• 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.

• 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.

• 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.

• 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.

• 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 KIEE Conference
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• 2008.10a
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• pp.127-128
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• 2008

Baliga는 구형 PN 접합에 대한 해석적인 항복전압을 유도하였으며, 이 식은 ${\gamma}(r_j/W_{pp})$ 값이 1보다 큰 구간에서 구형 접합의 항복전압이 원통형 및 평면형 항복진압 보다 큰 값을 가지게 된다. 기본적으로 구형 접합의 한복전압이 원통형과 평면형 접합의 항복전압보다 클 수 없기 때문에 이는 명백한 오류이다. 이 오류는 식을 구하는 과정에서 소수점 두 자리를 무시하고 계산을 하였기 때문임을 밝혀냈으며, 또한 이러한 작은 실수가 구형 접합의 항복전압에 미치는 영향이 지대할 수 있다는 결과를 보고하고자 한다.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.193-210
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• 2016

In the $10{\div}2.4$ problem situation, we could find that curious upper and middle level students' solution. They solved $10{\div}2.4$ and wrote the result as quotient 4, remainder 4. In this curious response, we researched how students realize quotient and remainder in division of decimal. As a result, many students make errors in division of decimal especially in remainder. From these response, we constructed fraction based teaching method about division of decimal. This method provides new aspects about quotient and remainder in division of decimal, so we can compare each aspects' strong points and weak points.

• 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.18 no.2
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• pp.237-255
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• 2014

The purpose of this study is to investigate elementary school students' understanding the concept and operations of decimal fraction. The survey research was performed for this study. This survey was done by selecting 156 students. Questionnaire were made in five areas with reference to the 2007 revised mathematics curriculum. Five areas were the concept of decimal fraction, the addition, the subtraction, the multiplication and the division of decimal fraction. The results of such analysis are as follow: The analyzed result of understanding about concepts and operation of decimal fraction showed a high rate of correct answer, more than 85%. Students thought that multiplication and division of decimal fraction is more difficult than addition, subtraction, concept of decimal fraction. As the learning about concepts and operation of decimal fraction progress, the learning gap is bigger. Effort to reduce the learning deficits are needed in the lower grades. Mathematics is the study of the hierarchical. Learning deficits in low-level interfere with the learning in next-level. Therefore systematic supplementary guidance for a natural number and decimal fraction in low-level is needed. And understanding concepts and principles of calculations should be taught first.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.15 no.2
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• pp.432-438
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• 2011

This paper describes an analysis of optimal design conditions of multi-mode LDPC(low density parity check) decoder which supports three block lengths (648, 1296, 1944) and four code rates (1/2, 2/3, 3/4, 5/6) for IEEE 802.11n WLAN system. A fixed-point model of LDPC decoder, which adopts min-sum algorithm and layered decoding scheme, is implemented using Matlab. From fixed-point simulation results for various bit-width parameters such as internal bit-width, integer/fractional part bit-widths, optimal design conditions and decoding performance of LDPC decoder are analyzed.