• Journal of the Korean Institute of Telematics and Electronics
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• v.27 no.6
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• pp.910-920
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• 1990

This paper presents a method of constructing an Arithmetic Operation Unit Systems (A.O.U.S.) over Galois Field GF(2**m) for the purpose of the four arithmetical operation(addition, subtraction, multiplication and division between two elements in GF(2**mm). The proposed A.O.U.S. is constructed by following procedure. First of all, we obtained each four arithmetical operation algorithms for performing the four arithmetical operations using by mathematical properties over GF(2**m). Next, for the purpose of realizing the four arithmetical unit module (adder module, subtracter module, multiplier module and divider module), we constructed basic cells using the four arithmetical operation algorithms. Then, we realized the four Arithmetical Operation Unit Modules(A.O.U.M.) using basic cells and we constructd distributor modules for the purpose of merging A.O.U.M. with distributor modules. Finally, we constructed the A.O.U.S. over GF(2**m) by synthesizing A.O.U.M. with distributor modules. We prospect that we are able to construct an Arithmetic & Logical Operation Unit Systems (A.L.O.U.S.) if we will merge the proposed A.O.U.S. in this paper with Logical Operation Unit Systems (L.O.U.S.).

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.9-21
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• 2013

The purpose of this paper is to develop and implement a mobile application system to improve arithmetical operations for low achievers. The proposed system has the following characteristics. First, the system provides individual study for low achievers based on their different study levels. Second, instant feedback can be provided to students for maintaining study motivation. Third, the system enables students to study arithmetical operations in persistent and repetitive manner. This is due to that, in the literature, arithmetical operation capacity can be increased by persistent and repetitive practices. The proposed system is applied to mathematics low achievers and the following results are obtained. First, interests and intrinsic motivation are increased through use of the proposed system. Second, arithmetical operation speed is increased. Also, accuracy of arithmetical operation is improved. Thus, it is concluded that arithmetical operation capacity of low achievers is improved using the proposed system.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.765-789
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• 2017

Arithmetic is the basis of school mathematics and in fact, number and operation in elementary school curriculum is the most basic and essential domain. Even though there has been a consensus that arithmetic should be taught more meaningfully beyond the emphasis of calculation skills and teachers should emphasize the aspect of the arithmetical thinking, it is difficult to find studies which focus on the arithmetical thinking itself. So this research aims to explore the meaning of the arithmetical thinking and extract the arithmetical thinking factors. In order to solve the research problems, we reviewed and analyzed the literatures and then conducted Delphi survey to extract arithmetical thinking factors. From the results of this research, we found the meaning of arithmetical thinking and the arithmetical thinking factors. Especially, the arithmetical thinking consists of 18 factors. It is important to pay attention to students' arithmetical thinking because there are various factors of the arithmetical thinking. It is necessary to identify the aspects of arithmetical thinking reflected in school mathematics based on the meaning of arithmetical thinking and its factors. Based on this, it is possible to find effective teaching and learning methods of arithmetic focusing on the arithmetical thinking.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.489-508
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• 2016

Number and operation is the most basic and crucial part in elementary mathematics but is also well known as a part that students have lots of difficulties. A lot of researches have been done in various ways to solve this problem but it can't be solved fundamentally by emphasizing calculation method and skill. So we need to go over it in terms of relevant arithmetical thinking. This study aims to diagnose the cause of an underachiever's difficulties about arithmetic and finds a prescription for her by analyzing her level of arithmetical thinking based on Guberman(2014) and understanding about arithmetic. To achieve this goal, we chose an 6th grader who's having a hard time particularly in number and operation among mathematics strands and conducted a case study carrying out arithmetical thinking level tests on two separate occasions and analyzing her responses. As a result of analyzing data, her arithmetical thinking corresponded to Guberman's first level and it is also turned out that student is suffering from some arithmetic concepts. We suggest several implications for teaching of arithmetic at elementary school in terms of the development of arithmetical thinking based on analysis result and discussion about it.

• Proceedings of the KIEE Conference
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• 1988.07a
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• pp.282-284
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• 1988

In this paper, a method for constructing parallel-in, parallel-out multipliers in GF($2^{m}$) is presented. The proposed system is composed of two operational parts by using shift register. One is a multiplicative arithmetical operation part capable of the multiplicative arithmetic and modulo 2 operation to all product terms with the same degree. And the other is an irreducible polynomial operation part to outputs from the multiplicative arithmetical operation part. Since the total hardware is linearly m dependant to an GF($2^{m}$), this system has a reasonable merit when m increases. And also this system is suited for VLSI implementation due to simple, regular, and concurrent properties.

• 한국데이터정보과학회:학술대회논문집
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• 2006.11a
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• pp.81-95
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• 2006

The usual arithmetic operations on real numbers can be extended to arithmetical operations on fuzzy intervals by means of Zadeh's extension principle based on a t-norm T. A t-norm is called consistent with respect to a class of fuzzy intervals for some arithmetic operation if this arithmetic operation is closed for this class. It is important to know which t-norms are consistent with a particular type of fuzzy intervals. Recently Dombi and Gyorbiro proved that addition is closed if the Dombi t-norm is used with two bell-shaped fuzzy intervals. A result proved by Mesiar on a strict t-norm based shape preserving additions of LR-fuzzy intervals with unbounded support is recalled. As applications, we define a broader class of bell-shaped fuzzy intervals. Then we study t-norms which are consistent with these particular types of fuzzy intervals. Dombi and Gyorbiro's results are special cases of the results described in this paper.

• 전기의세계
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• v.28 no.1
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• pp.43-52
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• 1979

Recently, interest in multivalued(MV) logic system has been increased, despites the apparent difficulties for practical application. This is because of the many advantages of the MV compared with the 2-valued logic systems, such as; (a) higher speed of arithmetical operation on account of the smaller number of digits required for a given data, (b) better utilization of data transmission channels on account of the higher information contents per line, (c) potentially higher density of information storage. This paper describes a MV switching theory and experimental MV logic elements based on current-mode logic technique. These elements tried were a 3-stable pulse generator, a ternary AND, a ternary OR, a MT circuit and a ternary inverter. Tristable flops which are indispensable for constituting a ternary shift register are synthesized using these gates. A BCD to TCD decoder, and vice versa, are proposed by using a ternary inverter and some binary gates. Thus, the feasibility of a large scale MV digital system has been demonstrate.

• Research in Mathematical Education
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• v.11 no.4
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• pp.247-263
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• 2007

Problem solving takes place not only in mathematics classes but also in real-world. For this reason, a problem and the structure of problem solving, and the enhancing of success in problem solving is a subject which has been studied by any educators. In this direction, the aim of this study is that the strategy used by students in Turkey when solving oral problems and their achievements of choosing operations when solving oral problems has been researched. In the research, the students have been asked three types of questions made up groups of 5. In the first category, S-problems (standard problems not requiring to determine any strategy but can be easily solved with only the applications of arithmetical operations), in the second category, AS-SA problems (problems that can be solved with the key word of additive operation despite to its being a subtractive operation, and containing the key word of subtractive operation despite to its being an additive operation), and in the third category P-problems (problematic problem) take place. It is seen that students did not have so much difficulty in S-problems, mistakes were made in determining operations for problem solving because of memorizing certain essential concepts, and the succession rate of students is very low in P-problems. The reasons of these mistakes as a summary are given below: $\cdot$ Because of memorizing some certain key concepts about operations mistakes have been done in choosing operations. $\cdot$ Not giving place to problems which has no solution and with incomplete information in mathematics. $\cdot$ Thinking of students that every problem has a solution since they don't encounter every type of problems in mathematics classes and course books.

• Proceedings of the KSR Conference
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• 2009.05a
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• pp.495-504
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• 2009

As the Reliability Centered Maintenance(RCM) is being studied, maintenance tasks can be performed effectively through the Risk Priority Number(RPN) evaluation about the components in the system. The RPN is usually calculated through arithmetical operations of three values, Severity, Occurrence, and Detection for each facility. This RPN provides information that includes risk level of the facility and the priority order of maintenance tasks for facility. However, if there is no sufficient historical failure data, it is difficult to calculate the RPN. In this case, historical failure data from other sources can be used and apply this data to korean railway system. In this paper, it is proposed that a new methodology to model the failure rate as a fuzzy membership function. This method is based on failure data from other sources by means of the fuzzy theory and the expert opinion system. And considering assessment tendency of each expert, distortions that happened when the failure rate of facilities is estimated were minimized. This results determine Occurrence values of facilities. Taking advantage of this result., the RPN can be calculated with Severity and Detection of facilities by using the fuzzy operation. The proposed method is applied the rail-way power substation.

• School Mathematics
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• v.14 no.2
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• pp.191-212
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• 2012

In the field of arithmetic in mathematics education, there has been lack of fine-grained investigations addressing the relationship between students' construction of division knowledge with fractional quantities and their whole number division knowledge. This study, through the analysis of part of collected data from a year-long teaching experiment, presents a possible constructive itinerary as to how a student could modify her unit-segmenting scheme to deal with various fraction measurement division situations: 1) unit-segmenting scheme with a remainder, 2) fractional unit-segmenting scheme. Thus, this study provides a clue for curing a fragmentary approach to teaching whole number division and fraction division and preventing students' fragmentary understanding of the same arithmetical operation in different number systems.