• East Asian mathematical journal
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• v.32 no.4
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• pp.443-464
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• 2016

The purpose of ths study is to compare and analyze the sequence of teaching multiplication facts in the elementary school mathematics. Generally, the multiplication in the elementary school mathematics is composed of the followings; concepts of multiplication, situations involving multiplication, didactical models for multiplication, and multiplication strategies for teaching multiplication facts. This study is focusing to multiplication facts, especially to the sequence of teaching and multiplication strategies. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2009 revised curriculum) and the 9 foreign elementary mathematics textbooks(Japan, China, Germany, Finland, Hongkong etc.). As results of comparative investigation, the sequence of teaching multiplication facts is reconsidered on a basis of elementary students' mathematical thinking. And the connectivity of multiplication facts is strengthened in comparison with the foreign elementary mathematics textbooks. Finally multiplication strategies for teaching multiplication facts are discussed for more understanding and reasoning the principles of multiplication facts in the elementary school mathematics.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.17-43
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• 2014

On the subjects of elementary 3rd grade three child prodigies who had learned the four fundamental arithmetic operations and primary concepts of fraction, this study conducted a qualitative case research to examine how they composed schema of addition and multiplication of fractions and transformed schema through recognition of precise concepts and linking of concepts with addition and multiplication of fractions as the contents. That is to say, this study investigates what schema and transformed schema child prodigies form through composition of primary mathematic concepts to succeed in relational understanding of addition and multiplication of fractions, how they use their own formed schema and transformed schema for themselves to approach solutions to problems with addition and multiplication of fractions, and how the subjects' concept formation and schema in their problem solving competence proceed to carry out transformations. As a result, we can tell that precise recognition of primary concepts, schema, and transformed schema work as crucial factors when addition of fractions is associated with multiplication of fractions, and then that the schema and transformed schema that result from the connection among primary mathematic concepts and the precise recognition of the primary concepts play more important roles than any other factors in creative problem solving with respect to addition and multiplication of fractions.

• The Mathematical Education
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• v.53 no.1
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• pp.57-73
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• 2014

This study investigated the connections of mathematical thinking of students at the second, fourth, and sixth grades with regard to multiplication, fraction, and proportion, all of which have multiplicative structures. A paper-and-pencil test and subsequent interviews were conducted. The results showed that mathematical thinking including vertical thinking and relational thinking was commonly involved in multiplication, fraction, and proportion. On one hand, the insufficient understanding of preceding concepts had negative impact on learning subsequent concepts. On the other hand, learning the succeeding concepts helped students solve the problems related to the preceding concepts. By analyzing the connections between the preceding concepts and the succeeding concepts, this study provides instructional implications of teaching multiplication, fraction, and proportion.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.283-309
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• 2016

The purpose of this study is to investigate gifted students in elementary mathematics how they understand of situations involving multiplication and concepts of multiplication. For this purpose, first, this study analyzed the teacher's guidebooks about introducing the concept of multiplication in elementary school. Second, we analyzed multiplication problems that gifted students posed. Third, we interviewed gifted students to research how they understand the concepts of multiplication. The result of this study can be summarized as follows: First, the concept of multiplication was introduced by repeated addition and times idea in elementary school. Since the 2007 revised curriculum, it was introduced based on times idea. Second, gifted students mainly posed situations of repeated addition. Also many gifted students understand the multiplication as only repeated addition and have poor understanding about times idea and pairs set.

• School Mathematics
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• v.15 no.4
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• pp.889-920
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• 2013

The aim of this study is to look into the didactical background for introducing the concept of multiplication and teaching multiplication facts in elementary school mathematics and offer suggestions to improve teaching multiplication in the future. In order to attain these purposes, this study deduced and examined concepts of multiplication, situations involving multiplication, didactical models for multiplication and multiplication strategies based on key ideas with respect to the didactical background on teaching multiplication through a theoretical consideration regarding various studies on multiplication. Based on such examination, this study compared and analyzed textbooks used in the United States, Finland, the Netherlands, Germany and South Korea. In the light of such theoretical consideration and analytical results, this study provided implication for improving teaching multiplication in elementary schools in Korea as follows: diversifying equal groups situations, emphasizing multiplicative comparison situations, reconsidering Cartesian product situations for providing situations involving multiplication, balancing among the group model, array model and line model and transposing from material models to structured and formal ones in using didactical models for multiplication, emphasizing multiplication strategies and properties of multiplication and connecting learned facts and new facts with one another for teaching multiplication facts.

• The Mathematical Education
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• v.47 no.4
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• pp.405-419
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• 2008

The purpose of this study is to find oui the effects of teaching mathematical concepts by designing and applying teaching and learning programs that takes into consideration the students' strong intelligence, through the teaching and learning strategies based on the multiple intelligences theory. For this study, developmental and experimental research was conducted. In the developmental research part of the study, teaching and learning programs for teaching the concept of multiplication were designed and the activities based on the multiple intelligences were chosen. On the other hand, in the experimental research part, the data acquired from the application of nonequivalent control group pretest-posttest design in the actual classes was processed and analyzed. The results above indicate that the teaching and learning program based on the multiple intelligences theory improved the students' overall understanding of mathematical concepts by providing various types of activities. In addition, this program helped students to increase their confidence and generate a positive attitude towards learning math.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• v.9 no.1
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• pp.925-927
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• 2005

The study is about a finite field multiplying unit, which performs a calculation t-times as fast as the Mastrovito's multiplier architecture, suggesting and using the 2-times faster multiplier architecture. Former studies on finite field multiplication architecture includes the serial multiplication architecture, the array multiplication architecture, and the hybrid finite field multiplication architecture. Mastrovito's serial multiplication architecture has been regarded as the basic architecture for the finite field multiplication, and in order to exploit parallelism, as much resources were expensed to get as much speed in the finite field array multipliers. The array multiplication architecture has weakness in terms of area/performance ratio. In 1999, Parr has proposed the hybrid multipcliation architecture adopting benefits from both architectures. In the hybrid multiplication architecture, the main hardware frame is based on the Mastrovito's serial multiplication architecture with smaller 2-dimensional array multipliers as processing elements, so that its calculation speed is fairly fast costing intermediate resources. However, as the order of the finite field, complex integers instead of prime integers should be used, which means it cannot be used in the high-security applications. In this paper, we propose a different approach to devise a finite field multiplication architecture using Mastrovito's concepts.

• School Mathematics
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• v.9 no.4
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• pp.507-521
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• 2007

The purpose of this study was to investigate the effects of memory retention of mathematical concepts in multiplication in the inquiry-based pantomime instructions. Three months later after the pre-test, a comparison was made between traditional class (TC) and class with the inquiry-based pantomime (IP) approach in terms of students retention of mathematical understandings. Results of the study indicated that the If instructions promoted effective long-term retention of knowledge. We concluded that instructional strategies that promoted active engagement in learning using life examples and drawings produced effective long-term retention of knowledge.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.369-384
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• 2018

Multiplication is able to be described by using repeated addition, a Cartesian product, a scalar operation, rectangular array and area in many various context. Multiplication in various problem situations is learned by various of the teaching method and the order of teaching more than any other mathematical concepts and operations in elementary school. Nevertheless, the context of multiplication leaves further room for improvement. The purpose of this study is to examine the similarities and differences between the conceptual aspects of multiplication through the literature and to analyze the appropriateness of the teaching method and the order of teaching through textbook analysis. As a result of the study, it was found that multiplication of a scalar operation was introduced too early and did not properly reflect of meaning of multiplication as a scalar operation. There is also a need to use the concept of the rectangular array or area as a meaning of multiplication two quantities.

• Journal of the Chungcheong Mathematical Society
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• v.30 no.1
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• pp.53-59
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• 2017

In this article, we generalize the concepts of several classes of domains (which are related to a Dedekind domain) to a torsion-free module and it is shown that for a faithful multiplication module over an integral domain, we characterize Dedekind modules, cyclic submodule modules, and discrete valuation modules in terms of factorable modules and a sort of Euclidean algorithm.