• 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.

• Journal for History of Mathematics
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• v.20 no.2
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• pp.89-108
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• 2007

Finding the lack of meaningful approaches in teaching multiplication of decimal fractions, this paper tries to show from the standpoints of Dewey, Vergnaud and Brousseau that the cognition of ratio and proportion is essential to the understanding of multiplication of decimal fractions. Based upon such posture, this paper compares the characteristics and approaches to multiplication of decimal fractions in Korean and Japanese textbooks. Finally, this paper suggests ways to develop the concept of multiplication of decimal fractions in Korean textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.1-21
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• 2007

The purpose of this study was to propose instructional methods using base-ten blocks in teaching the multiplication of decimal for 5th grade students by analyzing the process of their conceptual comprehension of multiplication of decimal. The students in this study were found to understand various meanings of operations (e.g., repeated addition, bundling, and area) by modeling them with base-ten blocks. They were able to identify the algorithm through the use of base-ten blocks and to understand the principle of calculations by connecting the manipulative activities to each stage of algorithm. The students were also able to determine whether the results of multiplication of decimal might be reasonable using base-ten blocks. This study suggests that appropriate use of base-ten blocks promotes the conceptual understanding of the multiplication of decimal.

• The Journal of the Korea institute of electronic communication sciences
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• v.19 no.2
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• pp.409-416
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• 2024

With the expansion of floating-point operation requirements for fast high-speed data signal processing and logic operations, the speed of the floating-point operation unit is the key to affect system operation. This paper studies the performance characteristics of different floating-point multiplier schemes, completes partial product compression in the form of carry and sum, and then uses a carry look-ahead adder to obtain the result. Intel Quartus II CAD tool is used for describing Verilog HDL and evaluating performance results of the floating point multipliers. Floating point multipliers are analyzed and compared based on area, speed, and power consumption. The FMAX of modified Booth encoding with Wallace tree is 33.96 Mhz, which is 2.04 times faster than the booth encoding, 1.62 times faster than the modified booth encoding, 1.04 times faster than the booth encoding with wallace tree. Furthermore, compared to modified booth encoding, the area of modified booth encoding with wallace tree is reduced by 24.88%, and power consumption of that is reduced by 2.5%.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.10
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• pp.2341-2349
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• 2015

The commonly used Goldschmidt's floating-point divider algorithm performs two multiplications in one iteration. In this paper, a tentative error corrected K'th Goldschmidt's floating-point number divider algorithm which performs K times multiplications in one iteration is proposed. Since the number of multiplications performed by the proposed algorithm is dependent on the input values, the average number of multiplications per an operation in single precision and double precision divider is derived from many reciprocal tables with varying sizes. In addition, an error correction algorithm, which consists of one multiplication and a decision, to get exact result in divider is proposed. Since the proposed algorithm only performs the multiplications until the error gets smaller than a given value, it can be used to improve the performance of a divider unit. Also, it can be used to construct optimized approximate reciprocal tables.

• School Mathematics
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• v.12 no.3
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• pp.371-388
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• 2010

The goals of this study are to inquire middle school students' understanding about prime number and to propose pedagogical implications for school mathematics. Written questionnaire were given to 198 Korean seventh graders who had just finished learning about prime number and prime factorization and then 20 students participated in individual interviews for member checks. In defining prime and composite numbers, the students focused on distinguishing one from another by numbering of factors of agiven natural number. However, they hardly recognize the mathematical connection between prime and composite numbers related on the multiplicative structure of natural number. This study suggests that it is needed to emphasize the conceptual relationship between divisibility and prime decomposition and the prime numbers as the multiplicative building blocks of natural numbers based on the Fundamental Theorem of Arithmetic.

• 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.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2010.05a
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• pp.809-811
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• 2010

In most floating-point operations related with 3D graphic applications for mobile devices, properly approximated data calculations with reduced complexity and low power are preferable to exactly rounded floating-point operations with unnecessary preciseness with cost. Among all the sophisticated floating-point arithmetic operations, multiplication and division are the most complicated and time-consuming, and they can be transformed into addition and subtraction repectively by adopting the logarithmic conversion. In this process, the most important factor for performance is how high we can make an approximation of the logarithm conversion. In this paper, we cover the trends in studying the logarithm conversion circuit designs. We also discuss the important factor in design issues and the applicable fields in detail.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.1-17
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• 2019

In this study, prospective teachers were involved in arranging the teaching sequence of multiplication and division of fractions and decimal numbers based on their experience and knowledge of school mathematics. As a result, these activities provided an opportunity to demonstrate the prospective teachers' perception. Prospective teachers were able to learn the knowledge they needed by identifying the differences between their perceptions and curriculum. In other words, prospective teachers were able to understand the mathematical relationships inherent in the teaching sequence of multiplication and division of fractions and decimal numbers and the importance and difficulty of identifying students' prior knowledge and the effects of productive failures as teaching methods.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.29 no.3
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• pp.515-518
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• 2019

The performance of Elliptic Curves Cryptosystem(ECC) is dominated by the modular multiplication since the elliptic curve scalar multiplication consists of the modular multiplication in projective coordinates. In this paper, we propose a new method that combines the Karatsuba-Ofman multiplication method and a new modular reduction algorithm in order to improve the performance of the modular multiplication for NIST p224 in the FIPS 186-4 standard. The proposed method leads to a running time improvement for computing the modular multiplication about 25% faster than the previous methods. The results also show that the method can reduce the arithmetic complexity by half when compared with traditional implementations on the standpoint of the modular reduction.