• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.22 no.1
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• pp.75-89
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• 2018

This paper presents the numerical valuation of the arithmetic Asian option by using the operator-splitting method (OSM). Since there is no closed-form solution for the arithmetic Asian option, finding a good numerical algorithm to value the arithmetic Asian option is important. In this paper, we focus on a two-dimensional PDE. The OSM is famous for dealing with plural-dimensional PDE using finite difference discretization. We provide a detailed numerical algorithm and compare results with MCS method to show the performance of the method.

• Coupled systems mechanics
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• v.1 no.4
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• pp.345-360
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• 2012

In this article we have presented a unique representation for interval arithmetic. The traditional interval arithmetic is transformed into crisp by symbolic parameterization. Then the proposed interval arithmetic is extended for fuzzy numbers and this fuzzy arithmetic is used as a tool for uncertain finite element method. In general, the fuzzy finite element converts the governing differential equations into fuzzy algebraic equations. Fuzzy algebraic equations either give a fuzzy eigenvalue problem or a fuzzy system of linear equations. The proposed methods have been used to solve a test problem namely heat conduction problem along with fuzzy finite element method to see the efficacy and powerfulness of the methodology. As such a coupled set of fuzzy linear equations are obtained. These coupled fuzzy linear equations have been solved by two techniques such as by fuzzy iteration method and fuzzy eigenvalue method. Obtained results are compared and it has seen that the proposed methods are reliable and may be applicable to other heat conduction problems too.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2013.06a
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• pp.3-5
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• 2013

본 논문에서는 enhanced aacPlus 부호화기의 스펙트럼 계수 무손실 부호화에 arithmetic coding을 적용하여 비트율을 감소시키는 방법을 연구하였다. USAC의 arithmetic coding을 enhanced aacPlus 구조에 맞게 변경하여 적용하였다. 기존 방법과 arithmetic coding 방법에 의한 부호화 비트 수를 비교하여 성능을 평가하였고, 모노 신호에서 최대 9.3%, 스테레오 신호에서 최대 6.6%의 비트 감소율을 확인하였다.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.29-48
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• 2002

The purpose of this paper is to investigate the transfer in mathematics learning, especially focussing on arithmetic and algebra. There are many obstacles at the stage of transfer in learning. In the case of mathematics, each learning contents are definitely categorized by the learning level, therefore these obstacles are more happened than other subjects. First of all, this paper investigates the historical transfer from arithmetic to algebra by Sfard's perspectives. And we define prealgebra as the stage between arithmetic and algebra, which may be revised obstacles or misconceptions happened in the early algebra learning. Also, this paper discusses various obstacles and concrete examples happened in the transfer from arithmetic to algebra. To advance the understanding in the learning of algebra, we consider the core contents of the algebra learning which should be stressed at the prealgebra stage. Finally we present the teaching units of (pre)algebra which are sequenced from the variable concepts to equations.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.56 no.2
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• pp.428-431
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• 2007

A floating-point number system is used to represent a wide range of real numbers using finite number of bits. The standard the IEEE adopted in 1987 divides the range of real numbers into intervals of [$2^E,2^{E+1}$), where E is an Integer represented with finite bits, and defines equally spaced equal counts of discrete numbers in each interval. Since the numbers are defined discretely, not only the number representation itself includes errors but in floating-point arithmetic some strange behaviors are observed which cannot be agreed with the real world arithmetic. In this paper errors with floating-point number representation, those with arithmetic operations, and those due to order of arithmetic operations are analyzed theoretically with help of and verification with the results of some MATLAB program executions.

• Journal of the Korean Institute of Telematics and Electronics
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• v.25 no.2
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• pp.204-210
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• 1988

The residue number system offers the possibility of high-speed operation and error detection/correction because of the separability of arithmetic operations on each digit. A compact residue arithmetic module named the self-checking pulse-train residue arithmetic circuit is effectively employed as the basic module, and an efficient error detection/correction algorithm in which error detection is performed in each basic module and error correction is performed based on the parallelism of residue arithmetic is also employed. In this case, the error correcting circuit is imposed in series to non-redundant system. This design method has an advantage of compact hardware. Following the proposed method, a 2nd-order recursive fault-tolerant digital filter is practically implemented, and its fault-tolerant ability is proved by noise injection testing.

• Research in Mathematical Education
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• v.12 no.3
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• pp.215-233
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• 2008

Deep comprehension of basic mathematical notions and concepts is a basic condition of a successful teaching. Some elements of algebraic thinking belong to the elementary school mathematics. The question "What stays the same and what changes?" link arithmetic problems with algebraic conception of variable. We have studied beliefs and comprehensions of future elementary school mathematics teachers on early algebra. Pre-service teachers from three academic pedagogical colleges deal with mathematical problems from the pre-algebra point of view, with the emphasis on changes and invariants. The idea is that the intensive use of non-formal algebra may help learners to construct a better understanding of fundamental ideas of arithmetic on the strong basis of algebraic thinking. In this article the study concerning arithmetic series is described. Considerable number of pre-service teachers moved from formulas to deep comprehension of the subject. Additionally, there are indications of ability to apply the conception of change and invariance in other mathematical and didactical contexts.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2002.12a
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• pp.1-4
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• 2002

There have been several tipical methods being used to measure the fuzziness (entropy) of fuzzy sets. Pedrycz is the original motivation of this paper. This paper studies the entropy variation on the fuzzy numbers with arithmetic operations(addition, subtraction, multiplication) and the relationship between entropy and information energy. It is shown that through the arithmetic operations, the entropy of the resultant fuzzy number has the arithmetic relation with the entropy of each original fuzzy number. Moreover, the information energy variation on the fuzzy numbers is also discussed. The results generalize earlier results of Pedrycz [FSS 64(1994) 21-30] and Wang and Chiu [FSS 103(1999) 443-455].

• Journal of the Korea Computer Graphics Society
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• v.6 no.3
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• pp.1-7
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• 2000

The number of pixels being processed in a raster graphics system often exceeds 1 million per frame. Replacing fractional arithmetic by integer arithmetic on rendering graphics primitives will therefore significantly improve the rendering performance. A scaling method that replaces fractional arithmetic by integer arithmetic on rendering graphics primitives is introduced. This method is applied to the filtered edge drawing and Gouraud shading. This method will also be applicable to some of other incremental algorithms for rendering graphics primitives. Because the scaling method requires only simple modifications upon the known algorithms that already have been implemented in ASIC (Application Specific Integrated Circuit), our algorithms can easily be implemented in ASIC. Our method will be useful especially for the low-price systems (e.g., home game machines, personal computers, etc.).

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.229-242
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• 2015

The purpose of this study was to investigate young children's nonsymbolic arithmetic ability according to task difficulty. The participants in this study comprised 43 2-year-old children and 48 4-year-old children recruited from 5 childcare centers located in Seoul, Korea. All tasks were composed of comparison, addition, subtraction, multiplication and division tasks. In addition, each arithmetic task varied with the ratio of the two quantities; low level(1:2), middle level(2:3), high level(4:5). The results revealed that 2 & 4-year-old children could perform a large numerical range of nonsymbolic arithmetic tasks without influences from previously learned mathematics. This finding suggests that children have a degree of numerical capacity prior to symbolic mathematics instruction. Furthermore, children's performance on nonsymbolic arithmetic tasks indicated the ratio signature of large approximate numerical representation. This result implies that large approximate numerical representation can be used in arithmetical manipulations.