type computer education material was produced to understand the method of the computers for receiving data through activities. Also, we proposed students to create animation data to learn numerical expressions and algorithm through arrangements and linked lists. To examine educational effectiveness of this study, an experiment study was conducted through the education content and method to the subject of one class in the fifth-grade of elementary school located in OO metropolitan city. As a result, the student learned that there is a difference in calculation method between computers and people; and this enabled basic understanding on algorithm and data structure and presented positive responses to algorithm and data structure. In conclusion, it is confirmed that it is possible to provide effective education for students if the principle study of algorithm is proposed to proper levels.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.1
• /
• pp.23-47
• /
• 2017

The purpose of this study is to analyze the types of errors that may occur in the four arithmetic operations of the fractions after classified according to the level of academic achievement for sixth-grade elementary school student who Learning of the four arithmetic operations of the fountain has been completed. The study was proceed to get the information how change teaching content and method in accordance with the level of academic achievement by looking at the types of errors that can occur in the four arithmetic operations of the fractions. The test paper for checking the type of errors caused by calculation of fractional was developed and gave it to students to test. And we saw the result by error rate and correct rate of fraction that is displayed in accordance with the level of academic achievement. We investigated the characteristics of the type of error in the calculation of the arithmetic operations of fractional that is displayed in accordance with the level of academic achievement. First, in the addition of the fractions, all levels of students showing the highest error rate in the calculation error. Specially, error rate in the calculation of different denominator was higher than the error rate in the calculation of same denominator Second, in the subtraction of the fractions, the high level of students have the highest rate in the calculation error and middle and low level of students have the highest rate in the conceptual error. Third, in the multiplication of the fractions, the high and middle level of students have the highest rate in the calculation error and low level of students have the highest rate in the a reciprocal error. Fourth, in the division of the fractions, all levels of students have the highest r rate in the calculation error.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2011.04a
• /
• pp.785-788
• /
• 2011

급속한 기술의 발전과 더불어 스마트카드 하나만으로도 서비스 제공에 필요한 인증이 가능한 기술이 제시되고 있다. 우리는 편리함과 간편함을 제공받는 대신에 보안취약성이라는 위험에 노출되게 된다. 스마트카드는 사용자의 정보와 같은 민감한 정보를 포함하기 때문에 이를 보호하기 위한 다양한 연산(사칙연산, 지수연산, 해시연산 그리고 암호화연산)들을 통해 메시지 인증 및 암호화를 수행하게 된다. 현재 산학연을 중심으로 다양한 암호화 프로토콜들이 제시되고 있다. 그 중에서도 2008년 Rhee. et. al에 의해 제시된 속성기반 스마트카드 인증기법은 사용자의 특성에 따라 다양한 서비스 제공이 가능하다는 장점을 가진다. 하지만 이동성을 제공하지 못하는 단점이 있어 자신의 스마트카드를 통한 인증범위가 제한되는 단점을 가진다. 본 논문에서는 이동성을 보장하는 개선된 속성기반 암호화 기법을 제시한다.

• Education of Primary School Mathematics
• /
• v.16 no.3
• /
• pp.251-266
• /
• 2013

With elementary school students who have learned the primary concepts of the four arithmetic operations as its subjects, this study has investigated in depth how schema and transformed schema are composed by recognition of the correct concepts and connection of concepts, that is to say, what schema learners form along with transformed schema with the primary concepts of the four arithmetic operations to understand the secondary concepts when power and mixed calculations are taken into contents. It has also investigated how the subjects use the schema they have formed for themselves and the transformed schema to approach problem solving, and how their composition of concepts and schema in problem solving ability achieve transformations. As a result, we can tell that the recognition of precise primary concepts and transformed schema work as important factors in the development from the primary to the secondary concepts. Here, we can also see learn that the formation of the schema created due to the connection among the primary concepts and the recognition of them and of the transformed schema play more important roles in the development toward the secondary concepts and the solution of arithmetic problems than any other factors.

• Journal of Elementary Mathematics Education in Korea
• /
• v.13 no.1
• /
• pp.17-30
• /
• 2009

This paper is about the basic skills of four operations in numbers and operations areas from step 1 to step 3 in elementary mathematics. Here are the results of the evaluation. First, addition and subtraction take the largest time. The average difficulty rate in operations area is 91.2%. Most students understand the contents of textbook well. Specifically, students easily understand the step 1. However, subtraction has lower difficulty rate than addition. Also, three mixed computation, calculation in horizontal, and rounding(rounding down) are difficult areas for students. The contents of step 2 are fully understood. However, lots of mistakes are found in the process of rounding(rounding down), and sentence problems are thought as difficult. Second, the multiplication is first starting in the step 2-Ga. The unit 'Multiplication 99' takes 13 hours, the longest. The difficulty rate in this unit is 89.4%, students understand well. However, students are influenced by addition and subtraction errors in the process of multiplication, and have difficulty in changing the sentence problem to multiplication expression. Third, the division, which starts in step 3-Ga, has 89.9% of difficulty rate. Students well understand. Result of this paper: most of students understand well four operations, but accurate concept, the relationship between multiplication and division, specific instructions in teaching principles of division calculation and sentence problems are in need. Setting the amount of the contents and difficulty rate in understanding are depends on every school's situation, so suggesting universal standard is really hard. However, studying more objects broadly and specific study will be helpful to suggest proper contents and effective teaching.