• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.457-477
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• 2016

The purpose of this study is to analyze and diagnose the type of errors indicated by the students in the process of calculation of the fractional multiplication and division, and to propose teaching methods, to effectively correct errors. The results obtained through this study are as follows. First, based on the results of the preliminary examination, 6 types of errors of the fractional multiplication and division has been organized. In particular, the most frequent types of errors are algorithm errors. Therefore, a teacher should explain the meaning and concept of fractional multiplication and division. Second, 4 prescription methods are proposed for understanding fractional multiplication and division. Third, according to the results of this study, it was effective to diagnose underachievers' error types and give corrective lesson according to the cause of the error types. Throughout the study, it's concluded that it is necessary to analyze and diagnose the error types of fractional multiplication and division, and then a teacher can correct error types by 4 proposed prescription methods. Also, 5 students showed interest while learning, and participated actively.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.281-294
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• 2019

The purpose of this study is to analyze errors and treatment behavior during the course of mathematics learning of academic achievement by applying reflective activities in the second semester of the third year of elementary school. The study participants are students from two classes, 21 from the third-grade S elementary school in Seoul and 20 from the comparative class. In the case of the experiment group, the multiplication unit was reconstructed into a mathematics class that applied reflective activities. They were pre-post-test to examine the changes in students' mathematics performance, and mathematical communication was recorded and analyzed for the focus group to analyze the patterns of learners' error handling in the reflective activities. In addition, they recorded and analyzed students' activities and conversations for error type and error handling. As a result of the study, the student's mathematics achievement was increased using reflective activities. When learning double digit multiplication, the error types varied. It was also confirmed that the reflective activities helped learners reflect on the multiplication algorithm and analyze the error-ridden calculations to reflect on and deal with their errors.

• Journal of Information Processing Systems
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• v.16 no.6
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• pp.1359-1371
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• 2020

In transmitting and receiving such a large amount of data, reliable data communication is crucial for normal operation of a device and to prevent abnormal operations caused by errors. Therefore, in this paper, it is assumed that an error correction code (ECC) that can detect and correct errors by itself is used in an environment where massive data is sequentially received. Because an embedded system has limited resources, such as a low-performance processor or a small memory, it requires efficient operation of applications. In this paper, we propose using an accelerated ECC-decoding technique with a graphics processing unit (GPU) built into the embedded system when receiving a large amount of data. In the matrix-vector multiplication that forms the Hamming code used as a function of the ECC operation, the matrix is expressed in compressed sparse row (CSR) format, and a sparse matrix-vector product is used. The multiplication operation is performed in the kernel of the GPU, and we also accelerate the Hamming code computation so that the ECC operation can be performed in parallel. The proposed technique is implemented with CUDA on a GPU-embedded target board, NVIDIA Jetson TX2, and compared with execution time of the CPU.

• Proceedings of the IEEK Conference
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• 2001.09a
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• pp.107-110
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• 2001

In this paper, we propose a multiplication-free DFT kernel computation technique, whose input sequences are approximated into a ring of Algebraic Integers. This paper also gives computational examples for DFT and IDFT. And we proposes an architecture of the DFT using barrel shifts and adds. When the radix is greater than 4, the proposed method has a high Precision property without scaling errors due to twiddle factor multiplication. A possibility of higher radix system assumes that higher performance can be achievable for reducing the DFT stages in FFT.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.475-496
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• 2018

Although the multiplication of decimal fractions is expected to be easy for students to understand because of the similarity to natural numbers multiplication in computing methods, students show many errors in the multiplication of decimal fractions. This is a result of the instruction focused more on skill mastery than conceptual understanding. This study is a basic study for effectively developing a unit of multiplication of decimal fractions. For this purpose, we analyzed the curriculums' performance standards, significance in teaching-learning and evaluation, contents and methods for teaching multiplication of decimal fractions from the 7th curriculum to the revised curriculum of 2015 and the textbooks' activities and lessons. Further, we analyzed preceding studies and introductory books to suggest effective directions for developing teaching unit. As a result of the analysis, three implications were obtained: First, a meaningful instruction for estimation is needed. Second, it is necessary to present a visual model suitable for understanding the meaning of decimal multiplication. Third, the process of formalizing an algorithms for multiplying decimal fractions needs to be diversified.

• ETRI Journal
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• v.43 no.4
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• pp.684-693
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• 2021

This paper presents a low-cost two-stage approximate multiplier for bfloat16 (brain floating-point) data processing. For cost-efficient approximate multiplication, the first stage implements Mitchell's algorithm that performs the approximate multiplication using only two adders. The second stage adopts the exact multiplication to compensate for the error from the first stage by multiplying error terms and adding its truncated result to the final output. In our design, the low-cost multiplications in both stages can reduce hardware costs significantly and provide low relative errors by compensating for the error from the first stage. We apply our approximate multiplier to the convolutional neural network (CNN) inferences, which shows small accuracy drops with well-known pre-trained models for the ImageNet database. Therefore, our design allows low-cost CNN inference systems with high test accuracy.

• School Mathematics
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• v.11 no.4
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• pp.567-581
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• 2009

Many articles have reported that zero causes children's arithmetic errors. This article was designed to measure the effect of zero on children's arithmetic performances. For this, 222 of 3,4,5,6 graders in elementary school were tested with pencil and paper. The test were categorized into four parts: basic number fact, column subtraction, column multiplication, and column division. These data showed that the negative effect of zero on children's arithmetic was limited to several areas, concretely, multiplication facts with zero, column subtraction with numbers which have two successive zeros, column multiplication with numbers which have zero in a middle position, long division with zeros. But there was no evidence that students could self-control these negative effects of zero as grade went up. It implies that we should keep attention to children's arithmetic performance with zero in some special areas.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.285-293
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• 2022

The COVID-19 outbreak, which took longer than expected, caused considerable damage to students' basic academic ability in mathematics. In this paper, a multiplication table practice application that can help students improve their basic multiplication arithmetic skills has been developed based on a cloud-service. The performance of the application was improved by integrating the Flutter framework, Google Cloud, and Google Sheets. As a result of applying this application to 72 6th graders in elementary schools located in K Metropolitan City, for one week. students' spending time required for solving multiplication table problems was reduced by more than 28% compared to the initial period, while students' learning data was able to be accurately collected without errors. It is hoped that the development case conducted through the Flutter framework in this study can lead to the development of other educational learning applications.

• Journal of the Optical Society of Korea
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• v.6 no.3
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• pp.121-127
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• 2002

The operating principal of a ring laser gyroscope depends on the phase difference for the counter-propagating waves within a closed path. The reflecting mirrors mounted on the monoblock form the traveling waves. The manufacturing accuracy of the monoblock influences the traveling path of ray, the sensitivity of laser resonator for misalignments, and diffraction losses. A 3 $\times$ 3 ray transfer matrix was derived for optical components with centering and squaring errors in a ring resonator. The matrix can be utilized to predict the optical ray paths on the basis of the manufacturing errors of the monoblock as well as the misalignment of mirrors. Then the distance and orientation (o. slope) at the arbitrary plane inside the resonator along the ideal optical path can be calculated from the chain multiplication of the ray transfer matrix for each optical component in one round trip. We also show that the counter-propagating rays In a ring resonator with errors does not coincide in each round trip, which results in gain difference between two beams, and how these errors can be adjusted through the alignment procedure. Finally this 3 $\times$ 3 ray matrix formalism can be used to calculate the beam size and its displacement from the optical axis and the deviation at the diaphragm.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.345-356
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• 2010

Variables and expressions are essential for doing mathematics. Especially abbreviations of the multiplication sign ${\times}$ and the division sign ${\div}$ are current rules that we usually follow. In this paper, we devised a Card-Game for exercising abbreviations of the multiplication sign ${\times}$ and the division sign ${\div}$ in calculating expressions, designed a teaching unit for the calculation of expressions using the Card-Game in the variables and expressions strand, and discussed the implications of using the Card-Game for motivating students, cooperative learning, diagnosis and correction of errors, and so on.