• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.4
• /
• pp.643-662
• /
• 2017

The first appearance of the equations in elementary school mathematics is in the expression of the equal sign in the addition sentences without its definition. Most elementary school students have operational understanding of the equal sign in equations. Moreover, students' opportunities to have a clear concept of the properties of operations are limited because they are used implicitly in the textbooks. Based on this fact, it has been argued that it is necessary to introduce the properties of operations explicitly in terms of specific numbers and to deal with various types of equations for understanding a relational meaning of the equal sign. In this study, we use equations to represent the implicit properties of operations and the relational meaning of the equal sign in elementary school mathematics with respect to students' level of understanding. In addition, we give some explicit examples which show how to apply them to make efficient computations.

• Journal of Educational Research in Mathematics
• /
• v.21 no.3
• /
• pp.239-259
• /
• 2011

This study investigated the elementary school students' ability on the algebraic reasoning as generalized arithmetic. It analyzed the written responses from 648 second graders, 688 fourth graders, and 751 sixth graders using tests probing their understanding of the properties of whole number operations. The result of this study showed that many students did not recognize the properties of operations in the problem situations, and had difficulties in applying such properties to solve the problems. Even lower graders were quite successful in using the commutative law both in addition and subtraction. However they had difficulties in using the associative and the distributive law. These difficulties remained even for upper graders. As for the associative and the distributive law, students had more difficulties in solving the problems dealing with specific numbers than those of arbitrary numbers. Given these results, this paper includes issues and implications on how to foster early algebraic reasoning ability in the elementary school.

• Journal of Elementary Mathematics Education in Korea
• /
• v.23 no.1
• /
• pp.143-168
• /
• 2019

Along with the significance of algebraic thinking in elementary school, it has been recently emphasized that the properties of number and operations need to be explored in a meaningful way rather than in an implicit way. Given this, the purpose of this study was to analyze how third graders could understand the properties of operations in multiplication after they were taught such properties through a reconstructed unit of multiplication. For this purpose, the students from three classes participated in this study and they completed pre-test and post-test of the properties of operations in multiplication. The results of this study showed that in the post-test most students were able to employ the associative property, commutative property, and distributive property of multiplication in (two digits) × (one digit) and were successful in applying such properties in (two digits) × (two digits). Some students also refined their explanation by generalizing computational properties. This paper closes with some implications on how to teach computational properties in elementary mathematics.

• Education of Primary School Mathematics
• /
• v.22 no.3
• /
• pp.181-203
• /
• 2019

Even though the properties of operations in multiplication serve a fundamental basis of conceptual understanding the multiplication with whole numbers for elementary students, there has been lack of research in this field. Given this, the purpose of this study was to analyze instructional methods related to the properties of operations in multiplication (i.e., commutative property of multiplication, associative property of multiplication, distributive property of multiplication over addition) in a series of mathematics textbooks of Korea, Japan, and the US. The overall analysis was conducted in the following two aspects: (a) when and how to deal with the properties of multiplication in three instructional context (i.e., introduction, application, generalization), and (b) what models use to represent the properties of multiplication. The results of this showed that overall similarities in introducing the properties of multiplication .in (one digit) ${\times}$ (one digit) as well as emphasizing the divers representation. However, subtle but meaningful differences were analyzed in applying and generalizing the properties of multiplication. Based on these results, this paper closes with some implications on how to teach the properties of operations in multiplication properties in elementary mathematics.

• School Mathematics
• /
• v.13 no.4
• /
• pp.581-598
• /
• 2011

Given the growing agreement that algebra should be taught in the early stage of the curriculum, considerable studies have been conducted with regard to early algebra in the elementary school. However, there has been lack of research on how to organize mathematic lessons to develop of algebraic reasoning ability of the elementary school students. This research attempted to gain specific and practical information on effective algebraic teaching and learning in the elementary school. An exploratory qualitative case study was conducted to the fourth graders. This paper focused on the associative law of the multiplication. This paper showed what kinds of activities a teacher may organize following three steps: (a) focus on the properties of numbers and operations in specific situations, (b) discovery of the properties of numbers and operations with many examples, and (c) generalization of the properties of numbers and operations in arbitrary situations. Given the steps, this paper included an analysis on how the students developed their algebraic reasoning. This study provides implications on the important factors that lead to the development of algebraic reasoning ability for elementary students.

• Journal of the Korea Institute of Information Security & Cryptology
• /
• v.8 no.2
• /
• pp.27-36
• /
• 1998

최근들어 타원곡선 암호법(ECC)이 RSA암호법을 대체할 것으로 기대되면서ECC의 연산속도를 결정하는 중요한 요소인 유한체의 연산 속도에 관심이 고조되고 있다. 본 논문에서는 Modified 최적 정규 기저의 성질 규명과 GF(q)(q=2$^{k}$ , k=8또는 16)위에서 GF(q$^{m}$ )(m: 홀수)의 Mofdified trinomial 기가 존재하는 m들을 제시하고, GF(r$^{n}$ )위에서 GF(r$^{nm}$ )dml Modified 최적 정규기저와 Modified trinomial 기저를 이용한 연산의 회수와 각 기저를 이용한 연산의 회수와 각 기저를 이용한 유한체 GF(q$^{m}$ )의 연산을 S/W화한 결과를 비교 하였다.

• Journal of the Korean Institute of Intelligent Systems
• /
• v.11 no.2
• /
• pp.115-118
• /
• 2001

본 논문에서는 L-R 퍼지수의 집합-이론적 연산의 개념을 정의하고, 이들 개념의 성질들을 조사한다. 이들 연산들의 결과들을 이용하여 제2형 퍼지집합의 기수개념에 관하여 연구한다.

• Journal of Convergence for Information Technology
• /
• v.7 no.3
• /
• pp.65-71
• /
• 2017

The quantum logic was introduced by G. Birkhoff and 1. von Neumann in order to study projections of a Hilbert space for a formulation of quantum mechanics, and Husimi proposed orthomodular law and orthomodular lattices to complement the quantum logic. Abott introduced orthoimplication algebras and its properties to investigate an implication of orthomodular lattice. The commuting relation is an important property on orthomodular lattice which is related with the distributive law and the modular law, etc. In this paper, we define a binary operation on orthoimplication algebra and the greatest lower bound by using this operation and research some properties of this operation. Also we define a homomorphism and characterize the commuting relation of orthoimplication algebra by the homomorphism.

• East Asian mathematical journal
• /
• v.26 no.2
• /
• pp.179-190
• /
• 2010

We study the theoretical background on the relationship between the equality property and operations treated in different sub-areas in secondary school mathematics curriculum respectively studied. Furthermore, we discuss in detail the equality property in rational numbers field $\mathbb{Q}$ and the real numbers field $\mathbb{R}$. Through this study, professional knowledges of school teachers are enhanced so that these aforementioned knowledges are connected smoothly to teaching activities in classrooms.

• Journal of KIISE:Computing Practices and Letters
• /
• v.8 no.2
• /
• pp.127-140
• /
• 2002

In a spatial database system, the semantic integrity should be supported for maintaining the data consistency. In the real world, spatial objects In boundary layer should always meet neighbor objects, and they cannot hold the same name. This characteristic is an implied concept in real world. So, when this characteristic is disobeyed due to the update operations of spatial objects, it is necessary to maintain the integrity of a layer. In this thesis, we propose a spatial-operation-trigger for supporting the integrity of spatial objects. The proposed method is defined a spatial-operation-trigger based on SQL-3 and executed when the constraint condition is violated. A spatial-operation-trigger have the strategy of execution. Firstly, for one layer, the spatial and aspatial data triggers are executed respectively. Secondly, the aspatial data trigger for the other layers is executed. Spatial-operation-trigger for one layer checks whether the executed operation updates only spatial data, aspatial data, or both of them, and determines the execution strategy of a spatial-operation-trigger. Finally, the aspatial data trigger for the other layers is executed. A spatial-operation-trigger is executed in three steps for the semantic integrity of the meet-property of spatial objects. And, it provides the semantic integrity of spatial objects and the convenience for users using automatic correcting operation.