• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.12
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• pp.1609-1617
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• 2019

Described in this paper is a design of hardware accelerator for implementing public-key cryptographic protocols (PKCPs) based on Elliptic Curve Cryptography (ECC) and RSA. It supports five elliptic curves (ECs) over GF(p) and three key lengths of RSA that are defined by NIST standard. It was designed to support four point operations over ECs and six modular arithmetic operations, making it suitable for hardware implementation of ECC- and RSA-based PKCPs. In order to achieve small-area implementation, a finite field arithmetic circuit was designed with 32-bit data-path, and it adopted word-based Montgomery multiplication algorithm, the Jacobian coordinate system for EC point operations, and the Fermat's little theorem for modular multiplicative inverse. The hardware operation was verified with FPGA device by implementing EC-DH key exchange protocol and RSA operations. It occupied 20,800 gate equivalents and 28 kbits of RAM at 50 MHz clock frequency with 180-nm CMOS cell library, and 1,503 slices and 2 BRAMs in Virtex-5 FPGA device.

• Education of Primary School Mathematics
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• v.20 no.3
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• pp.205-224
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• 2017

A model method has been known as the main characteristic of Singaporean elementary mathematics textbooks. However, little research has been conducted on how the model method is employed in the textbooks. In this study, we extracted contents related to the model method in the Singaporean elementary mathematics curriculum and then analyzed the characteristics of the model method applied to the textbooks. Specifically, this study investigated the units and lessons where the model method was employed, and explored how it was addressed for what purpose according to the numbers and operations. The results of this study showed that the model method was applied to the units and lessons related to operations and word problems, starting from whole numbers through fractions to decimals. The model method was systematically applied to addition, subtraction, multiplication, and division tailored by the grade levels. It was also explicitly applied to all stages of the problem solving process. Based on these results, this study described the implications of using a main model in the textbooks to demonstrate the structure of the given problem consistently and systematically.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.53-68
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• 2012

This paper investigated the conceptual schemes four children constructed as they related division number sentences to various types of fraction: Proper fractions, improper fractions, and mixed numbers in both contextual and abstract symbolic forms. Methods followed those of the constructivist teaching experiment. Four fifth-grade students from an inner city school in the southwest United States were interviewed eight times: Pre-test clinical interview, six teaching / semi-structured interviews, and a final post-test clinical interview. Results showed that for equal sharing situations, children conceptualized division in two ways: For mixed numbers, division generated a whole number portion of quotient and a fractional portion of quotient. This provided the conceptual basis to see improper fractions as quotients. For proper fractions, they tended to see the quotient as an instance of the multiplicative structure: $a{\times}b=c$ ; $a{\div}c=\frac{1}{b}$ ; $b{\div}c=\frac{1}{a}$. Results suggest that first, facility in recall of multiplication and division fact families and understanding the multiplicative structure must be emphasized before learning fraction division. Second, to facilitate understanding of the multiplicative structure children must be fluent in representing division in the form of number sentences for equal sharing word problems. If not, their reliance on long division hampers their use of syntax and their understanding of divisor and dividend and their relation to the concepts of numerator and denominator.