• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.141-161
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• 2017

As it's important to understand the order of operation in the mixed calculation of natural number and perform it, mathematics curriculums and textbooks focused that students can calculate with understanding the order of operation and its principles. For attaining the implications of teaching about the mixed calculations, this study analyzed the problem solving abilities and error types of 67 elementary students and 57 pre-service teachers using questionnaire which was developed in this study and composed of numeric expressions and word problems. The conclusions drawn from this study were as follows: Students were revealed the correct rates(86.2% and 73.5%) in numeric expressions and word problems, but they were showed the paradigmatic error types-the errors of the order of operation and the composition of numeric expression from word problems. Even though the correct rates of the preservice teachers were extremely high, the result of problem solving processes required that it's needed to be interested in teaching the principles of the order of operation in the mixed calculations. In addition, subjects were revealed the problems about using parentheses and equal sign.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.531-546
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• 2017

This study explores the basis for determining priority among the four arithmetical operations in order to provide useful pedagogical content knowledge for teaching the order of operations. The study also discusses the perspective for viewing the order of operations. It presents the following five suggestions based on the results of the discussion. First, teachers should be made to realize that the same result can be obtained on calculation even when subtraction and division are performed first in mixed operations of addition and subtraction and mixed operations of multiplication and division. Second, teachers should understand why the rule of calculating sequentially from the left side of an equation has become customary. Third, teachers should be offered an explanation for the driver of the rule setting that multiplication takes precedence over addition in mixed operations of multiplication and addition. Fourth, the significance of the quantity within parenthesis must be emphasized to teachers. Fifth, teachers must gain an in-depth understanding about the order of operations by getting a description of all the customary and conceptual perspectives on the order of operations when describing the same in the teacher's guide.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.471-485
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• 2007

In this study, a 27 class hour prescribed program for the fourth grade students is to be developed and applied by extracting the contents associated with basic operations studied prior to the fourth grade level of mixed calculations. After analyzing the results of the research, the following conclusions are obtained. First, the prescribed program for mixed calculations brought about the improvement in the mixed calculation problem solving ability of the students. Second, applying the prescribed program for mixed calculation resulted in an increase in students' interest and concentration on problem solving. In synthesis of the above conclusions, the development and application of the prescribed program for mixed calculation improved the students' concentration on the problem and the students' problem solving ability.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.477-494
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• 2012

This study is to review the content organization and developmental ways of the unit on the mixed calculations and explore the alternatives on the basis of students' responsive examples and error patterns with relation to the mixed calculations, mnemonics of PEMDAS and historical context with relation to the order of operations. Then I analyzed the textbook and manual for teachers of the unit of mixed calculations of fourth grade and improvement about teaching the mixed calculations. First, I pointed out illogical connection between practical problem and rules of order of operations. Second, I suggested constructing a textbook by considering conventional character of order of operations. Third, I pointed out the importance of structural understanding of an expression of mixed calculations and various strategies with relation to teaching and learning. This study is suggestive for textbook development of the mixed calculations.

• Proceedings of the Korean Nuclear Society Conference
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• 1997.10a
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• pp.203-208
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• 1997

CASMO-3 코드의 기존 라이브러리들을 혼합핵연료 격자문제에 대한 검증계산을 수행하였다. CASMO-3 코드와 함께 도입되어 사용되고 있는 E4LIB-JA라이브러리는 플루토늄의 함량이 낮고, fissile 플루토늄 원소의 비율이 높은 조성의 혼합핵연료로 적용범위가 한정되었다. 혼합핵연료에 사용할 목적으로 Studsvik사가 수정한 40에너지군의 E4LIB-KA 라이브러리는 플루토늄의 함량이 약 12%이내로 제한되기는 하지만 비교적 혼합핵연료 계산에 유용한 것으로 나타났으나, 라이브러리의 개선된 내용이 구체적으로 알려지지 않아 앞으로 이를 사용자가 유지 관리하는데 문제점이 따르고 있다. 따라서 혼합핵연료 계산을 위하여 CASMO-3용 E63LIB/A 70에너지군 라이브러리를 ENDF/B-Ⅵ자료로부터 생산하였으며, 이를 알려진 혼합핵연료 임계실험자료를 대상으로 검증계산을 수행하여 그 유용성을 입증하였다.

• Transactions of the Korean Society of Mechanical Engineers
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• v.15 no.5
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• pp.1763-1773
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• 1991

본 연구에서는 포화수증기와 공기의 혼합기내에서 분무수적으로의 열 및 질량 전달률을 계산하기 위하여 수적의 부분혼합모형과 비혼합모형에 대하여 수적내 과도온 도분포의 해석해를 적용성이 보장되면서도 계산상의 어려움이 수반되지 않는 형태로 구하기 위하여 수적내부의 열전도해석에 있어서 적분법을 적용하였다. 적분법으로 얻어지는 과도온도분포의 해는 유한차의 다항식으로 표시되어 비혼합모형인 경우 각시 간 구간의 경계에서의 온도분포가 연속성을 유지하면서 물성치들의 온도에 대한 종속 성이 쉽게 고려되고 계산도 용이한 형태이다. 본 보에서 제시하는 해석결과의 적용 성을 조사하기 위하여 완전혼합모형을 포함하는 세가지 수적모형들에 대한 계산결과들 로부터 얻어진 시간변화에 따른 수적의 무차원 체적평균온도변동을 유효한 실험결과들 과 비교, 검토하였으며, 부분혼합모형에 대하여 혼합기의 압력, 수적의 초기온도, 혼 합기 속에 포함되어 있는 수증기의 체적분율, 수적의 초기크기, 수적의 초기속도 및 분사각도가 주위혼합기로부터 수적으로 전달되는 열 및 질량전달에 미치는 영향을 조] 사하고 도출된 대표적인 검토 결과를 제시하였다.

• Journal of the Korean Vacuum Society
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• v.1 no.3
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• pp.341-345
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• 1992

충돌에 의한 원자혼합현상에 대한 해석적모형을 개발하였다. 이 식은 Sigmund와 GrasMarti의 식보다 더 현실적인 이온-원자 충돌변수들을 포함한다. 이 식에 의해서 계산된 경량원소에 대한 혼합효율은 Sigmund 식에 의해서 계산된 것과 동일한 결과를 나타낸다. 반면, 중량원소에 대한 계산은 약간의 차이를 나타낸다. 또 이 결과는 경량원소에 대한 dynamic Monte-Carlo 모의실험결과와 잘 일치하고 있는 반면, 중량원소에 대해서는 약간 의 차이를 나타내는데, 이는 이온 조사시의 sputtering과 기지원자 재배치에 기인한 것으로 추측된다.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.377-399
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• 2010

Mixed calculations involving fractions and decimals covered in the unit 6-Na in elementary school math class cause students difficulties, leading them make lots of errors. If students fail to understand temporarily or partly what the teacher taught or lose confidence and continue to have difficulty due to a lack of understanding and skills of algorithm, though they properly understand the concept and principle of the learning content, it should be resolved through intensive teaching. For students suffering from this problem, a correct diagnosis and appropriate treatment are required. Therefore, this study developed a feedback program after diagnosing students' errors through evaluating them in order to continuously assist them to fully understand contents regarding mixed calculations involving fractions and decimals.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2004.10a
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• pp.335-338
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• 2004

본 논문에서는 기존의 정보량(Entropy) 기반 클러스터링 기법을 향상시키기 위한 방법으로서 퍼지 정보량을 이용하였다 가우시안 혼합 모델을 이용하면, 프로토타입의 목적 함수를 이용하는 클러스터링 기법보다 향상된 결과를 얻을 수 있고, Parameter의 조정이 요구되지 않는다. 그러나, 가우시안 혼합 모델의 사용은 주어진 패턴 집합을 클러스터링하는데 계산량의 증가를 초래하게 된다. 본 논문에서는 가우시안 혼합 모델의 정형화에 요구되는 계산량을 감소시키는 방법을 제시한다 또한 퍼지정보량(Fuzzy Entropy)을 적용하여 기존의 정보량 기반의 클러스터링 결과와 비교 분석하였다.

• The Korean Journal of Applied Statistics
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• v.29 no.2
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• pp.291-299
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• 2016

This paper discusses how to establish estimable functions when there are fixed and random effects in design models. It proves that estimable functions of mixed models are not related to random effects. A fitting constants method is used to obtain sums of squares due to random effects and Hartley's synthesis is used to calculate coefficients of variance components. To test about the fixed effects the degrees of freedom associated with divisor are determined by means of the Satterthwaite approximation.