• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.385-403
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• 2018

Fraction division can be categorized as partitive division, measurement division, and the inverse of a Cartesian product. In the contexts of quotitive division and the inverse of a Cartesian product, the multiply-by-the-reciprocal algorithm is drawn well out. In this study, I analyze the potential and significance of the method of using $1{\div}$(divisor) as an alternative way of developing the multiply-by-the-reciprocal algorithm in the context of quotitive division. The method of using $1{\div}$(divisor) in quotitive division has the following advantages. First, by this method we can draw the multiply-by-the-reciprocal algorithm keeping connection with the context of quotitive division. Second, as in other contexts, this method focuses on the multiplicative relationship between the divisor and 1. Third, as in other contexts, this method investigates the multiplicative relationship between the divisor and 1 by two kinds of reasoning that use either ${\frac{1}{the\;denominator\;of\;the\;divisor}}$ or the numerator of the divisor as a stepping stone. These advantages indicates the potential of this method in understanding the multiply-by-the-reciprocal algorithm as the common structure of fraction division. This method is based on the dual meaning of a fraction as a quantity and the composition of times which the current elementary mathematics textbook does not focus on. It is necessary to pay attention to how to form this basis when developing teaching materials for fraction division.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.12 no.7
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• pp.1218-1226
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• 2008

With the development of semiconductor integrated technology and with the increasing use of multimedia functions in computer, more functions have been implemented as hardware. Nowadays, most microprocessors beyond 32 bits generally implement an integer multiplier as hardware. However, as for a divider, only specific microprocessor implements traditional SRT algorithm as hardware due to complexity of implementation and slow speed. This paper suggested an algorithm that uses a multiplier, 'w bit $\times$ w bit = 2w bit', to process $\frac{N}{D}$ integer division. That is, the reciprocal number D is first calculated, and then multiply dividend N to process integer division. In this paper, when the divisor D is '$D=0.d{\times}2^L$, 0.5 < 0.d < 1.0', approximate value of ' $\frac{1}{D}$', '$1.g{\times}2^{-L}$', which satisfies ' $0.d{\times}1.g=1+e$, $e<2^{-w}$', is defined as over reciprocal number and then an algorithm for over reciprocal number is suggested. This algorithm multiplies over reciprocal number '$01.g{\times}2^{-L}$' by dividend N to process $\frac{N}{D}$ integer division. The algorithm suggested in this paper doesn't require additional revision, because it can calculate correct reciprocal number. In addition, this algorithm uses only multiplier, so additional hardware for division is not required to implement microprocessor. Also, it shows faster speed than the conventional SRT algorithm and performs operation by word unit, accordingly it is more suitable to make compiler than the existing division algorithm. In conclusion, results from this study could be used widely for implementation SOC(System on Chip) and etc. which has been restricted to microprocessor and size of the hardware.

• Education of Primary School Mathematics
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• v.8 no.2 s.16
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• pp.97-113
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• 2004

The purpose of this study is to develop instructional methods for the formalized algorithm through informal knowledge in teaching division of fractions. The following results have been drawn from this study: First, before students learn formal knowledge about division of fractions, they knowledge or strategies to solve problems such as direct modeling strategies, languages to reason mathematically, and using operational expressions. Second, students could solve problems using informal knowledge which is based on partitioning. But they could not solve problems as the numbers involved in problems became complex. In the beginning, they could not reinvent invert-and-multiply rule only by concrete models. However, with the researcher's guidance, they can understand the meaning of a reciprocal number by using concrete models. Moreover, they had an ability to apply the pattern of solving problems when dividend is 1 into division problems of fractions when dividend is fraction. Third, instructional activities were developed by using the results of the teaching experiment performed in the second research step. They consist of student's worksheets and teachers' guides. In conclusion, formalizing students' informal knowledge can make students understand formal knowledge meaningfully and it has a potential that promote mathematical thinking. The teaching-learning activities developed in this study can be an example to help teachers formalize students' informal knowledge.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.7 no.7
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• pp.1462-1470
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• 2003

According to the necessity about information security as well as the advance of IT system and the spread of the Internet, a variety of cryptography algorithms are being developed and put to practical use. In addition the technique about cryptography attack also is advanced, and the algorithms which are strong against its attack are being studied. If the linear transformation matrix in the block cipher algorithm such as Substitution Permutation Networks(SPN) produces the Maximum Distance Separable(MDS) code, it has strong characteristics against the differential attack and linear attack. In this paper, we propose a new algorithm which cm estimate that the linear transformation matrix produces the MDS code. The elements of input code of linear transformation matrix over GF$({2_n})$ can be interpreted as variables. One of variables is transformed as an algebraic formula with the other variables, with applying the formula to the matrix the variables are eliminated one by one. If the number of variables is 1 and the all of coefficient of variable is non zero, then the linear transformation matrix produces the MDS code. The proposed algorithm reduces the calculation time greatly by diminishing the number of multiply and reciprocal operation compared with the conventional algorithm which is designed to know whether the every square submatrix is nonsingular.