• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.241-262
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• 2010

This study was carried out to identify the cognitive obstacles while using addition and subtraction with fractions, and to analyze the sources of cognitive obstacles. For this purpose, the following research questions were established : 1. What errors do elementary students make while performing the operations with fractions, and what cognitive obstacles do they have? 2. What sources cause the cognitive obstacles to occur? The results obtained in this study were as follows : First, the student's cognitive obstacles were classified as those operating with same denominators, different denominators, and both. Some common cognitive obstacles that occurred when operating with same denominators and with different denominators were: the students would use division instead of addition and subtraction to solve their problems, when adding fractions, the students would make a natural number as their answer, the students incorporated different solving methods when working with improper fractions, as well as, making errors when reducing fractions. Cognitive obstacles in operating with same denominators were: adding the natural number to the numerator, subtracting the small number from the big number without carrying over, and making errors when doing so. Cognitive obstacles while operating with different denominators were their understanding of how to work with the denominators and numerators, and they made errors when reducing fractions to common denominators. Second, the factors that affected these cognitive obstacles were classified as epistemological factors, psychological factors, and didactical factors. The epistemological factors that affected the cognitive obstacles when using addition and subtraction with fractions were focused on hasty generalizations, intuition, linguistic representation, portions. The psychological factors that affected the cognitive obstacles were focused on instrumental understanding, notion image, obsession with operation of natural numbers, and constraint satisfaction.

• The Journal of the Acoustical Society of Korea
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• v.23 no.2
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• pp.180-186
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• 2004

The presence of noise in speech signals degrades the performance of recognition systems in which there are mismatches between the training and test environments. To make a speech recognizer robust, it is necessary to compensate these mismatches. In this paper, we studied about an improvement of stochastic feature extraction based on band-SNR for robust speech recognition. At first, we proposed a modified version of the multi-band spectral subtraction (MSS) method which adjusts the subtraction level of noise spectrum according to band-SNR. In the proposed method referred as M-MSS, a noise normalization factor was newly introduced to finely control the over-estimation factor depending on the band-SNR. Also, we modified the architecture of the stochastic feature extraction (SFE) method. We could get a better performance when the spectral subtraction was applied in the power spectrum domain than in the mel-scale domain. This method is denoted as M-SFE. Last, we applied the M-MSS method to the modified stochastic feature extraction structure, which is denoted as the MMSS-MSFE method. The proposed methods were evaluated on isolated word recognition under various noise environments. The average error rates of the M-MSS, M-SFE, and MMSS-MSFE methods over the ordinary spectral subtraction (SS) method were reduced by 18.6%, 15.1%, and 33.9%, respectively. From these results, we can conclude that the proposed methods provide good candidates for robust feature extraction in the noisy speech recognition.

• Imaging Science in Dentistry
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• v.32 no.2
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• pp.107-111
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• 2002

Purpose : To compare the accuracy of digital subtraction images acquired by two different methods different in positioning four reference points for geometrical standardization. Materials and Methods : A total of 36 digital radiographic images of 6 volunteers were taken at the areas of the incisor, premolar, and molar of both the maxilla and mandible using the Digora system. Each image was moved 4 mm vertically and horizontally. Four oral and maxillofacial radiologists performed digital subtraction radiography between the paired images before and after movement using Emago (Oral Diagnostic Systems, Amsterdam, The Netherlands) and Sunny (Biomedisys Co., Seoul, Korea). The standard deviation of the internal gray value in Region of Interest (ROI) was statistically analyzed between the two programs using the paired t-test. Results : The standard deviation of pixel gray values from the digital subtraction images using the Sunny program were lower than that of the Emago program (p<0.05). All observers showed significant differences between each other when the Sunny program was used (p<0.05), but one observer showed a significantly higher score than other observers when they used Emago (p<0.05). The standard deviations of premolar area from both Sunny and Emago programs were significantly higher than those of anterior and molar regions (p<0.05). Conclusion: The subtracted images using the Sunny program were more accurate and sensitive than those taken using the Emago program.

• Education of Primary School Mathematics
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• v.19 no.2
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• pp.127-142
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• 2016

The purpose of this study was to examine the students' problem solving ability according to numeric expression and the semantic types of addition and subtraction word problems. For this, a research was to analyze the addition and subtraction calculation ability, word problem solving ability of the selected $2^{nd}$ grade(118) and 3rd grade(109) students. We got the conclusion as follows: When the students took the survey to assess their ability to solve the numerical expression and the word problems, the correct answer rates of the result unknown problems was larger than those of the change unknown problems or the start unknown problems. the correct answer rates of the change add-into situation was larger than those of the part-part-whole situation in the result unknown addition word problems: they often presented in text books. And, in the cases of the result unknown subtraction word problems that often presented in text books, the correct answer rates of the change take-away situation was the largest. It seemed probably because the students frequently experienced similar situations in the textbooks. We know that the formal calculation ability of the students was a precondition for successful word problem solving, but that it was not a sufficient condition for that.

• Journal of the Institute of Electronics and Information Engineers
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• v.53 no.10
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• pp.138-142
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• 2016

Dual-energy digital radiography (DEDR) has been used for detecting lesions within the body using energy subtraction methods. The purpose of this study was to acquire optimal bone and tissue image by changing physical factors such as Tube voltage (kVp) and add filters, and then we compared with the predicted values using SRS-78 program and experimental results. For that purpose, we acquired images according to changes in physical parameters of various materials since we had to acquire the optimal bone and tissue image using energy subtraction. Used phantom consists of aluminum and polymethyl methacrylate (PMMA) and a comparison of image optimization was measured by contrast-to-noise ratio (CNR). In results, first of all, we confirmed that a subtraction image from 50 kVp image and 120 kVp image is optimal bone and tissue image. Also when we added a 10 mm Aluminum add filter, we expected it is a result of the optimal bone and tissue image. Besides, we confirmed these results are consistent with the predicted optimized condition by SRS-78 program.. In conclusion, we indicated that we can acquire optimal bone and tissue image by controling physical factors such as kVp, add filters through this study. Also we expected that DEDR will contribute to the field of medical imaging technology.

• Journal of radiological science and technology
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• v.40 no.3
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• pp.443-451
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• 2017

Mammography is commonly used for screening early breast cancer. However, mammographic images, which depend on the physical properties of breast components, are limited to provide information about whether a lesion is malignant or benign. Although a dual-energy subtraction technique decomposes a certain material from a mixture, it increases radiation dose and degrades the accuracy of material decomposition. In this study, we simulated a breast phantom using attenuation characteristics, and we proposed a technique to enable the accurate material decomposition by applying weighting factors for the dual-energy mammography based on a photon-counting detector using a Monte Carlo simulation tool. We also evaluated the contrast and noise of simulated breast images for validating the proposed technique. As a result, the contrast for a malignant tumor in the dual-energy weighted subtraction technique was 0.98 and 1.06 times similar than those in the general mammography and dual-energy subtraction techniques, respectively. However the contrast between malignant and benign tumors dramatically increased 13.54 times due to the low contrast of a benign tumor. Therefore, the proposed technique can increase the material decomposition accuracy for malignant tumor and improve the diagnostic accuracy of mammography.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.285-304
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• 2009

The operations of fractions are the main contents of number and operations in the elementary mathematics curriculum. They are also difficult for students to understand conceptually. Nevertheless, there has been little study on the addition and subtraction of fractions. Given this, this paper explored the connection between the national mathematics curriculum and its concomitant textbooks, the adequacy of when to teach, and the method of constructing each unit to teach addition and subtraction of fractions. This paper then analyzed elementary mathematics textbooks and workbooks by three parts aligned with the general instructional flow: 'introduction', 'activity', and, 'exercise'. First, it was analyzed with regard to the introduction part whether the word problems of textbooks might reflect on students' daily lives as intended, how different meanings of operations would be expected to be taught, and how the subsequent activities were connected with the original word problems. Second, the main analysis of activity part of the textbooks dealt with how to use concrete or iconic models to promote students' conceptual understanding of operations and how to formalize the calculation methods and principles with regard to addition and subtraction of fractions. Third, the analysis of the part of exercise in the textbooks and workbooks was conducted with regard to problem types and meanings of operations. It is expected that the issues and suggestions stemming from this analysis of current textbooks and workbooks are informative in developing new instructional materials aligned to the recently revised mathematics curriculum.

• School Mathematics
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• v.18 no.3
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• pp.625-645
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• 2016

This study clarified the big ideas related to teaching addition and subtraction of fractions with different denominators based on quantitative reasoning with unit and recursive partitioning. An analysis of this study urged us to re-consider the content related to the addition and subtraction of fraction. As such, this study analyzed textbooks and teachers' manuals developed from the fourth national mathematics curriculum to the most recent 2009 curriculum. In addition and subtraction of fractions with different denominators, it must be emphasized the followings: three-levels unit structure, fixed whole unit, necessity of common measure and recursive partitioning. An analysis of this study showed that textbooks and teachers' manuals dealt with the fact of maintaining a fixed whole unit only as being implicit. The textbooks described the reason why we need to create a common denominator in connection with the addition of similar fractions. The textbooks displayed a common denominator numerically rather than using a recursive partitioning method. Given this, it is difficult for students to connect the models and algorithms. Building on these results, this study is expected to suggest specific implications which may be taken into account in developing new instructional materials in process.

• 대한치주과학회:학술대회논문집
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• 1999.11a
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• pp.102-102
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• 1999

• Korean Journal of Digital Imaging in Medicine
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• v.3 no.1
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• pp.100-105
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• 1997