• The Mathematical Education
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• v.50 no.3
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• pp.309-327
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• 2011

In this paper, we extended the division algorithm for the integers to the finite decimals. Though the remainder for the finite decimals is able to be defined as various ways, the remainder could be defined as 'the remained amount' which is the result of the division and as "the remainder" only if 'the remained amount' is decided uniquely by certain conditions. From the definition of "the remainder" for the finite decimal, it could be inferred that 'the division by equal part' and 'the division into equal parts' are proper for the division of the finite decimal concerned with the definition of "the remainder". The finite decimal, based on the unit of measure, seemed to make it possible for us to think "the remainder" both ways: 1" in the division by equal part when the quotient is the discrete amount, and 2" in the division into equal parts when the quotient is not only the discrete amount but also the continuous amount. In this division context, it could be said that the remainder for finite decimal must have the meaning of the justice and the completeness as well. The theorem of the division algorithm for the finite decimal could be accomplished, based on both the unit of measure of "the remainder", and those of the divisor and the dividend. In this paper, the meaning of the division algorithm for the finite decimal was investigated, it is concluded that this theory make it easy to find the remainder in the usual unit as well as in the unusual unit of measure.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.501-525
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• 2015

This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.

• Journal of Family Resource Management and Policy Review
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• v.15 no.1
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• pp.137-155
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• 2011

Rethinking the Value of Family. This study compares and contrasts positive and negative viewpoints concerning the family. Currently, a resurgence in positive viewpoints has exposed the untruths and myths put forth concerning the family on the part of those with a more pessimistic viewpoint. However, those with negative viewpoints still have not acknowledged that the family is an important part of human lives. In this study, the "equal family" (a family where tasks are split evenly among, say, the mother and father with regard to both vocation and household tasks) is criticized as an alternative to the "unfair family", as the "equal family" structure fails to go beyond the liberalization of family relationships to create a virtuous structure worthy of emulation by the children in the family. This is true in spite of the fact that the "equal family" structure has done much to improve individual freedom in the lives of its members. In conclusion, this study posits a third family structure, the "life family," as a new alternative to the other two models. The "life family" recognizes the family's central role: as a safe haven for raising children and building human esteem through close long-term relationships.

• Journal of Educational Research in Mathematics
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• v.21 no.1
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• pp.1-16
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• 2011

This study is to review division of whole numbers which is dealt in the revised elementary mathematics textbook and manual for teacher. The textbook and manual for teachers are most important documents to teach mathematics. And they are important to the would-be teachers who study the elementary mathematics with such documents. Therefore the textbook and manual for teachers should have no errors. But I found they have some errors and problems regarding division of whole numbers. In this paper, I discuss the problems and suggest the alternative plans.

• The Mathematical Education
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• v.50 no.3
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• pp.337-354
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• 2011

The purpose of the study was to investigate how students understand multiplication and division of fractions and how their understanding influences the solutions of fractional word problems. Thirteen students from 5th to 6th grades were involved in the study. Students' understanding of operations with fractions was categorized into "a part of the parts", "multiplicative comparison", "equal groups", "area of a rectangular", and "computational procedures of fractional multiplication (e.g., multiply the numerators and denominators separately)" for multiplications, and "sharing", "measuring", "multiplicative inverse", and "computational procedures of fractional division (e.g., multiply by the reciprocal)" for divisions. Most students understood multiplications as a situation of multiplicative comparison, and divisions as a situation of measuring. In addition, some students understood operations of fractions as computational procedures without associating these operations with the particular situations (e.g., equal groups, sharing). Most students tended to solve the word problems based on their semantic structure of these operations. Students with the same understanding of multiplication and division of fractions showed some commonalities during solving word problems. Particularly, some students who understood operations on fractions as computational procedures without assigning meanings could not solve word problems with fractions successfully compared to other students.

• Annual Conference of KIPS
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• 2010.11a
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• pp.668-671
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• 2010

In this paper, we present a novel automatic algorithm for scalp and skull segmentation in T1-weighted head MR images. First, the scalp and skull part are constructed by using intensity threshold. Second, the scalp outer surface is extracted based on an active level set method. Third, the skull inner surface is extracted using a canny edge detection algorithm. Finally, the fast sweeping, tagging and level set methods are applied to reconstruct surfaces from the detected points in three-dimensional space. The results of the new segmentation algorithm on MRI data acquired from eight persons were compared with manual segmented data. The average similarity indices for the scalp and skull segmented regions were equal to 84.42% for the test data.

• Earthquakes and Structures
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• v.3 no.3_4
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• pp.507-518
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• 2012

It is now widely accepted that the resulting displacement field within elastic, inhomogeneous, anisotropic solids subjected to equipartitioned, uniform illumination from uncorrelated sources, has intensities that follow diffusion-like equations. Typically, coda waves are invoked to illustrate this concept. These waves arrive later as a consequence of multiple scattering and appear at "the tail" (coda, in Latin) of seismograms and are usually considered an example of diffuse field. It has been demonstrated that the average correlations of motions within a diffuse field, in frequency domain, is proportional to the imaginary part of Green's function tensor. If only one station is available, the average autocorrelation is equal to the average squared amplitudes or the average power spectrum and this gives the Green's function at the source itself. Several works address this point from theoretical and experimental point of view. However, a complete and explicit analytical description is lacking. In this work we study analytically some properties of the Green's function, specifically the imaginary part of Green's function for 2D antiplane problems. This choice is guided by the fact that these scalar problems have a closed analytical solution (Kausel 2006). We assume the diffusiveness of the field and explore its analytical consequences.

• The Journal of Korean Institute of Electromagnetic Engineering and Science
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• v.20 no.8
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• pp.721-728
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• 2009

Equal/unequal 4-way power divider suitable for satellite communication using SIW technology is presented in this paper. The control of positions of guiding posts provides equal or unequal power division ratios by maintaining the width of the SIW unchanged. In addition, the detailed descriptions for the proposed power divider include the general characteristics of radial waveguide, feeding part using coaxial cable, simple SIW structure, power-guiding posts, and transition for measurement. The comparison between the simulated and measured data shows a good agreement at a center frequency of 10 GHz. The measured input impedance bandwidths for equal and unequal power divisions are about 2.1 GHz and 3 GHz under the condition of less than VSWR 2:1, respectively.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.69-84
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• 2017

The purpose of this study is to review how to introduce a division algorithm in mathematics textbooks which were applied 2009 revised curriculum. As a result, the textbooks do not introduce the algorithm in the context of division by equal part. The standardized division algorithm was introduced apart from the stepwise division algorithms and there is no explanation in between them. And there is a lack connectivity between activities and algorithms. This study is expected to help new curriculum and textbook to introduce division algorithm in proper way.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.431-456
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• 2016

The purpose of this study is to investigate the appropriate time of introduction and the usage of the number line, in order to suggest the right point of learning the number concept to the elementary school students. For the efficient achievement of this purpose, we investigated the mathematical models for constructing the number concept such as number line, empty number line and double number line, counting and development of number concept. Then, we conducted case study on the time of introduction and the usage of the number line. Finally, we analyzed the result. First, there is need for adjustment to conduct the introduction of the number line from the second year of elementary school, so to help the students understand the continuing number concept through the understanding on the metaphorical concept of the number line. Second, there is the need of positive introduction and the use on the mathematical models; empty number line which helps to draw various thinking strategy visually through the process of operations such as addition and subtraction; the division into equal part and division by equal part in which multiplicative comparative situation or division takes place; the double number line which helps to understand the rate or proportional distribution. Finally, when adopting the number line, the empty number line, or the double number line, we suggested the necessity of learning about elaborate guidance and the usage in order to fully understand the metaphorical concept of the number line.