• School Mathematics
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• v.9 no.2
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• pp.223-240
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• 2007

The purpose of this study was to investigate the degree to which the middle school mathematics curriculum matched the item difficulty levels of representative mathematics items. The items used in this study were developed for the National Assessment of Educational Achievement. Ranks for difficulty values of the 60 multiple-choice item were calculated via both Classical Test Theory and Item Response Theory and correlated with the rank order of the mathematics content and cognitive domains sequence. There are six content domains; number and operation, algebra, measurement, figure, pattern and function, and probability and statistics. The cognitive domains include computation, understanding, reasoning and problem-solving. Results suggest a congruence between cognitive domain's sequence and item difficulty levels of items based on that sequence. This finding indicates that the linear or hierarchical assumptions concerning the sequence appears to be reasonable. The characteristics of items that were exceptions to this trend were addressed.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.36 no.10C
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• pp.614-620
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• 2011

RSA, the most commonly used public-key cryptosystem, is based on the difficulty of factoring very large integers. The fastest known factoring algorithm is the Number Field Sieve(NFS). NFS first chooses two polynomials having common root modulo N and consists of the following four major steps; 1. Polynomial Selection 2. Sieving 3. Matrix 4. Square Root, of which the most time consuming step is the Sieving step. However, in recent years, the importance of the Polynomial Selection step has been studied widely, because one can save a lot of time and memory in sieving and matrix step if one chooses optimal polynomial for NFS. One of the ideal ways of choosing sieving polynomial is to choose two polynomials with same degree. Montgomery proposed the method of selecting two (nonlinear) quadratic sieving polynomials. We proposed two cubic polynomials using 5-term geometric progression.

• Proceedings of the Korea Water Resources Association Conference
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• 2008.05a
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• pp.2270-2275
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• 2008

수문학적 하도추적법의 하나인 Muskingum 모형은 미 육군공병단(U.S. Army Corps of Engineers)에 의해서 미국 Ohio 주의 Muskingum 유역에 홍수조절계획으로 처음 사용되었으며 모형의 구조 및 입력자료의 단순성에 비하여 비교적 우수한 결과를 모의할 수 있는 것으로 알려져 있다. 1938년 McCarthy에 의해서 개발되었고 구간내 총저류량은 prism 저류와 wedge 저류로 구분하여 prism 저류는 유출량에 wedge 저류는 유입량과 유출량의 차에 직접 비례한다는 가정하에 추적식을 개발하였다. 이후 지속적인 연구가 이뤄져 1985년 O'Donnel은 측방유입량(lateral inflow)을 상류단의 유입량에 비례하는 형태로 3-매개변수 muskingum 모형을 제안하여 추적계수의 결정을 선형대수(linear algebra)에서 동차(homogeneous)연립방정식 해를 구하는 Cramer 법칙인 matrix 기법을 적용하였다. 본 연구에서는 홍수사상으로부터 측방유입량이 고려되고 추적계수 결정에 있어서 직접 계산이 가능한 O'Donnel(1985)이 제안한 3-매개변수 muskingum 모형을 적용하였다. 추적계수들의 결정은 직접 matrix 기법을 적용하였고 적용대상은 낙동강 유역의 낙동 지점을 상류단으로 구미 지점을 하류단으로 선정하였다. 홍수사상은 낙동강 유량측정 조사사업 2005년${\sim}$2007년 보고서에 수록된 수문자료를 선정하여 관측치와 계산치를 비교하였고 홍수사상에 적용하여 수문곡선을 추정하였으며, 각각의 매개변수가 추적구간에 어떠한 영향을 미치는지 변수간의 관계를 분석하였다. 또한, 관측치와 계산치의 적합도 검증은 평균제곱근오차(root mean squar error; RMSE)와 모형 효율성 계수(model efficiency; ME)를 산정하여 분석하였으며, 하도 구간내 저류량은 대상구간에 대한 유입량과 유출량의 가중합에 비례한다는 선형모형을 적용하였다.

• Structural Engineering and Mechanics
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• v.27 no.6
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• pp.713-739
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• 2007

Nowadays computers can perform symbolic computations in addition to mere number crunching operations for which they were originally designed. Symbolic computation opens up exciting possibilities in Structural Mechanics and engineering. Classical areas have been increasingly neglected due to the advent of computers as well as general purpose finite element software. But now, classical analysis has reemerged as an attractive computer option due to the capabilities of symbolic computation. The repetitive cycles of simultaneous - equation sets required by the finite element technique can be eliminated by solving a single set in symbolic form, thus generating a truly closed-form solution. This consequently saves in data preparation, storage and execution time. The power of Symbolic computation is demonstrated by six examples by applying symbolic computation 1) to solve coupled shear wall 2) to generate beam element matrices 3) to find the natural frequency of a shear frame using transfer matrix method 4) to find the stresses of a plate subjected to in-plane loading using Levy's approach 5) to draw the influence surface for deflection of an isotropic plate simply supported on all sides 6) to get dynamic equilibrium equations from Lagrange equation. This paper also presents yet another computationally efficient and accurate numerical method which is based on the concept of derivative of a function expressed as a weighted linear sum of the function values at all the mesh points. Again this method is applied to solve the problems of 1) coupled shear wall 2) lateral buckling of thin-walled beams due to moment gradient 3) buckling of a column and 4) static and buckling analysis of circular plates of uniform or non-uniform thickness. The numerical results obtained are compared with those available in existing literature in order to verify their accuracy.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.177-193
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• 2010

The purpose of this study is to explore normal distribution in probability distributions of the area of statistics in high school mathematics. To do this these contents such as approximation of normal distribution from binomial distribution, investigation of normal distribution curve and the area under its curve through the method of Monte Carlo, linear transformations of normal distribution curve, and various types of normal distribution curves are explored with CAS calculator. It will not be ablt to be attained for the objectives suggested the area of probability distribution in a paper-and-pencil classroom environment from the perspectives of tools of CAS calculator such as trivialization, experimentation, visualization, and concentration. Thus, this study is to explore various properties of normal distribution curve with CAS calculator and derive from pedagogical implications of teaching and learning normal distribution curve.

• Smart Structures and Systems
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• v.13 no.2
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• pp.257-280
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• 2014

In this paper, a novel PARAllel FACtor (PARAFAC) decomposition based Blind Source Separation (BSS) algorithm is proposed for modal identification of structures equipped with tuned mass dampers. Tuned mass dampers (TMDs) are extremely effective vibration absorbers in tall flexible structures, but prone to get de-tuned due to accidental changes in structural properties, alteration in operating conditions, and incorrect design forecasts. Presence of closely spaced modes in structures coupled with TMDs renders output-only modal identification difficult. Over the last decade, second-order BSS algorithms have shown significant promise in the area of ambient modal identification. These methods employ joint diagonalization of covariance matrices of measurements to estimate the mixing matrix (mode shape coefficients) and sources (modal responses). Recently, PARAFAC BSS model has evolved as a powerful multi-linear algebra tool for decomposing an $n^{th}$ order tensor into a number of rank-1 tensors. This method is utilized in the context of modal identification in the present study. Covariance matrices of measurements at several lags are used to form a $3^{rd}$ order tensor and then PARAFAC decomposition is employed to obtain the desired number of components, comprising of modal responses and the mixing matrix. The strong uniqueness properties of PARAFAC models enable direct source separation with fine spectral resolution even in cases where the number of sensor observations is less compared to the number of target modes, i.e., the underdetermined case. This capability is exploited to separate closely spaced modes of the TMDs using partial measurements, and subsequently to estimate modal parameters. The proposed method is validated using extensive numerical studies comprising of multi-degree-of-freedom simulation models equipped with TMDs, as well as with an experimental set-up.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.419-442
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• 2023

This study investigated fifth graders' understanding of variables from a generalized arithmetic and a functional perspectives of early algebra. Specifically, regarding a generalized perspective, we included the property of 1, the commutative property of addition, the associative property of multiplication, and a problem context with indeterminate quantities. Regarding the functional perspective, we covered additive, multiplicative, squaring, and linear relationships. A total of 246 students from 11 schools participated in this study. The results showed that most students could find specific values for variables and understood that equations involving variables could be rewritten using different symbols. However, they struggled to generalize problem situations involving indeterminate quantities to equations with variables. They also tended to think that variables used in representing the property of 1 and the commutative property of addition could only be natural numbers, and about 25% of the students thought that variables were fixed to a single number. Based on these findings, this paper suggests implications for elementary school students' understanding and teaching of variables.

• The Journal of the Acoustical Society of Korea
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• v.20 no.4
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• pp.35-41
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• 2001

This paper describes Linear Discriminant Analysis and common vector extraction for speech recognition. Voice signal contains psychological and physiological properties of the speaker as well as dialect differences, acoustical environment effects, and phase differences. For these reasons, the same word spelled out by different speakers can be very different heard. This property of speech signal make it very difficult to extract common properties in the same speech class (word or phoneme). Linear algebra method like BT (Karhunen-Loeve Transformation) is generally used for common properties extraction In the speech signals, but common vector extraction which is suggested by M. Bilginer et at. is used in this paper. The method of M. Bilginer et al. extracts the optimized common vector from the speech signals used for training. And it has 100％ recognition accuracy in the trained data which is used for common vector extraction. In spite of these characteristics, the method has some drawback-we cannot use numbers of speech signal for training and the discriminant information among common vectors is not defined. This paper suggests advanced method which can reduce error rate by maximizing the discriminant information among common vectors. And novel method to normalize the size of common vector also added. The result shows improved performance of algorithm and better recognition accuracy of 2％ than conventional method.

• School Mathematics
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• v.14 no.4
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• pp.469-493
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• 2012

The purpose of this study is find the relation between students' concept and types of proof construction. For this, four undergraduate students majored in mathematics education were evaluated to examine how they understand mathematical concepts and apply their concepts to their proving. Investigating students' proof with their concepts would be important to find implications for how students have to understand formal concepts to success in proving. The participants' proof productions were classified into syntactic proof productions and semantic proof productions. By comparing syntactic provers and semantic provers, we could reveal that the approaches to find idea for proof were different for two groups. The syntactic provers utilized procedural knowledges which had been accumulated from their proving experiences. On the other hand, the semantic provers made use of their concept images to understand why the given statements were true and to get a key idea for proof during this process. The distinctions of approaches to proving between two groups were related to students' concepts. Both two types of provers had accurate formal concepts. But the syntactic provers also knew how they applied formal concepts in proving. On the other hand, the semantic provers had concept images which contained the details and meaning of formal concept well. So they were able to use their concept images to get an idea of proving and to express their idea in formal mathematical language. This study leads us to two suggestions for helping students prove. First, undergraduate students should develop their concept images which contain meanings and details of formal concepts in order to produce a meaningful proof. Second, formal concepts with procedural knowledge could be essential to develop informal reasoning into mathematical proof.

• Communications of Mathematical Education
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• v.34 no.1
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• pp.1-15
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• 2020

Today's healthcare, intelligent robots, smart home systems, and car sharing are already innovating with cutting-edge information and communication technologies such as Artificial Intelligence (AI), the Internet of Things, the Internet of Intelligent Things, and Big data. It is deeply affecting our lives. In the factory, robots have been working for humans more than several decades (FA, OA), AI doctors are also working in hospitals (Dr. Watson), AI speakers (Giga Genie) and AI assistants (Siri, Bixby, Google Assistant) are working to improve Natural Language Process. Now, in order to understand AI, knowledge of mathematics becomes essential, not a choice. Thus, mathematicians have been given a role in explaining such mathematics that make these things possible behind AI. Therefore, the authors wrote a textbook 'Basic Mathematics for Artificial Intelligence' by arranging the mathematics concepts and tools needed to understand AI and machine learning in one or two semesters, and organized lectures for undergraduate and graduate students of various majors to explore careers in artificial intelligence. In this paper, we share our experience of conducting this class with the full contents in http://matrix.skku.ac.kr/math4ai/.