• East Asian mathematical journal
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• v.32 no.4
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• pp.565-587
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• 2016

The purpose of this study was to analyze the understanding of the meaning of fraction division and fraction division algorithm of elementary mathematical gifted students through the process of problem posing and solving activities. For this goal, students were asked to pose more than two real-world problems with respect to the fraction division of ${\frac{3}{4}}{\div}{\frac{2}{3}}$, and to explain the validity of the operation ${\frac{3}{4}}{\div}{\frac{2}{3}}={\frac{3}{4}}{\times}{\frac{3}{2}}$ in the process of solving the posed problems. As the results, although the gifted students posed more word problems in the 'inverse of multiplication' and 'inverse of a cartesian product' situations compared to the general students and pre-service elementary teachers in the previous researches, most of them also preferred to understanding the meaning of fractional division in the 'measurement division' situation. Handling the fractional division by converting it into the division of natural numbers through reduction to a common denominator in the 'measurement division', they showed the poor understanding of the meaning of multiplication by the reciprocal of divisor in the fraction division algorithm. So we suggest following: First, instruction on fraction division based on various problem situations is necessary. Second, eliciting fractional division algorithm in partitive division situation is strongly recommended for helping students understand the meaning of the reciprocal of divisor. Third, it is necessary to incorporate real-world problem posing tasks into elementary mathematics classroom for fostering mathematical creativity as well as problem solving ability.

• The Mathematical Education
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• v.52 no.2
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• pp.217-230
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• 2013

This study attempts to propose the construction of textbook contents of fraction division and to suggest a method to strengthen the connection among problem context, manipulation activities and symbols by proposing an algorithm of dividing fractions based on problem contexts. As showing the suitable algorithm to problem context, it is able to understand meaningfully that the algorithm of fractions division is that of multiplication of a reciprocal. It also shows how to deal with remainder in the division of fractions. The results of this study are expected to make a meaningful contribution to textbook development for primary students.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 1993.04b
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• pp.370-374
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• 1993

This paper describes a study on the expert system based process planning of the block division process in shipbuilding. The prototype system developed deterines the block division line of the midship of crude-oil tanker. Case-based reasoning (CBR) approach relying on previous similar cases to solve the problem is applied instead of rule-based reasoning (RBR). Similar cases are retrieved from case base according to the similarity metrics between input problem and cases. The retrieved case with the highest priority is then adapted to fit to the input problem buy adaptation rules. The adapted solution is proposed as the division line for the input problem.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.501-525
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• 2015

This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.

• Management Science and Financial Engineering
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• v.12 no.1
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• pp.127-142
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• 2006

In this paper, we present a frequency reassignment problem (FRP) that arises when we add new base stations to resolve hot-spots or to expand the coverage of a code division multiple access (CDMA) network. For this problem, we develop an integer programming (IP) model along with some valid inequalities and preprocessing rules. Also, we develop an effective heuristic procedure that solves two sub-problems induced from the original problem in repetition. Computational results show that the proposed heuristic procedure finds a feasible solution of good quality within reasonable computation time. Also, the lower bound by-produced from the heuristic procedure is quite strong.

• Journal of the Korean School Mathematics Society
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• v.23 no.2
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• pp.203-222
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• 2020

Because the role of the teacher is important for the education to actualize the goals of the curriculum, the interest about the teacher's knowledges has been addressed as an important research topic. Among them, the pedagogical content knowledge is the knowledge that can emphasize the professionalism of the teacher. In this study, I analyzed the elementary pre-service teachers' the problem solving strategies that they imagined the methods that elementary school students can think about fraction division. Pre-service teachers who participated in this study were completed all of the mathematics education courses in the pre-service teachers' education courses. The research was conducted using the four type-problems of fraction division. The results showed that elementary pre-service teachers responded in the order of equal sharing problem-measurement division-partitive division-context of determination of a unit rate problem. They presented significant responses not only with typical algorithms but also with pictures or expressions. On the basis of this research, we have to take an interest in the necessity of sharing and recognizing various methods of fraction division in pre-service teachers education.

• Journal of Science Education
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• v.46 no.1
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• pp.109-120
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• 2022

Fraction division is the content that is important but difficult to learn because it includes the process of finding a numerical expression in the real-world context, the process of making a context that matches a numerical expression, how to solve division, and the justification of standard algorithm. This study analyzes the word problems and problem solving methods about fraction division which elementary pre-service teachers represented. Pre-service teachers have more difficulty in making word problem where the dividend is less than the divisor and they also show typical errors in making the word problems. There were differences in the methods presented according to the contexts of division in problem solving. Through this study, it is necessary to rethink the teaching methods for fraction division instruction in the curriculum for pre-service teachers and analyze the formation process of 'knowledge for content and teaching' because of the differences in responses between grades.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.219-236
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• 2023

This study examined the relationship between preservice teachers' mathematical understanding and problem posing in fractions multiplication and division. To this purpose, 41 preservice teachers performed visual representation and problem posing tasks for fraction multiplication and division, measured their mathematical understanding and problem posing ability, and examined the relationship between mathematical understanding and problem posing ability using cross-tabulation analysis. As a result, most of the preservice teachers showed conceptual understanding of fraction multiplication and division, and five types of difficulties appeared. In problem posing, most of the preservice teachers failed to pose a math problem that could be solved, and four types of difficulties appeared. As a result of cross-tabulation analysis, the degree of mathematical understanding was related to the ability to pose problems. Based on these results, implications for preservice teachers' mathematical understanding and problem posing were suggested.

• Journal of the Korean Operations Research and Management Science Society
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• v.39 no.1
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• pp.13-27
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• 2014

In this paper, we deal with a Steiner Ring Star (SRS) problem arising from the design of survivable telecommunication networks. We develop two mixed integer programming formulations for the SRS problem by implementing Miller-Tucker-Zemlin (MTZ) and Sarin-Sherali-Bhootra (SSB) subtour elimination constraints, and then apply the reformulation-linearization technique (RLT) to enhance the lower bound obtained by the LP relaxation. By exploiting the ring-star structure of underlying network, we devise some valid inequalities that tighten the LP relaxation. Computational results demonstrate the effectiveness of the proposed solution procedure.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.35 no.1
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• pp.10-15
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• 2012

This paper considers an economic design problem of a tree-based network which is a kind of computer network. This problem can be modeling to be an objective function to minimize installation costs, on the constraints of spanning tree and maximum traffic capacity of sub tree. This problem is known to be NP-hard. To efficiently solve the problem, a tabu list coupled genetic algorithm approach is proposed. Two illustrative examples are used to explain and test the proposed approach. Experimental results show evidence that the proposed approach performs more efficiently for finding a good solution or near optimal solution in comparison with a genetic algorithm approach.