• Education of Primary School Mathematics
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• v.10 no.2
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• pp.141-149
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• 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 IKEEE
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• v.14 no.2
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• pp.64-68
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• 2010

This paper proposes efficient log and exponent calculation methods using a dual phase instruction set without additional ALU unit for a mobile enviroment. Using the Dual Phase Instruction set, it extracts exponent and mantissa from expression of floating point and calculates 24bit single precision floating point of log approximation using the Taylor series expansion algorithm. And with dual phase instruction set, it reduces instruction excution cycles. The proposed Dual Phase architecture reduces the performance degradation and maintain smaller size.

• The Mathematical Education
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• v.49 no.2
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• pp.199-221
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• 2010

The purpose of the study were to investigate how secondary pre-service teachers conceptualize arithmetic mean and how their conceptualization was formed for solving the problems involving arithmetic mean. As a result, pre-service teachers' conceptualization of arithmetic mean was categorized into conceptualization by "mathematical knowledge(mathematical procedural knowledge, mathematical conceptual knowledge)", "analog knowledge(fair-share, center-of-balance)", and "statistical knowledge". Most pre-service teachers conceptualized the arithmetic mean using mathematical procedural knowledge which involves the rules, algorithm, and procedures of calculating the mean. There were a few pre-service teachers who used analog or statistical knowledge to conceptualize the arithmetic mean, respectively. Finally, we identified the relationship between problem types and conceptualization of arithmetic mean.

• School Mathematics
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• v.5 no.2
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• pp.167-189
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• 2003

Mental arithmetic has recently gained a higher profile in primary school mathematics. The study aims to reflect didactical background of mental arithmetic in number and operations curriculum for primary school mathematics. In order to attain these purposes, the present paper describes the meaning of mathematical literacy and didactical background of mental arithmetic on which have been laid emphasis in relation to mathematical literacy in many countries. Also it shows current suggestions for mental arithmetic instruction in Everyday Mathematics Project in USA, Numeracy Number Project in Great Britain, TAL project based on Realistic Mathematics Education in the Netherlands, and mathe 2000 project in German in order to gain practical ideas for teaching mental arithmetic. Furthermore, it discusses mental strategies of students and didactical models for improving mental arithmetic instruction based on the results of many researches. Under these theoretical foundations, it is analyzed how mental arithmetic is developed in our number and operations curriculum, focused on mental strategies and didactical models. Finally, implications for improving our mental arithmetic instruction are discussed.

• Journal of information and communication convergence engineering
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• v.6 no.3
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• pp.285-288
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• 2008

Most of multimedia processors for 2D/3D graphics acceleration use a lot of integer/floating point arithmetic units. We present a new architecture with an efficient ALU, built in a smaller chip size. It reduces instruction cycles significantly based on a foundation of multi-thread operation, variable length instruction words, dual phase operation, and phase instruction's coordination. We can decrease the number of instruction cycles up to 50%, and can achieve twice better performance.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.10 no.8
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• pp.1422-1427
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• 2006

In order to estimate the power consumed by an embedded microprocessor during an execution of software, we measure and utilize the current consumed by the processor during the execution of each instruction. In this paper, we measure and analyse the current consumed by the microprocessor adc16s310 during the execution of arithmetic and logic instructions, and propose a power estimation model which estimates the current for all instruction executions precisely by using a small numbers of current measurements. The proposed model can estimate the current with an average 0.34% error by using only 5.84% of total current measurements for arithmetic and logic instructions of the processor.

• The Journal of the Acoustical Society of Korea
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• v.36 no.6
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• pp.425-435
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• 2017

In this paper, we propose optimization methods for speeding the feedforward network of deep neural networks using NEON SIMD (Single Instruction Multiple Data) parallel instructions and multi-core parallelization on the multi-core ARM processor. As the result of the optimization using SIMD parallel instructions, we present the amount of speed improvement and arithmetic precision stage by stage. Through the optimization using SIMD parallel instructions on the single core, we obtain $2.6{\times}$ speedup over the baseline implementation using C compiler. Furthermore, by parallelizing the single core implementation on the multi-core, we obtain $5.7{\times}{\sim}7.7{\times}$ speedup. The results we obtain show the possibility for applying the arithmetic-intensive deep neural network technology to applications on mobile devices.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.229-242
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• 2015

The purpose of this study was to investigate young children's nonsymbolic arithmetic ability according to task difficulty. The participants in this study comprised 43 2-year-old children and 48 4-year-old children recruited from 5 childcare centers located in Seoul, Korea. All tasks were composed of comparison, addition, subtraction, multiplication and division tasks. In addition, each arithmetic task varied with the ratio of the two quantities; low level(1:2), middle level(2:3), high level(4:5). The results revealed that 2 & 4-year-old children could perform a large numerical range of nonsymbolic arithmetic tasks without influences from previously learned mathematics. This finding suggests that children have a degree of numerical capacity prior to symbolic mathematics instruction. Furthermore, children's performance on nonsymbolic arithmetic tasks indicated the ratio signature of large approximate numerical representation. This result implies that large approximate numerical representation can be used in arithmetical manipulations.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.125-143
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• 2012

This study is designed to see the characteristics of elementary students' arithmetic error patterns and error rates by going up grades and to draw some implications for effective instruction. For this, 580 elementary students of grade 3-6 are tested with the same subtraction, multiplication and division problems. Their errors are analyzed by the frame of arithmetic error types this study sets. As a result of analysis, it turns out that the children's performance in arithmetic get well as their grades go up and the first learning year of any kind of arithmetic procedures has the largest improvement in arithmetic performance. It is concluded that some arithmetic errors need teachers' caution, but we fortunately find that children's errors are not so seriously systematic and sticky that they can be easily corrected by proper intervention. Finally, several instructional strategies for arithmetic procedures are suggested.

• Proceedings of the IEEK Conference
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• 1998.10a
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• pp.1153-1156
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• 1998

We describe a design of a simple but efficient floatingpoint processing architecture expoiting concurrent execution of scalar instructions for high performance in general-purpose microprocessors. This architecture employs 3 stage pipeline asyncronously working with integer processing unit to regulate instruction flows between two arithmetic units.