• Communications of Mathematical Education
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• v.28 no.1
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• pp.1-17
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• 2014

Recently a student's mathematical thinking and problem-solving skills are emphasized. Nevertheless, the students solved the problem associated with a given type of problem solving using mechanical algorithms. With this algorithm, It's hard to achieve the goal that are recently emphasized. Furthermore It may be formed error or misconception. However, consistent errors have positive aspects to identify of the current cognitive state of the learner and to provide information about the cause of the error. Thus, this study tried to analyze the error happening in the process of solving gearwheel-involved problem and to propose the correct teaching method. The result of student's error analysis, the student tends to solve the gear-wheel problem with proportional expression only. And the student did not check for the proportional expression whether they are right or wrong. This may be occurred by textbook and curriculum which suggests only best possible conditioned problems. This paper close with implications on the discussion and revision of the concepts presented in the curriculum and sequence related to the gearwheel-involved problem as well as methodological suggested of textbook.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.3 no.3
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• pp.129-135
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• 1983

During engineering projects, land use and geologic investigations, topographic information by means of Photointerpretation and Photographic Survey often plays an important role. As some recent methods of Dip and Strike determination were used without considering the characteristics of the geometrical conditions of photography, it is necessary to present an accurate and rapid formula. In this paper, Dip and Strike determination using photogrammetric method was theoretically approached with geometrical and mathematical models using trigonometric formula and plane equation, respectively.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.21 no.5
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• pp.27-33
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• 2011

At FDTC'05 and CISC-W'10, the authors showed that if they decrease the number of rounds of AES and Triple-DES by using the fault injections, it is possible to recover the secret key of the target algorithms, respectively. In this paper, we propose a key recovery attack on HMAC by using the main idea of these attacks. This attack is applicable to HMAC based on MD-family hash functions and can recover the secret key with the negligible computational complexity. Particularly, the attack result on HMAC-SHA-2 is the first known key recovery attack result on this algorithm.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.21 no.5
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• pp.15-25
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• 2011

A differential fault analysis(DFA) is one of the most important side channel attacks on block ciphers. Most block ciphers, such as DES, AES, ARIA, SEED and so on., have been analysed by this attack. In 2008, Wei et al. proposed the first DFA on ARIA-128. Their attack can recover the 128-bit secrey key by about 45 faulty ciphertexts. In this paper, we propose an improved DFA on ARIA-128. We can recover the 12S-bit secret key by only 4 faulty ciphertexts with the computational complexity of O($2^{32}$).

• Journal of the Korea Institute of Information Security & Cryptology
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• v.22 no.1
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• pp.3-10
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• 2012

In this paper, we propose a fault injection attack on stream cipher A5/3 used in GSM. The fault assumption of this attack is based on that of fault injection attacks proposed in FDTC'05 and CISC-W'10. This attack is applicable to A5/3 supporting 64/128-bit session key, respectively, and can recover the session key by using a small number of fault injections. These works are the first known key recovery attack results on A5/3.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.139-166
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• 2014

The purpose of the study is to enhance the teaching competence for pre-service elementary teacher by using DGE in order to enhance SMK and PCK for them. To do this, we investigated the initial SMK and PCK for 23 pre-service elementary teachers, the reality of implementation activity of DGE and the change of SMK and PCK after quest activity by DGE. As results, 3 pre-service elementary teachers made errors which are misunderstanding a general angle as special angle, an excessive jump of logic and a circulation logic in the aspect of an initial SMK. In the aspect of contents of PCK, most of pre-service elementary teachers proposed teaching focused on the character using in the problem solving. And most of pre-service elementary teachers proposed teaching methods which are based on explanation, measurement and material manipulation. The reality of implementation activity of DGE was classified 4 cases which are a difficulty in understanding the concept of dynamics and embodying in DGE, an obsession about construction of $75^{\circ}$ and generalization, a difficulty in interpreting 'folding activity' mathematically and a good implementation activity. After quest activity by DGE, the case which is misunderstanding a general angle as special angle could be improved, but the others are not. And after quest activity by DGE, most of pre-service elementary teachers still proposed teaching focused on the character using in the problem solving in the aspect of contents of PCK, and some of pre-service elementary teachers added only teaching methods which are involving visual confirmation by GSP. From these results, we could extract some pedagogical implications helping pre-service teachers to reinforce SMK and PCK by DGE.

• Economic and Environmental Geology
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• v.36 no.3
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• pp.243-255
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• 2003

The mathematical models for GIS-based spatial data integration have been developed for geological applications such as mineral potential mapping or landslide susceptibility analysis. Among various models, the effectiveness of fuzzy logic based integration of multiple sets of geological data is investigated and discussed. Unlike a traditional target-driven fuzzy integration approach, we propose a data-driven approach that is derived from statistical relationships between the integration target and related spatial geological data. The proposed approach consists of four analytical steps; data representation, fuzzy combination, defuzzification and validation. For data representation, the fuzzy membership functions based on the likelihood ratio functions are proposed. To integrate them, the fuzzy inference network is designed that can combine a variety of different fuzzy operators. Defuzzification is carried out to effectively visualize the relative possibility levels from the integrated results. Finally, a validation approach based on the spatial partitioning of integration targets is proposed to quantitatively compare various fuzzy integration maps and obtain a meaningful interpretation with respect to future events. The effectiveness and some suggestions of the schemes proposed here are illustrated by describing a case study for landslide susceptibility analysis. The case study demonstrates that the proposed schemes can effectively identify areas that are susceptible to landslides and ${\gamma}$ operator shows the better prediction power than the results using max and min operators from the validation procedure.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.19 no.5
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• pp.17-24
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• 2009

Zhang et al. proposed a improved fast correlation attack on stream ciphers at SAC'08[8]. This attack is based on the fast correlation attack proposed at Crypto'00 and combined with FWT(fast Walsh transform). Given various attack environments, they presented complexities and success probabilities of the proposed attack algorithm. However, we found that our simulation results of the proposed attack algorithm are different from them presented in [8]. In this paper, we correct results of the proposed attack algorithm by analyzing it theoretically. And we propose a threshold of valid bias.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.30 no.4A
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• pp.259-270
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• 2005

This paper proposes a mathematical model to analyze call-and packet-level performance of the TD-CDMA/TDD system which could serve a flexible radio resource management against multi-type heterogeneous and asymmetrical traffic conditions. On call-level analysis, the mathematical model based on queueing theory performs multi-dimensional operations using random vectors or matrices to consider multiple types of traffic and also deal with asymmetrical up- and down-direction transmissions separately. Employing the mathematical model, we obtain rail blocking probability for each type of traffic and also the optimum switching-point with the smallest call flocking probability. And on packet-level analysis, employing a non-prioritized queueing scheme between circuit and packet calls, we solve 2-dimensional random vector problem composed of the queue length for packets and the number of circuit calls being served. Finally, packet-level performance is analyzed in terms of the packet loss probability and the buffer size required under mixed-traffic conditions of multiple types of circuit and packet calls.