• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.249-267
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• 2017

The unit of multiplication in the mathematics textbook for third graders deals with two-digit number multiplied by one-digit number. Students tend to perform multiplication without necessarily understanding the principle behind the calculation. Against this background, we designed the unit in a way for students to explore the principle of multiplication with cuisenaire rods and array models. The results of this study showed that most students were able to represent the process of multiplication with both cuisenaire rods and array models and to connect such a process with multiplicative expressions. More importantly, the associative property of multiplication and the distributive property of multiplication over addition were meaningfully used in the process of writing expressions. To be sure, some students at first had difficulties in representing the process of multiplication but overcame such difficulties through the whole-class discussion. This study is expected to suggest implications for how to teach multiplication on the basis of the properties of the operation with appropriate instructional tools.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.14 no.2
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• pp.121-126
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• 2014

The problem of finding the fastest algorithm for multiplication of two large n-digit decimal numbers remains unsolved in the field of mathematics and computer science. To this problem so far two algorithms - Karatsuba and Toom-kook - have been proposed to shorten the number of multiplication. In the complete opposite of shorten the number of multiplication method, this paper therefore proposes an efficient multiplication algorithm using additions completely. The proposed algorithm totally applies shift-and-add algorithm of binary system to large digits of decimal number multiplication for example of RSA-100 this problem can't perform using computer. This algorithm performs multiplication purely with additions of complexity of $O(n^2)$.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.281-294
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• 2019

The purpose of this study is to analyze errors and treatment behavior during the course of mathematics learning of academic achievement by applying reflective activities in the second semester of the third year of elementary school. The study participants are students from two classes, 21 from the third-grade S elementary school in Seoul and 20 from the comparative class. In the case of the experiment group, the multiplication unit was reconstructed into a mathematics class that applied reflective activities. They were pre-post-test to examine the changes in students' mathematics performance, and mathematical communication was recorded and analyzed for the focus group to analyze the patterns of learners' error handling in the reflective activities. In addition, they recorded and analyzed students' activities and conversations for error type and error handling. As a result of the study, the student's mathematics achievement was increased using reflective activities. When learning double digit multiplication, the error types varied. It was also confirmed that the reflective activities helped learners reflect on the multiplication algorithm and analyze the error-ridden calculations to reflect on and deal with their errors.

• School Mathematics
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• v.11 no.4
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• pp.745-771
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• 2009

To acquire the hints of the development of children's multiplication strategies, this study tried to find the differences between the students who learned multiplication and the students who didn't. And we also tried to explore their acquired computational resources. As a result, we confirm that there is a certain direction on the development of children's multiplication strategies according to their grades and the level of acquirement of mathematical knowledge. Moreover, we comprehend that commutative law is an important part of the strategies on two-digit multiplication and that acquisition of the computational resources must precede the learning of multiplication strategies. In the end part, this article proposes a new taxonomy of strategies for multiplication. To support our proposal, we integrated the prior researches with our findings.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.181-203
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• 2019

Even though the properties of operations in multiplication serve a fundamental basis of conceptual understanding the multiplication with whole numbers for elementary students, there has been lack of research in this field. Given this, the purpose of this study was to analyze instructional methods related to the properties of operations in multiplication (i.e., commutative property of multiplication, associative property of multiplication, distributive property of multiplication over addition) in a series of mathematics textbooks of Korea, Japan, and the US. The overall analysis was conducted in the following two aspects: (a) when and how to deal with the properties of multiplication in three instructional context (i.e., introduction, application, generalization), and (b) what models use to represent the properties of multiplication. The results of this showed that overall similarities in introducing the properties of multiplication .in (one digit) ${\times}$ (one digit) as well as emphasizing the divers representation. However, subtle but meaningful differences were analyzed in applying and generalizing the properties of multiplication. Based on these results, this paper closes with some implications on how to teach the properties of operations in multiplication properties in elementary mathematics.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.39 no.12
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• pp.1062-1070
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• 2002

In this paper, variable radix-two multibit coding algorithm is presented and applied in the implementation of discrete cosine transform(DCT) and inverse discrete cosine transform(IDCT). Variable radix-two multibit coding means the 2k SD (signed digit) representation of overlapped multibit scanning with variable shift method. SD represented by 2k generates partial products, which can be easily implemented with shifters and adders. This algorithm is most powerful for the hardware implementation of DCT/IDCT with constant coefficient matrix multiplication. This paper introduces the suggested algorithm, it's proof and the implementation of DCT/IDCT The implemented IDCT chip with 8 PEs(Processing Elements) and one transpose memory runs at a tate of 400 Mpixels/sec at 54MHz frequency for high speed parallel signal processing, and it's verified in HDTV and MPEG decoder.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.143-168
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• 2019

Along with the significance of algebraic thinking in elementary school, it has been recently emphasized that the properties of number and operations need to be explored in a meaningful way rather than in an implicit way. Given this, the purpose of this study was to analyze how third graders could understand the properties of operations in multiplication after they were taught such properties through a reconstructed unit of multiplication. For this purpose, the students from three classes participated in this study and they completed pre-test and post-test of the properties of operations in multiplication. The results of this study showed that in the post-test most students were able to employ the associative property, commutative property, and distributive property of multiplication in (two digits) × (one digit) and were successful in applying such properties in (two digits) × (two digits). Some students also refined their explanation by generalizing computational properties. This paper closes with some implications on how to teach computational properties in elementary mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.195-214
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• 2017

The standardized algorithm of natural number multiplication simplify the procedure of arithmetic. In the case of multiplication algorithm with regrouping, we write small the carrying number on the multiplicand. But, teachers and students have to make their own way about the case of two digits multipliers, because Korean elementary mathematics textbooks just deal with the case of the one digit multipliers. In this study, we investigated Korean current elementary mathematics textbooks related to multiplication algorithm with regrouping, and analyzed the result of research on the real condition about marking the carrying number. Besides, we reviewed the guidance contents of algorithm of natural number multiplication in Finland's math textbook and literature. By conclusions, we suggest several implications as followed; First, we need some examples of the way to mark the carrying number in teacher's guidance books and textbooks. Second, teachers try for students to feel the good points of the systematic ways to mark the carrying number. Third, teachers understand algorithm of natural number multiplication and the alternative ways about marking the carrying number.

• Journal of the Institute of Electronics and Information Engineers
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• v.50 no.1
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• pp.157-165
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• 2013

In this paper, efficient digit-serial VLSI architecture for 1D (9,7) lifting-based discrete wavelet transform (DWT) filter has been proposed. The proposed architecture computes the DWT in digit basis, so that the required hardware is reduced. Also, the multiplication is replaced with the shift and add operation to minimize the hardware requirement. Bit allocation for input, output, and the internal data has been determined by analyzing the PSNR. We have carefully designed the data feedback latency not to degrade the performance in the recursive folded scheduling. The proposed digit-serial architecture requires small amount of hardware but achieve 100% of hardware utilization, so we try to optimize the tradeoffs between the hardware cost and the performance. The proposed architecture has been designed and verified by VerilogHDL and synthesized by Synopsys Design Compiler with a DongbuHitek $0.18{\mu}m$ STD cell library. The maximum operating frequency is 330MHz with 3,770 gates in equivalent two input NAND gates.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.42 no.1
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• pp.57-67
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• 2005

Fast scalar multiplication of points on elliptic curve is important for elliptic curve cryptography applications. In order to vary field sizes depending on security situations, the cryptography coprocessors should support variable length finite field arithmetic units. To determine the effective variable length finite field arithmetic architecture, two well-known curve scalar multiplication algorithms were implemented on FPGA. The affine coordinates algorithm must use a hardware division unit, but the projective coordinates algorithm only uses a fast multiplication unit. The former algorithm needs the division hardware. The latter only requires a multiplication hardware, but it need more space to store intermediate results. To make the division unit versatile, we need to add a feedback signal line at every bit position. We proposed a method to mitigate this problem. For multiplication in projective coordinates implementation, we use a widely used digit serial multiplication hardware, which is simpler to be made versatile. We experimented with our implemented ECC coprocessors using variable length finite field arithmetic unit which has the maximum field size 256. On the clock speed 40 MHz, the scalar multiplication time is 6.0 msec for affine implementation while it is 1.15 msec for projective implementation. As a result of the study, we found that the projective coordinates algorithm which does not use the division hardware was faster than the affine coordinate algorithm. In addition, the memory implementation effectiveness relative to logic implementation will have a large influence on the implementation space requirements of the two algorithms.