• Education of Primary School Mathematics
• /
• v.10 no.2
• /
• pp.141-149
• /
• 2007

It is undeniably important to bring up a solution capability of arithmetic word problems in the elementary mathematical education. The goal of this study is to acquire the implication for remedial instruction on arithmetic word problems solving through surveying elementary school students' difficulties in the solving of arithmetic word problems. In order to do it, this study was intended to analyze the following two aspects. First, it was analyzed that they generally felt more difficulties in which field among addition, subtraction, multiplication and division word problems. Second, with the result of the first analysis, it was examined that they solved it by imagining as which sphere of the other word problems. Also, the cause of their error on the word problem solving was analyzed by the interview. From the foregoing analyses, the following implications for remedial instruction on arithmetic word problems solving are acquired. First, the accumulation of learning deficiency must be diminished through the remedial instruction. Second, it must help students to understand the given problem and to make of what the goal of problem is. Third, it must help students to form a good habit for reading the problem and to understand the context of problem. forth, the teacher must help students to review and reflect their problem-solving processes.

• Journal of the Korea Institute of Information Security & Cryptology
• /
• v.26 no.1
• /
• pp.5-15
• /
• 2016

Power analysis attacks are techniques to analyze power signals to find out the secrets when cryptographic algorithm is performed. One of the most famous countermeasure against power analysis attacks is masking methods. Masking types are largely classified into two types which are boolean masking and arithmetic masking. For the cryptographic algorithm to be used with boolean and arithmetic masking at the same time, the converting algorithm can switch between boolean and arithmetic masking. In this paper we propose an algorithm for switching from boolean to arithmetic masking using storage size at less cost than ones. The proposed algorithm is configured to convert using the look-up table without the least significant bit(LSB), because of equal the bit of boolean and arithmetic masking. This makes it possible to design a converting algorithm compared to the previous algorithm at a lower cost without sacrificing performance. In addition, by applying the technique at the LEA it showed up to 26 percent performance improvement over existing techniques.

• The Mathematical Education
• /
• v.57 no.3
• /
• pp.311-328
• /
• 2018

In school mathematics, the concept of an average is not a concept that is limited to a unit of statistics. In particular, high school students will learn about arithmetic mean and geometric mean in the process of learning absolute inequality. In calculus learning, the concept of average is involved when learning the concept of average speed. The arithmetic mean is the same as the procedure used when students mean the test scores. However, the procedure for obtaining the geometric mean differs from the procedure for the arithmetic mean. In addition, if the arithmetic mean and the geometric mean are the discrete quantity, then the mean rate of change or the average speed is different in that it considers continuous quantities. The average concept that students learn in school mathematics differs in the quantitative nature of procedures and objects. Nevertheless, it is not uncommon to find out how students construct various mathematical concepts into mathematical knowledge. This study focuses on this point and conducted the interviews of the students(three) in the second grade of high school. And the expression of students in the process of average concept formation in arithmetic mean, geometric mean, average speed. This study can be meaningful because it suggests practical examples to students about the assertion that various scholars should experience various properties possessed by the average. It is also meaningful that students are able to think about how to construct the mean conceptual properties inherent in terms such as geometric mean and mean speed in arithmetic mean concept through interview data.

• School Mathematics
• /
• v.11 no.4
• /
• pp.567-581
• /
• 2009

Many articles have reported that zero causes children's arithmetic errors. This article was designed to measure the effect of zero on children's arithmetic performances. For this, 222 of 3,4,5,6 graders in elementary school were tested with pencil and paper. The test were categorized into four parts: basic number fact, column subtraction, column multiplication, and column division. These data showed that the negative effect of zero on children's arithmetic was limited to several areas, concretely, multiplication facts with zero, column subtraction with numbers which have two successive zeros, column multiplication with numbers which have zero in a middle position, long division with zeros. But there was no evidence that students could self-control these negative effects of zero as grade went up. It implies that we should keep attention to children's arithmetic performance with zero in some special areas.

• PNF and Movement
• /
• v.7 no.4
• /
• pp.31-36
• /
• 2009

Many daily activities require people to complete a motor task while walking. Substantial gait decrements during simultaneous attention to a variety of cognitive tasks have been shown by a group of severely injured neurological patients of mixed etiology. And previous studies have shown that the attentional load of a walking-associated task increased with its level of difficulty. The purpose of this study was to analyze subjects' gait changes are affected by the effects of arithmetic task difficulty and performance level. Participants performed a walking task alone, three different Arithmetic tasks while seated, and among them, two kinds of the simillar Arithmetic tasks in combination with walking. Reaction time and accuracy were recorded for two of the Arithmetic tasks. The mean values of the gait were measured using a Timed Up and Go test among 11 with post-stroke patients while walking with and without forward counting (WFC) and backward counting(WBC).There was significant Arithmetic Task Difficulty level between the 10-forward counting task condition(FC) and the 10-backward counting task condition(BC)(p=0.008). The mean values of T.U.G time were significantly higher under backward counting dual-task condition than during a simple walking task(p=0.009) and WFC(p=0.009). The change in T.U.G time during WFC was higher when compared with the change during a simple walking, but there was no significant difference (p=0.246). This study suggesting that a high interference could be linked with a high level of difficulty, whereas adaptive task enabled participants to perfectly share their attention between two concurrent tasks. Future research should determine whether dual task training can reduce gait decrements in dual task situations in people after stroke. And the dual-task-based exercise program is feasible and beneficial for improving walking ability in subjects with stroke.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2016.10a
• /
• pp.401-404
• /
• 2016

This paper proposes entropy coding method of HEVC CABAC Encoder for efficient hardware architecture. The Binary Arithmetic Encoder requires data dependency at each step, which is difficult to be operated in a fast. Proposed Binary Arithmetic Encoder is designed 4 stage pipeline to quickly process the input value bin. According to bin approach, either MPS or LPS is selected and the binary arithmetic encoding is performed. Critical path caused by repeated operation is reduced by using the LUT and designed as a shift operation which decreases hardware size and not using memory. The proposed Binary Arithmetic Encoder of CABAC is designed using Verilog-HDL and it was implemented in 65nm technology. Its gate count is 3.17k and operating speed is 1.53GHz.

• Journal for History of Mathematics
• /
• v.21 no.4
• /
• pp.61-78
• /
• 2008

In this paper, we discuss about De Morgan's view on the development of algebra according to following distinctions: arithmetic, universal arithmetic, symbolic algebra, significant algebra. De Morgan thought that the differences between arithmetic and universal arithmetic lie in the usage of letters and the immediate performance of computation. In his viewpoint, universal arithmetic is a transitional phase, in which absurd phenomena occur, from arithmetic to algebra and these absurd phenomena call for algebra. The feature of De Morgan's view on the development of algebra is that symbolic calculus which consist of symbol system without symbol's meaning is acquired, then as extended meanings are furnished to symbols, symbolic calculus become logical so significant calculus is developed. For example, Single algebra is developed, as an extended meaning is furnished to a symbol -1, and double algebra is developed, as an extended meaning is furnished to a symbol $\sqrt{-1}$. According to De Morgan, a symbol system is derived from the incompleteness of a prior symbol system.

• Korean Journal of Childcare and Education
• /
• v.13 no.6
• /
• pp.69-86
• /
• 2017

Objective: This study was conducted to investigate the effects of small-group arithmetic word problem activities with concrete materials on 5 year old children's mathematical ability and attitude. Methods: A total of 34 five-year-old children (control group 16 children, experimental group18 children) attending two kindergartens in P city participated in this study. Fifteen small-group arithmetic word problem activities with concrete materials were conducted in the classroom of the experimental group twice a week for eight weeks. Before and after the activities, all the participants individually took a basic arithmetic test, mathematical word problem solving test, and mathematical attitudes test. Results: First, we observed that the children in the experimental group achieved significantly higher scores on the mathematical ability tests, including the basic arithmetic test and mathematical word problems solving test when compared to the children in the control group. Second, we also found that children in the experimental group showed higher improvement in the mathematical attitudes test than their counterparts. Conclusion/Implications: The results of this study suggest that small-group arithmetic word problem activities with concrete materials are effective in improving children's mathematical ability and attitudes.

• Journal of the Korean School Mathematics Society
• /
• v.21 no.2
• /
• pp.161-181
• /
• 2018

This paper summarized the changes in elementary school mathematics education that took place at the national level during the Enlightenment Elementary Mathematics Education period from 1876 to 1910. For this purpose, we divided the enlightenment period into three periods and examined major changes related to elementary school mathematics education at each period. The necessity of arithmetic education began to be recognized before the reform of the Taoist reform, and arithmetic education became a national curriculum in the beginning of the Taoist reform period. Particularly, during the reforming period of the Gap, the elementary mathematics textbooks of mixed Korean and Chinese were published. In the period when the intervention of the Japanese imperialism began, the arithmetic education has been reduced or weakened in accordance with the education policy of 'simple' and 'use'. It is also remarkable that an arithmetic book for elementary teachers was published at this time.

• Journal of Korea Game Society
• /
• v.14 no.4
• /
• pp.95-104
• /
• 2014

In this research, we investigated the effect of arithmetic learning utilizing mathematical mobile application on arithmetic fluency and learning motivation of underachieving students in math. 24 4th grade math underachievers were divided into control and experimental groups. Arithmetic learning utilizing mathematical mobile application was conducted for experimental group and arithmetic learning utilizing learning worksheets was conducted for comparative group. After three weeks, the experimental group showed increase in math fluency and motivation compared to control group. Implications are discussed.