• Research in Mathematical Education
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• v.27 no.2
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• pp.223-239
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• 2024

The integration of coding and mathematics education, known as coding-integrated mathematics education, has received much attention due to the strength of Artificial Intelligence-based Science, Technology, Engineering, Arts, and Mathematics (AI-based STEAM) education in improving students' affective domain. The present study investigated the effectiveness of coding-integrated mathematics education on students' development of affective mathematics engagement. Participants in this study were 86 middle and high school students who attended the coding-integrated mathematics program. Surveys of students' affective mathematics engagement were administered before and after the intervention period. The results showed that students' affective mathematics engagement was statistically significantly improved through coding-integrated mathematics education. In particular, students exhibited increased positive affective mathematics engagement in terms of mathematical attitude, emotion, and value. These findings indicate the positive influence of coding-integrated mathematics education on students' learning in mathematics.

• Journal of applied mathematics & informatics
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• v.3 no.2
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• pp.157-168
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• 1996

This paper describes an efficient coding method for Ko-rean characters (alphabet) using a three-state transition graph. Par-allel hangul Dynamic Coding Method (PHDCM) compresses about 3.5 bits per Korean character compared with other coding techinques. When we ran the method on a MasPar machine it achieved a 49.314-fold speedup with 64 processors having 10 million orean characters

• The Mathematical Education
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• v.60 no.4
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• pp.467-491
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• 2021

This study is a study on the coding mathematics curriculum that converges elementary and middle school mathematics and information subjects and a minimum coding game-based education method for this. For the past 3 years, the coding mathematics curriculum and educational methods to effectively operate the curriculum were studied by applying them to 6th graders of elementary school and 1st graders of middle school. As a result of the first year of research, the coding mathematics curriculum was modified to a coding environment including the mathematical concept of a three-dimensional coordinate space, and the three-dimensional object was improved to be output as a real 3D print. As a result of the 2nd year study, it was improved so that even low-level students can build buildings by introducing different level commands for each component of the building so that self-directed learning is possible. As a result of the 3rd year study, a teaching-learning strategy based on a minimal coding game was designed to induce an increase in the level of computational thinking, and evaluation and feedback for diagnosing computational thinking were developed. Educational methods to promote self-directed learning and computing thinking ability, and researched coding mathematics curriculum are meaningful for the research and practice of the convergence education of school mathematics and informatics.

• Korean Journal of Mathematics
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• v.12 no.1
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• pp.1-5
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• 2004

We study Hausdorff and packing dimensions of subsets of a coding space with an ultra metric from a multifractal spectrum induced by a self-similar measure on a Cantor set using a function satisfying a H$\ddot{o}$lder condition.

• Journal of applied mathematics & informatics
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• v.38 no.3_4
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• pp.255-260
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• 2020

Today most students have a smartphone. Students learning numerical analysis can practice coding using their smartphone in the classroom without going to the computer lab. The tool NAPHP[1] makes it easy to practice coding using PHP in an internet web browser without installing a coding app on your smartphone. This paper introduces a debugging tool for the NAPHP.

• Journal of Science Education
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• v.43 no.1
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• pp.17-42
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• 2019

This study, as an attempt to integrate mathematics and information for convergence education, was conducted to develop teaching-learning materials on mathematics education combined with coding education, which has recently been emphasized. We chose the subject of digital signature for coding education, and used SageMath as a coding program. In this study, we overview mathematics used in the elliptic curve digital signature algorithm, one of the many methods for digital signature, and developed the teaching-learning materials on the algorithm for mathematics education integrated with information education based on coding. The elliptic curve digital signature algorithm utilized in transactions of Bitcoin, which many people recently are interested in, is a good example, showing students that mathematics is applied to problem-solving in the real world and provides an optimal environment for implementation by coding. Accordingly, we expect that a class on algorithm will provide a specific teaching-learning program to achieve the goal of integrated mathematics education. By comprehensively considering the opinions of mathematicians, mathematics teachers and mathematics education experts, we expect that the teaching-learning program will be realized as a meaningful class in science high schools, high school's math clubs, and 'number theory' class in colleges.

• Journal of applied mathematics & informatics
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• v.8 no.3
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• pp.881-888
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• 2001

Recently, Hooda and Ram [7] have proposed and characterized a new generalized measure of R-norm entropy. In the present communication we have studied its application in coding theory. Various mean codeword lengths and their bounds have been defined and a coding theorem on lower and upper bounds of a generalized mean codeword length in term of the generalized R-norm entropy has been proved.

• Journal of applied mathematics & informatics
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• v.3 no.1
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• pp.35-46
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• 1996

This paper suggests a new coding method for the parallel machine which compresses the data be reducing redundancy. Paral-lel Dynamic octal Compact Mapping (PDOCM) compresses at least 1 byte per word compared with other coding techniques and achieves a 54. 188-fold speedup with 64 processors to transmit 10 million charac-ters.

• East Asian mathematical journal
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• v.36 no.2
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• pp.317-330
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• 2020

The purpose of this action research project was to study the effects of incorporating coding into the middle school math classroom affected student dispositions with math and their understanding of mathematical concepts. The project, involving a total of 107 US middle school students, used five data sources to examine these effects: a survey, a chart measuring student engagement, a pre- and post-assessment before and after the coding project, and teacher observation with reflection forms. After analyzing the data, it was found that incorporating coding into the middle school math classroom could have a positive impact on student math dispositions and their understanding of math concepts.

• Journal of the Korea Society of Computer and Information
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• v.25 no.2
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• pp.241-250
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• 2020

In this paper, we propose a direction of teaching method for future generations. In order to suggest such the direction, teaching and learning materials that integrate coding activities and mathematical modeling were developed through top-down and bottom-up processes. Coding and engineering experts and mathematics education experts developed teaching and learning materials through councils (top-down courses) and applied them to 24 high school first graders based on student responses (bottom-up courses). Additionally, the developed curriculum helped students increase interest and motivation and realize conceptual understanding, problem posing, and problem solving in mathematics. On the basis of these results, it provided an idea about how to develop curriculum combining mathematical modeling with coding activities, needed for the fourth industrial revolution.