• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.283-308
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• 2018

'Divisor and multiple' is the topic included both in the elementary and in the secondary mathematics curriculum, but there has been lack of research on it. It has been reported that students have a difficulty in understanding the meaning of the greatest common divisor (GCD) and the least common multiple (LCM), while they can find out GCD and LCM. Against the lack of research on how to overcome this difficulty, this study designed teaching methods with a model for visualization to emphasize the meanings of divisor and multiple in finding out GCD and LCM, and implemented the methods in one fourth grade classroom. A questionnaire was developed to explore students' solution methods and interviews with focused students were implemented. In addition, fourth-grade students' thinking was compared and contrasted with fifth-grade students who studied divisor and multiple with the current textbook. The results of this study showed that the teaching methods with a specific model for visualization had a positive impact on students' conceptual understanding of the process to find out GCD and LCM. As such, this study provides instructional implications on how to foster the meanings of finding out GCD and LCM at the elementary school.

• 월간낙농육우
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• v.28 no.4 s.312
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• pp.94-95
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• 2008

• Communications of Mathematical Education
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• v.34 no.4
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• pp.587-603
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• 2020

This study is a basic study to effectively develop a mathematics experience object, an important tool and educational tool in mathematics education. Recently, as mathematics education based on action theory is emphasized, various mathematics experience objects are being developed. It is also used through various after-school activities in the school. However, there are insufficient cases in which a mathematics experience teaching tools is developed and used as a tool for explaining mathematics concepts in mathematics classrooms. Also, the mathematical background of the mathematics experience teaching tools used by students is unclear. For this reason, the mathematical understanding of the toolst for mathematics experience is also very insufficient. Therefore, in this study, a development model is proposed as a systematic method for developing a mathematics experience teaching tools. Also, in this study, we developed 'the Great Common Divisor' mathematics experience teaching tool according to the development model. Through the model proposed through this study and the actual mathematics experience teaching tool, the development of various tools for mathematical experience will be practically implemented. In addition, it is expected that various tools for experiencing mathematics based on mathematical foundations will be developed.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.111-121
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• 2004

본 발표는 사칙연산과 약수와의 관계, 그리고 소인수 분해와 약수와의 관계를 통한 약수와 공약수, 최대 공약수를 구하는 방법과 약수의 범위 등에 대해서 내용 연구를 하였다. 또한 교차연결고리가 부족한 부분에 스키마식 수업 모델을 제시하여 수학의 연계성과 위계성을 강조함으로써 학생들로 하여금 수학의 구조를 파악하게 하여 수학에 대한 흥미와 필요성을 알게 하고자 한다.

• Proceedings of the Korea Institutes of Information Security and Cryptology Conference
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• 2003.12a
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• pp.452-457
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• 2003

자바카드 API는 스마트 카드와 같은 작은 메모리를 가진 임베디드 장치에서 실행환경을 최적화하기 위해 구성되었다. 자바카드 API의 목적은 한정된 메모리를 가진 스마트카드 기반의 프로그램을 개발할 때 많은 이점을 제공한다. 그러나 공개키 암호 알고리즘 구현에 필요한 연산들인 모듈러 연산, 최대공약수 계산, 그리고 소수 판정과 생성 등의 연산을 지원하지 않는다. 본 논문에서는 이러한 기능을 제공하는 자바카드 기반 BigInteger 클래스의 설계 및 구현에 목적을 둔다.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.7 no.4
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• pp.73-80
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• 1997

유한체 위에서 다항식의 근을 구하는 문제는 수학의 오래된 문제중 하나이고 최근들어 암호학과 관련하여 유한체 위서의 다항식 연산과 성질등이 쓰이고 있다. 유한체 위에서 다항식의 최대공약수(greatest common divisor) 를 구하는데 많은 시간이 소요 된다. Rabin의 알고리즘에서 주어진 다항식의 근들의 곱(F(x), $x^{q}$ -x)를 구하는 과정을 c F(p), $f_{c}$ (x)=(F(x), $T_{r}$ (x)-c), de$gf_{c}$ (x)>0인 $f_{c}$(x) s로 대체한 효율적인 알고리즘 제안과 Mathematica를 이용한 프로그램의 실행 결과를 제시한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.925-927
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• 2011

본 논문에서는 확장 이진 최대공약수 알고리듬 (Extended Binary GCD algorithm)을 기본으로 GF($2^m$) 상에서 유한체 나눗셈 연산을 위한 고속 알고리듬을 제안하고, 제안한 알고리듬을 기본으로 한 나눗셈 연산기의 FPGA 설계 구현에 관하여 기술한다. 제안한 알고리듬은 Verilog HDL 로 기술하였고, Xilinx FPGA virtex4-xc4vlx15 디바이스를 타겟으로 하였다.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.349-368
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• 2023

The purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school students have difficulties connecting conceptual and procedural knowledge. A mathematical modeling lesson was designed and implemented to solve problems related to the greatest common divisor while connecting conceptual and procedural knowledge. As a result of the analysis, it was found that the mathematical modeling lesson had positive effects on students solving problems by connecting conceptual and procedural knowledge. In addition, through actual class application, a teaching and learning plan was derived to meaningfully connect conceptual and procedural knowledge in mathematical modeling lessons.

• The Journal of the Korea Contents Association
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• v.5 no.4
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• pp.204-211
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• 2005

This paper introduces three loop splitting methods such as minimum dependence distance method, Polychronopoulous' method, and first dependence method for exploiting parallelism from single loop which already developed. And it also Indicates their several problems. We extend the first dependence method which is the most effective one among three loop splitting methods, and propose more powerful loop splitting method to enhance parallelism on single loop. The proposed algorithm solves several problems, such as anti-flow dependence and g=gcd(a,c) > 1, that the first dependence method has.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.1-6
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• 2011

We investigate a method to find the least common multiples of numbers in the mathematics book GuIlJib(구일집(九一集), 1724) written by the greatest mathematician Hong Jung Ha(홍정하(洪正夏), 1684~?) in Chosun dynasty and then show his achievement on Number Theory. He first noticed that for the greatest common divisor d and the least common multiple l of two natural numbers a, b, l = $a\frac{b}{d}$ = $b\frac{a}{d}$ and $\frac{a}{d}$, $\frac{b}{d}$ are relatively prime and then obtained that for natural numbers $a_1,\;a_2,{\ldots},a_n$, their greatest common divisor D and least common multiple L, $\frac{ai}{D}$($1{\leq}i{\leq}n$) are relatively prime and there are relatively prime numbers $c_i(1{\leq}i{\leq}n)$ with L = $a_ic_i(1{\leq}i{\leq}n)$. The result is one of the most prominent mathematical results Number Theory in Chosun dynasty. The purpose of this paper is to show a process for Hong Jung Ha to capture and reveal a mathematical structure in the theory.