• Journal of Educational Research in Mathematics
• /
• v.24 no.4
• /
• pp.595-605
• /
• 2014

Infinite decimals have an infinite number of digits, chosen arbitrary and independently, to the right side of the decimal point. Since infinite decimals are ambiguous numbers impossible to write them down completely, the infinite decimal representation accompanies unavoidable opaqueness. This article focused the transparent aspect of infinite decimal representation with respect to the completeness axiom of real numbers. Long before the formalization of real number concept in $19^{th}$ century, many mathematicians were able to deal with real numbers relying on this transparency of infinite decimal representations. This analysis will contribute to overcome the double discontinuity caused by the different conceptualizations of real numbers in school and academic mathematics.

• School Mathematics
• /
• v.4 no.4
• /
• pp.643-655
• /
• 2002

In this paper we emphasize the introduction of ‘incommensurability’ on the teaching and learning the irrational number because we think of the origin of number as ‘ratio’. According to Greek classification of continuity as a ‘never ending’ divisibility, discrete number and continuous magnitude belong to another classes. That is, those components were dealt with respectively in category of arithmetic and that of geometry. But the comparison between magnitudes in terms of their ratios took the opportunity to relate ratios of magnitudes with numerical ratios. And at last Stevin coped with discrete and continuous quantity at the same time, using his instrumental decimal notation. We pay attention to the fact that Stevin constructed his number conception in reflecting the practice of measurement : He substituted ‘subdivision of units’ for ‘divisibility of quantities’. Number was the result of such a reflective abstraction. In other words, number was invented by regulation of measurement. Therefore, we suggest decimal representation from the point of measurement, considering the foregoing historical development of number. From the perspective that the conception of real number originated from measurement of ‘continuum’ and infinite decimals played a significant role in the ‘representation’ of measurement, decimal expression of real number should be introduced through contexts of measurement instead of being introduced as a result of algorithm.

• The Transactions of the Korean Institute of Electrical Engineers
• /
• v.39 no.5
• /
• pp.494-499
• /
• 1990

A new compact hierarchical representation method image is proposed. This method represents a binary image with the set of decimal numbers. Each decimal number represents the pattern of nonterminal node(gray node) in the quadtree. This pattern implies the combination of its four child nodes. The total number of gray nodes is one third of that terminal nodes. We show that gray tree method is efficient comparing with others which have been studied.

• Journal of Elementary Mathematics Education in Korea
• /
• v.15 no.1
• /
• pp.199-219
• /
• 2011

In this thesis, we designed a experimental learning-teaching plan of 'decimal fraction concept' at the 4-th grade level. We rest our plan on two basic premises. One is the fact that a essential concept of decimal fraction is 'polynomial of which indeterminate is 10', and another is the fact that the origin of decimal fraction is successive measurement activities which improving accuracy through decimal partition of measuring unit. The main features of our experimental learning-teaching plan is as follows. Firstly, students can experience a operation which generate decimal unit system through decimal partitioning of measuring unit. Secondly, the decimal fraction expansion will be initially introduced and the complete representation of decimal fraction according to positional notation will follow. Thirdly, such various interpretations of decimal fraction as 3.751m, 3m+7dm+5cm+1mm, $(3+\frac{7}{10}+\frac{5}{100}+\frac{1}{1000})m$ and $\frac{3751}{1000}m$ will be handled. Fourthly, decimal fraction will not be introduced with 'unit decimal fraction' such as 0.1, 0.01, 0.001, ${\cdots}$ but with 'natural number+decimal fraction' such as 2.345. Fifthly, we arranged a numeration activity ruled by random unit system previous to formal representation ruled by decimal positional notation. A experimental learning-teaching plan which presented in this thesis must be examined through teaching experiment. It is necessary to successive research for this task.

• School Mathematics
• /
• v.9 no.1
• /
• pp.1-12
• /
• 2007

The purpose of this study is searching for the problems and alternatives on teaching for repeating decimal. To accomplish the purpose, we have analyzed the fifth, sixth, and seventh Korean national curriculums, textbooks and examinations for the eighth grade about repeating decimal. W also have analyzed textbooks from USA to find for alternatives. As the results, we found followings. First, the national curriculums blocked us verifying the relation between rational number and repeating decimal. Second, definitions of terminating decimal, infinite decimal, and repeating decimal are slightly different in every textbooks. This leads seriously confusion for students examinations. The alternative on these problems is defining the terminating decimal as following; decimal which continually obtains only zeros in the quotient. That is, we have to avoid the representation of repeating decimal repeated nines under a declared system which apply an infinite decimal continually obtaining only zeros in the quotient. Then, we do not have any problems to verify the following statement. A number is a rational number if and only if it can be represented by a repeating decimal.

• Journal of the Institute of Electronics Engineers of Korea CI
• /
• v.40 no.5
• /
• pp.241-249
• /
• 2003

Carry lookahead(CLA) circuitry of decimal adders is proposed aiming at delay reduction. The truncation error in calculation of monetary interests may accumulate yielding a substantial amount of errors. Binary Coded Decimal(BCD) additions. for example, eliminate the truncation error in a fractional representation of decimal numbers. The proposed BCD carry lookahead scheme is aiming at the speed improvements without any truncation errors in the addition of decimal fractions. The delay estimation of the BCD CLA is demonstrated with improved performance in addition. Further reduction in delay can be achieved introducing non-weighted number system such as the excess-3 code.

• Journal of Educational Research in Mathematics
• /
• v.22 no.2
• /
• pp.163-178
• /
• 2012

The efforts to represent the numbers based on the decimal system give us fundamental understanding to construct and teach the concept network on the related knowledge of elementary and secondary school mathematics. In the process to represent natural numbers, integers, rational numbers, real numbers as decimal system, we will classify the extended decimal system. Moreover we will obtain the view to classify real numbers. In this paper, we will study the didactical significance of mathematical knowledge, which arise from process to represent real numbers as decimal system, starting from decimal system representation of natural numbers, and provide the theoretical base about the classification of real numbers. This study help math teachers to understand school mathematics in critical inside-measurement and provide the theore tical background of related knowledge. Furthermore, this study provide a clue to construct coherent curriculum and internal connections of related mathematical knowledge.

• The Mathematical Education
• /
• v.56 no.2
• /
• pp.131-145
• /
• 2017

The representation of irrational numbers has a key role in the learning of irrational numbers. However, transparent and finite representation of irrational numbers does not exist in school mathematics context. Therefore, many students have difficulties in understanding irrational numbers as an 'Object'. For this reason, this research explored how mathematics textbooks affected to students' understanding of irrational numbers in the view of process and object. Specifically we analyzed eight textbooks based on current curriculum and used framework based on previous research. In order to supplement the result derived from textbook analysis, we conducted questionnaires on 42 middle school students. The questions in the questionnaires were related to the representation and calculation of irrational numbers. As a result of this study, we found that mathematics textbooks develop contents in order of process-object, and using 'non repeating decimal', 'numbers cannot be represented as a quotient', 'numbers with the radical sign', 'number line' representation for irrational numbers. Students usually used a representation of non-repeating decimal, although, they used a representation of numbers with the radical sign when they operate irrational numbers. Consequently, we found that mathematics textbooks affect students to understand irrational numbers as a non-repeating irrational numbers, but mathematics textbooks have a limitation to conduce understanding of irrational numbers as an object.

• School Mathematics
• /
• v.18 no.3
• /
• pp.647-666
• /
• 2016

This study investigates pre-service teacher's understanding of the concept and representations of irrational numbers. We classified the representations of irrational numbers into six categories; non-fraction, decimal, symbolic, geometric, point on a number line, approximation representation. The results of this study are as follows. First, pre-service teachers couldn't relate non-fractional definition and incommensurability of irrational numbers. Secondly, we observed the centralization tendency on symbolic representation and the little attention to other representations. Thirdly, pre-service teachers had more difficulty moving between symbolic representation and point on a number line representation of ${\pi}$ than that of $\sqrt{5}$ We suggested the concept of irrational numbers should be learned in relation to various representations of irrational numbers.

• International Journal of Fuzzy Logic and Intelligent Systems
• /
• v.2 no.3
• /
• pp.237-241
• /
• 2002

In this paper, we describe how to represent hand witten decimal digits by a sequence of one to five fuzzy sets. Each fuzzy set represents an arc segment of the digit and is a Cartesian product of four fuzzy sets; the first is fur the arc length of the segment, the second is for the arc direction, the third is fur the arc shape, and the fourth is a crisp number indicating whether it has a junction point and if it has an end point of a stroke. We show that an arbitrary pair of these sequences representing two different digits is mutually disjoint. We also show that various forms of a digit written in different styles can be represented by the same sequence of fuzzy sets and hence the deviations due to different writers can be modeled by using these fuzzy sets.