• The Mathematical Education
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• v.62 no.1
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• pp.1-21
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• 2023

The purpose of this study is to explore how the student, who interiorized three levels of units, constructed fractions as multipliers by analyzing her ways of conceiving improper fractions with three levels of units and coordinating two three-levels-of-units structures. Among the data collected from our teaching experiment with two 4th grade students meeting 13 times for three months, we focus on how Seyeon, one of the participating students, wrote numerical expressions in the form of "× fraction" for the given situations using her splitting operation for composite units. Given the importance of splitting operation for composite units for the construction of fractions as multipliers, implications for further research are discussed.

• Journal of Educational Research in Mathematics
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• v.24 no.1
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• pp.83-102
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• 2014

The purpose of this study was to explore students' understanding on units embedded in multiple interpretations of fractions: (a) part-whole relationships, (b) measures, (c) quotients, (d) ratios, and (e) operators. A total of 150 sixth graders in elementary schools were surveyed by a questionnaire comprised of 20 tasks in relation to multiple interpretations of fractions. As results, students' performance on units varied depending on the interpretations of fractions. Students had a tendency to regard the given whole as the unit, which led to incorrect answers. This study suggests that students should have rich experience to identify and operate various units in the context of multiple fractions.

• School Mathematics
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• v.11 no.4
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• pp.685-706
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• 2009

This dissertation is aimed to investigate the reason why a contextualization is needed to help the meaningful teaching-learning concerning multiplications and divisions of fractions, the way to make the contextualization possible, and the methods which enable us to use it effectively. For this reason, this study intends to examine the differences of situations multiplying or dividing of fractions comparing to that of natural numbers, to recognize the changes in units by contextualization of multiplication of fractions, the context is set which helps to understand the role of operator that is a multiplier. As for the contextualization of division of fractions, the measurement division would have the left quantity if the quotient is discrete quantity, while the quotient of the measurement division should be presented as fractions if it is continuous quantity. The context of partitive division is connected with partitive division of natural number and 3 effective learning steps of formalization from division of natural number to division of fraction are presented. This research is expected to help teachers and students to acquire meaningful algorithm in the process of teaching and learning.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.38 no.3
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• pp.1-1
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• 2001

본 논문에서는 복잡 배경으로부터 임의의 다중물체를 효과적으로 검출함과 동시에 고속 분할할 수 있는 문맥자유 마커제어 분수계 변환 (context-free marker controlled watershed transform)을 제안하였다. 먼저 잡음에 강건한 주목 연산자 (attention operator)를 써서 복잡 배경 속의 여러 물체 별로 그 위치를 검출하여 문맥자유 마커를 추출하고, 이를 마커로 한정된 레이블링 (marker constrained labeling)을 하여 최소값 부과과정이 필요 없는 문맥자유 마커제어 분수계 변환을 제안함으로써 과분할없이 신속하게 분할할 수 있도록 하였다. 다중 물체가 포함된 복잡 영상에 적용 실험하여, 대상 물체에 대한 사전정보 없이도 과분할과 처리시간을 대폭 줄여 효과적으로 다중 물체를 검출함과 동시에 고속 분할이 가능함을 확인 할 수 있었다.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.37 no.2
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• pp.50-59
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• 2000

In this paper, a new preprocessing method is proposed to speedup the watershed-based image segmentation In the proposed method, the gradient correction values of ramp edges are calculated from the positions and width of the ramp edges using Laplacian operator, and then, unlike the conventional method in which the monoscale or multi scale gradient image is directly used as a reference iImage, the reference image is obtained by adding the threshold value to each position of the ramp edges in the monoscale gradient image And the marker image is reconstructed on the reference image by erosion By preprocessing the image for the watershed transformation in such a manner, we can reduce the oversegmentations far more than those of applying the conventional morphological filter to the simple monoscale or multiscale gradient-based reference image Thus, we can reduce the total image segmentation time by reducing the time of postprocessing of region merging, which consumes most of the processing time In the watershed-based image segmentation, Experimental results indicate that the proposed method can speedup the total image segmentation about twice than those of the conventional methods, without the loss of ramp edges and principal edges around the dense-edge region.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.38 no.3
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• pp.237-246
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• 2001

A high speed context-free marker-controlled and minima imposition-free watershed transform is proposed for efficient multi-object detection and segmentation from a complex background. The context-free markers are extracted from a complex backgrounded multi-object image using a noise tolerant attention operator. These make marker-controlled watershed possible for the over-segmentation reduction without region merging. The proposed method presents a marker-constrained labeling that can speed up the segmentation of a marker-controlled watershed transform by eliminating the necessity of the minima imposition. Simulation results show that the proposed method can efficiently detects and segments multiple objects from a complex background while reducing over- segmentation and the computation time.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.303-327
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• 2019

This study proposed an integrated approach to multiplication as a way to help students understand multiplication in elementary mathematics. The integrated approach to multiplication is to give students a broad understanding of multiplication by solving a situation of multiplication in a variety of ways in mathematics classes, exploring and discussing each other's methods. The integrated approach to multiplication was derived from a number of previous studies that emphasized various approaches, a consistent approach, and a specific approach to multiplication. As results, the integrated approach of multiplication can be interpreted in four ways as a situation of multiplication, and each method is connected to important characteristics of multiplication emphasized in previous studies. In addition, this study has theoretically confirmed that the integrated approach to multiplication is important not only for multiplication but also for division, fraction and operation of fractions, ratios, rates, and proportions. This study is expected to provide some implications for teachers with regard to multiplication in elementary school mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.115-134
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• 2017

It is necessary to understand the characteristics of each type of division problems in other to help students develop a rich understanding when they learn each type of division problems. This study focuses on a specific type of division problems; a quotitive division as finding a scale factor in enlargement context. First, this study investigated via survey how 4th-6th graders and preservice and inservice elementary teachers solved a quotitive division relating to scaling problem. And semi-structured interviews with preservice and inservice elementary teachers were conducted to explore what knowledge they brought when they tried to solve enlargement quotitive division problems. Most of participants solved the given quotitive division problem in the same way. Only a few preservice and inservice teachers interpreted it as a proportion problem and solved in a different way. From the interviews, it was found that different conceptions of context and decontextualization, and different conceptions of times (as repeated addition or as a multiplicative operator) were connected to different solutions. Finally, three issues relating to teaching enlargement quotitive division were discussed; visual representation of two solutions, conceptions connected each solution, and integrating quotitive division and proportion in math textbooks.