• KIISE Transactions on Computing Practices
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• v.22 no.11
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• pp.559-566
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• 2016

Excel is a commercially available computer program that is used worldwide. Excel is widely utilized; it is helpful in household ledgers, corporate tax calculations, management of academic grades or reports, etc. However from the beginning, inaccuracies and errors in calculations have constantly been identified, so the program is updated regularly. Decimal-to-binary conversion is a simple and repetitive task. So, use of a computer program to do this calculation is suitable. Errors in decimal-to-binary conversion are surprising and are not easily understood. Therefore, it is important to identify the flaws in Excel, which unfortunately still exist today. It is necessary to determine the cause of this type of error, and I hope for a fix to be implemented quickly.

• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.1
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• pp.1-25
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• 2008

The purpose of this study was to identify pre-service teachers' Pedagogical Content Knowledge (PCK) about decimal calculation. A written questionnaire was developed dealing with decimal calculation. A total of 152 pre-service teachers from 3 universities were selected for this study; they had taken an elementary mathematics teaching method course and had no teaching experience. The results were as follows: First, with regard to the method of decimal calculation, most pre-service teachers were familiar with algorithms introduced in the textbook. But with regard to the meaning of decimal calculations, they had difficulties in understanding decimal multiplication or decimal division with decimal number. Second, pre-service teachers recognized reasons of errors as well as errors patterns that student might make. But this recognition was limited mainly to errors related to natural number calculation. Third, pre-service teachers frequently commented about decimals algorithms, picture models, the meanings of decimal calculations, and connections to natural number calculations. Many of them represented the meanings of decimal calculations through picture models as to help students' understanding, while they just mentioned algorithms or treated decimal calculation as natural number calculations with decimal point.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.1-18
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• 2011

The purpose of this study was to investigate the effects of estimation strategy on placing decimal point in multiplication and division of decimals. To examine the effects of improving calculation ability and reducing decimal point errors with this estimation strategy, the experimental research on operation with decimal was conducted. The operation group conducted the decimal point estimation strategy for operating decimal fractions, whereas the control group used the traditional method with the same test paper. The results obtained in this research are as follows; First, the estimation strategy with understanding a basic meaning of decimals was much more effective in calculation improvement than the algorithm study with repeated calculations. Second, the mathematical problem solving ability - including the whole procedure for solving the mathematical question - had no effects since the decimal point estimation strategy is normally performed after finishing problem solving strategy. Third, the estimation strategy showed positive effects on the calculation ability. Th Memorizing algorithm doesn't last long to the students, but the estimation strategy based on the concept and the position of decimal fraction affects continually to the students. Finally, the estimation strategy assisted the students in understanding the connection of the position of decimal points in the product with that in the multiplicand or the multiplier. Moreover, this strategy suggested to the students that there was relation between the placing decimal point of the quotient and that of the dividend.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.275-293
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• 2006

The purpose of this study was to analyze the connection between students' errors and prior knowledge as an attempt to design an efficient teaching method in decimal computation. A survey on decimal computations was conducted in two 6th grade elementary school classrooms. Error patterns on decimal computations were analyzed and clinical interviews were conducted with 8 students according to their error patterns. Main errors resulted from the insufficient understanding of prior knowledge such as place value, connection between decimals and fractions, meaning of operations, and computation principles of fractions. In order to help students overcome such obstacles, a teaching experiment was designed in a manner that strengthens a profound understanding of prior knowledge related to decimal computations, and connects such knowledge to actual decimal calculations. This study showed that well-designed lesson plans with base-ten blocks might decrease students' errors by helping them understand decimals and connect their prior knowledge to decimal operations.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2004.05b
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• pp.247-250
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• 2004

Goldschmidt 알고리즘에 의한 부동소수점 1.f2의 역수는 q=NK1K2....Kn (Ki=1+Aj, j=2i)이다. 본 논문에서는 N과 A 값을 1.f2의 값에 따라서 선정하고 Aj의 값이 유효자리수의 반이하 값을 가지면 연산을 종료하는 개선된 Goldschmidt 부동소수점 역수 알고리즘을 제안한다. 1.f2가 1.01012보다 작으면 N=2-1.f2, A=1.f2-1로 하며, 1.01012보다 크거나 같으면 N=2-0.lf2, A=1-0.lf2로 한다. 한편 Goldschmidt 알고리즘은 곱셈을 반복해서 수행하므로 계산 오류가 누적이 된다. 이러한 누적 오류를 감안하면 배정도실수 역수에서는 2-57, 단정도실수 역수에서는 2-28의 유효자리수까지 연산해야 한다. 따라서 Aj가 배정도실수 역수에서는 2-29, 단정도실수 역수에서는 2-14 보다 작아지면 연산을 종료한다. 본 논문에서 제안한 개선한 Goldschmidt 역수 알고리즘은 N=2-0.1f2, A=1-0.lf2로 계산하는 종래 알고리즘과 비교하여 곱셈 연산 회수가 배정도실수 역수는 22%, 단정도실수 역수는 29% 감소하였다. 본 논문의 연구 결과는 테이블을 사용하는 Goldschmidt 역수 알고리즘에 적용해서 연산 시간을 줄일 수 있다.

• The Journal of Korean Institute of Electromagnetic Engineering and Science
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• v.15 no.1
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• pp.81-88
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• 2004

Turbo code has been adopted in the 3GPP standard, since its performance is very close to the Shannon limit. However, the turbo decoder requires a lot of computations and the amount of the memory increases as the block size of turbo codes becomes larger. In order to reduce the complexity of the turbo decoder, the Log-MAP, the Max-Log-MAP and the sliding window algorithm have been proposed. In this paper, the performance of turbo codes adopted in the 3GPP standard is analyzed by using the floating point and the fixed point implementation. The efficient decoding method is also proposed. It is shown that the BER performance of the proposed method is close to that of the Log-MAP algorithm.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.18 no.2
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• pp.75-84
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• 2008

Recently, the straightforward CRT-RSA was shown to be broken by fault attacks through many experimental results. In this paper, we analyze the fault attacks against CRT-RSA and their countermeasures, and then propose a new fault infective method resistant to the various fault attacks on CRT-RSA. In our CRT-RSA algorithm, if an error is injected in exponentiation with modulo p or q, then the error is spreaded by fault infective computation in CRT recombination operation. Our countermeasure doesn't have extra error detection procedure based on decision tests and doesn't use public parameter such as e. Also, the computational cost is effective compared to the previous secure countermeasures.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.475-496
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• 2018

Although the multiplication of decimal fractions is expected to be easy for students to understand because of the similarity to natural numbers multiplication in computing methods, students show many errors in the multiplication of decimal fractions. This is a result of the instruction focused more on skill mastery than conceptual understanding. This study is a basic study for effectively developing a unit of multiplication of decimal fractions. For this purpose, we analyzed the curriculums' performance standards, significance in teaching-learning and evaluation, contents and methods for teaching multiplication of decimal fractions from the 7th curriculum to the revised curriculum of 2015 and the textbooks' activities and lessons. Further, we analyzed preceding studies and introductory books to suggest effective directions for developing teaching unit. As a result of the analysis, three implications were obtained: First, a meaningful instruction for estimation is needed. Second, it is necessary to present a visual model suitable for understanding the meaning of decimal multiplication. Third, the process of formalizing an algorithms for multiplying decimal fractions needs to be diversified.

• Proceedings of the Korean Society of Computer Information Conference
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• 2024.01a
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• pp.51-54
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• 2024

본 논문에서는 온 디바이스 국방 AI를 위한 효율적인 학습 방법을 제안한다. 제안하는 방법은 모델 전체를 재학습하는 대신 필요한 부분만 세밀하게 조정하여 계산 비용과 시간을 대폭 줄이는 PEFT 기법의 LoRa를 적용하였다. LoRa는 기존의 신경망 가중치를 직접 수정하지 않고 추가적인 낮은 랭크의 매트릭스를 학습하는 방식으로 기존 모델의 구조를 크게 변경하지 않으면서도, 효율적으로 새로운 작업에 적응할 수 있다. 또한 학습 파라미터 및 연산 입출력에 데이터에 대하여 32비트의 부동소수점(FP32) 대신 부동소수점(FP16, FP8) 또는 정수형(INT8)을 활용하는 경량화 기법인 양자화도 적용하였다. 적용 결과 학습시 요구되는 GPU의 사용량이 32GB에서 5.7GB로 82.19% 감소함을 확인하였다. 동일한 조건에서 동일한 데이터로 모델의 성능을 평가한 결과 동일 학습 횟수에선 LoRa와 양자화가 적용된 모델의 오류가 기본 모델보다 53.34% 증가함을 확인하였다. 모델 성능의 감소를 줄이기 위해서는 학습 횟수를 더 증가시킨 결과 오류 증가율이 29.29%로 동일 학습 횟수보다 더 줄어듬을 확인하였다.