• Journal of Educational Research in Mathematics
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• v.20 no.2
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• pp.103-119
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• 2010

This study aims to figure out the characteristics of the mathematical ability of multicultural Korean elementary school learners. This was done by analyzing the results of a mathematics diagnostic test given to multicultural Korean first and second year elementary school students. The findings of this study mainly support the following three. First, it was indicated that, regardless of whether the students are multicultural or not, more second-year students had difficulty in understanding mathematics than the first-year students. Specifically, a higher percentage of second-year students were below the reference point (cut-off point) than was the case in the first-year learners, which pattern of the overall Korean students was consistent with that of multicultural Koreans. Second, concerning the sub-fields of mathematics, higher proportion of the students fell below the cut-off point in 'numbers and arithmetics' area than in 'measure and geometry,' which pattern was again the same with the multicultural students. Third, it was implied that, in addition to mathematically more complex questions, linguistically complex sentential representations contributed to increasing the difficulty of the test items. It is suggested that care be taken to enhance linguistic processing and to employ well-defined terms.

• School Mathematics
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• v.15 no.4
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• pp.833-846
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• 2013

In this paper, the real state of using terms 'product', 'place value', 'nine-nine', and 'numeral' incorrectly or inconsistently in the area in Korean elementary school 1-2 grade math textbooks/workbooks are analyzed. Based on this analysis, the following four conclusions are presented. First, 'Product' should be defined in the ${\ll}$Math 3${\gg}$ textbook like 'sum' and 'difference'. Multiplication is introduced in the ${\ll}$Math 3${\gg}$ textbook/workbook, however, the result of that calculation is not referred to 'product'. Second, there is a need to reconsider the using the term 'place value' in 2nd elementary mathematics. In the ${\ll}$Math 3${\gg}$ and the ${\ll}$Math 4${\gg}$ textbooks/workbooks are not using the term 'place value' clearly. Third, the word 'addition nine-nine table' and 'subtraction nine-nine table' should not be used in the ${\ll}$Math 2${\gg}$ and the ${\ll}$Math 4${\gg}$ textbooks. Using the term 'multiplication nine-nine' and 'multiplication nine-nine table' in elementary school mathematics textbooks/workbooks instead of using the term 'nine-nine' and 'nine-nine table' respectively would be the possible cause of these inaccurate derivatives. Fourth, in 1st and 2nd elementary mathematics 'numeral' and 'number' should be used discriminately. There is a need to reconsider the using the term 'number' uniformly if possible.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.353-370
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• 2016

This study examined elementary mathematics teacher's guidebook to determine the inclusion level of 11 critical features of evidence based instruction. And the inclusion level of the features in teacher's guidebook were interpreted as 'Low', 'Middle' and 'High'. The results are as followings. First, The overall inclusion level of the features in teacher's guidebook is 'Middle' The inclusion level of the features in teacher's guidebook for 1st, 2nd, 3rd and 4th were 'Middle' but for 5th and 6th were 'Low'. Second, the inclusion level of the features 'Clarity of Objective', 'Single Concepts and Skill Taught', 'Use of Manipulatives and Representation', 'Explicit Instruction', 'Provision of Examples for new concepts and skill', 'Adequate Independent Practice Opportunities' and 'Progress Monitoring' were 'Middle' The inclusion level of the features 'Review of Prerequisite Mathematical Skills', 'Error correction and Corrective Feedback' and 'Instruction of Strategies' were 'Low'. And discussed the results.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.57-75
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• 2011

This research aimed to explore the effects of collaborative writing activities in a mathematical context, specifically pertaining to areas such as numbers and operation, geometrical figure, and measurement in Mathematics: Level 5-b, on their mathematical achievement gain and disposition among Grade 5 students. To do this, out of a total of 62 students selected from two Grade 5 classes of J Elementary School in Dalseo-gu, Daegu City, who were found to be homogenic from the tests of math performance and dispositions, an experimental group(n=31) was designed and compared to a control group (n=31). Over a six week period from October to November in 2009, the experimental group was given collaborative writing lessons in math classes while the control group was given teacher-oriented regular lessons. The results were as follows. First, there was more or less considerable, though not significant, difference in overall mathematical achievement in the students experiencing collaborative writing activities when compared with the students in the control group. However, in terms of numbers and operation, a sub-category of mathematics, there was significant difference between the two groups. Second, the students experiencing collaborative writing activities were more positively affected in all sub-categories of mathematical disposition: confidence, flexibility, determination, curiosity, reflection, and value, than those in the control group. In summing up, the exposure of collaborative writing activities to mathematics learning was found to help students not only to have a concrete and proper grasp of the relevant problem solving process, which was observed from their mathematical achievement gain especially in the sphere of numbers and operation, but also to have their mathematical disposition set towards more positive direction, which was seen in all sub-categories of mathematical disposition measurement.

• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.335-349
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• 2004

Recently, there is change the environment of education due to development of Science Technology Specially, As education information on web increased by internet, using education web data by mean of medium that aids learning by computer. Also It studied method that used the Computer as learning medium through the CAI(Computer Assisted Instruction), ICAI(Intelligent CAI), and ITS(Intelligent Tutoring System). But legacy system are not support efficient method that learns to vary learner suitable learning method by individual level. Specially It is not suitable the education course to direct current course of education, and not consider different of student capability, aptitude, need, interesting, not maximized the individual growable power and effect of education. To solve the this problem, our paper suggest the web-based self-directed MITS(Multimedia ITS) that supply the needed the information on web, make the environment that can self-directed learning. To maximized effect of individual learning, our paper structured coursed, characterized, related learning contents in region of numeral at mathematics of primary school. And then integrated contents and class, design and implement the web-based MITS that consist of 4 module to escape from limitation of learner grade, learning time, learning place.

• Journal of Broadcast Engineering
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• v.26 no.4
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• pp.429-440
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• 2021

With the recent development of deep convolutional neural network learning, deep learning techniques applied to single image super-resolution are showing good results. One of the existing deep learning-based super-resolution techniques is RDN(Residual Dense Network), in which the initial feature information is transmitted to the last layer using residual dense blocks, and subsequent layers are restored using input information of previous layers. However, if all hierarchical features are connected and learned and a large number of residual dense blocks are stacked, despite good performance, a large number of parameters and huge computational load are needed, so it takes a lot of time to learn a network and a slow processing speed, and it is not applicable to a mobile system. In this paper, we use the residual dense structure, which is a continuous memory structure that reuses previous information, and the residual dense channel attention block using the channel attention method that determines the importance according to the feature map of the image. We propose a method that can increase the depth to obtain a large receptive field and maintain a concise model at the same time. As a result of the experiment, the proposed network obtained PSNR as low as 0.205dB on average at 4× magnification compared to RDN, but about 1.8 times faster processing speed, about 10 times less number of parameters and about 1.74 times less computation.

• Journal of the Institute of Electronics and Information Engineers
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• v.50 no.1
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• pp.157-165
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• 2013

In this paper, efficient digit-serial VLSI architecture for 1D (9,7) lifting-based discrete wavelet transform (DWT) filter has been proposed. The proposed architecture computes the DWT in digit basis, so that the required hardware is reduced. Also, the multiplication is replaced with the shift and add operation to minimize the hardware requirement. Bit allocation for input, output, and the internal data has been determined by analyzing the PSNR. We have carefully designed the data feedback latency not to degrade the performance in the recursive folded scheduling. The proposed digit-serial architecture requires small amount of hardware but achieve 100% of hardware utilization, so we try to optimize the tradeoffs between the hardware cost and the performance. The proposed architecture has been designed and verified by VerilogHDL and synthesized by Synopsys Design Compiler with a DongbuHitek $0.18{\mu}m$ STD cell library. The maximum operating frequency is 330MHz with 3,770 gates in equivalent two input NAND gates.

• Journal of IKEEE
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• v.6 no.1 s.10
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• pp.30-39
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• 2002

In this paper, we proposed a new circuit construction method that reduces the number of circuit devices of fuzzy controller. Sasaki had defined a new operator to eliminate the divide circuit comparing with the center of gravity method which often using to design the fuzzy controller. In this paper we obtained the more compacted fuzzy controller's circuit by using the proposed definition of fuzzification and defuzzification than using the Sasaki's method and the fuzzification and defuzzification are reverse operation each other. Using these definitions we exhibit the new design method and circuit structure that can eliminate the bounded product(BP) circuit included in Sasaki's circuit. Using the proposed method to level controlling of the water tank, we verified the fuzzy controller's performance by using existent method and proposed method. As a result that are calculated by using the Proposed fuzzy controller to level controlling of the water tank, total numbers of blocks and devices were decreased. If the number of variables and antecedents are Be11ing larger, this method is more efficient.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.41 no.8
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• pp.75-84
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• 2004

In this paper, we proposed an efficient hardware architecture of line-based lifting algorithm for Motion JPEG2000. We proposed a new architecture of a lifting-based filtering cell which has an optimized and simplified structure. It was implemented in a hardware accommodating both (9,7) and (5,4) filter. Since the output rate is linearly proportional to the input rate, one can obtain the high throughput through parallel operation simply by adding the hardware units. It was implemented into both of ASIC and FPGA The 0.35${\mu}{\textrm}{m}$ CMOS library from Samsung was used for ASIC and Altera was the target for FRGA. In ASIC, the proposed architecture used 41,592 gates for the lifting arithmetic and 128 Kbit memory. For FPGA it used 6,520 LEs(Logic Elements) and 128 ESBs(Embedded System Blocks). The implementations were stably operated in the clock frequency of 128MHz and 52MHz, respectively.

• Education of Primary School Mathematics
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• v.21 no.4
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• pp.415-430
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• 2018

The purpose of this study was to get reflections on teaching numbers and operations for special education from analyzing lessons for counting, addition and subtraction of natural number with counting board for students with autism. In order to attain these purposes, this study analyzed the lessons for counting, addition and subtraction of natural number to students with autism in 4th and 6th graders in special class at regular elementary school using counting board for one hour per week for 30 weeks. According to the analysis, counting board that reveals the structure of numbers becomes an effective mathematical materials, and using the counting strategy and computation strategy can be an effective method of teaching, and it is possible to teach mathematical communication to students with autism. From this result, this study presented suggestions for teaching counting, addition and subtraction for students with disabilities.