• 한국초등수학교육학회지
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• 제21권1호
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• pp.1-22
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• 2017

연산법칙은 산술 학습을 위해 계산 원리 파악 및 효과적인 계산 전략 개발에 필수적인 것으로 간주되며, 초등학교에서 초기 대수 지도에 대한 긍정적 견해와 더불어 연산에 대한 직관적 관념 및 구조적 이해를 위해 연산법칙 자체에 대한 탐구가 요구된다. 따라서 연산법칙에 대한 이해가 부족할 경우, 연산법칙을 가정한 후속 학습시 학습 곤란과 오개념 형성을 유발할 우려가 있다. 이에 본 연구는 초등학교 수학 교과서에서 연산법칙이 다루어지는 특성을 분석함으로써 연산법칙의 바람직한 지도 방안을 탐색하는 것을 목적으로 한다. 이를 위해 우리나라 교육과정기에 따른 교과서 분석을 통해 어떤 연산법칙이 어느 시기에 어떤 방법으로 지도되어 왔는지를 비교하고 연산법칙을 가정하는 내용 전개 사례를 추출하였다. 그 결과에 대한 논의에 기초하여 초등학교 수학에서 연산법칙의 지도 필요성과 가능성을 확인하고 지도 방안에 대한 시사점을 도출하였다.

• Journal of Applied and Pure Mathematics
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• 제5권3_4호
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• pp.265-279
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• 2023

In this paper, we firstly presented the definitions of arithmetic ${\mathcal{I}}$-statistically convergence, ${\mathcal{I}}$-lacunary arithmetic statistically convergence, strongly ${\mathcal{I}}$-lacunary arithmetic convergence, ${\mathcal{I}}$-Cesàro arithmetic summable and strongly ${\mathcal{I}}$-Cesàro arithmetic summable using weighted density via Orlicz function ${\tilde{\phi}}$. Then, we proved some theorems associated with these concepts, and we examined the relationship between them. Finally, we establish some sequential properties of ${\mathcal{I}}$-lacunary arithmetic statistical continuity.

• 호남수학학술지
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• 제37권4호
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• pp.423-429
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• 2015

Dirichlet series is a Riemann zeta function attached with an arithmetic function. Here, we studied the properties of Dirichlet series and found some identities between arithmetic functions.

• 충청수학회지
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• 제32권4호
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• pp.475-490
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• 2019

Let C^(q) be the q-commuting arithmetic table of (x + y)ⁿ with noncommuting variables. We study sequential properties of diagonal sums of C^(q) with various q > 0. One of our results shows that each diagonal sum plays like Fibonacci number with some minor conditions.

• Korean Journal of Mathematics
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• 제28권4호
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• pp.791-802
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• 2020

We obtain a two variable generating function for the number of triangular partitions. Using this generating function, we study arithmetic properties of a certain weighted count of triangular partitions. Finally, we introduce a rank-type function for triangular partitions, which gives a combinatorial explanation for a triangular partition congruence.

• 충청수학회지
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• 제28권1호
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• pp.97-102
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• 2015

In this work, we study some arithmetic properties of an intermediate modular curve $X_{\Delta}(21)$.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권3호
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• pp.311-328
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• 2018

In school mathematics, the concept of an average is not a concept that is limited to a unit of statistics. In particular, high school students will learn about arithmetic mean and geometric mean in the process of learning absolute inequality. In calculus learning, the concept of average is involved when learning the concept of average speed. The arithmetic mean is the same as the procedure used when students mean the test scores. However, the procedure for obtaining the geometric mean differs from the procedure for the arithmetic mean. In addition, if the arithmetic mean and the geometric mean are the discrete quantity, then the mean rate of change or the average speed is different in that it considers continuous quantities. The average concept that students learn in school mathematics differs in the quantitative nature of procedures and objects. Nevertheless, it is not uncommon to find out how students construct various mathematical concepts into mathematical knowledge. This study focuses on this point and conducted the interviews of the students(three) in the second grade of high school. And the expression of students in the process of average concept formation in arithmetic mean, geometric mean, average speed. This study can be meaningful because it suggests practical examples to students about the assertion that various scholars should experience various properties possessed by the average. It is also meaningful that students are able to think about how to construct the mean conceptual properties inherent in terms such as geometric mean and mean speed in arithmetic mean concept through interview data.

• 한국지능시스템학회논문지
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• 제13권2호
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• pp.231-236
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• 2003

Recently, Oussalah 〔Fuzzy Sets and Systems 128(2002) 247-260〕 investigated some theoretical results about some invariance properties concerning the relationships between the defuzzification outcomes and the arithmetic of fuzzy numbers. But, in this note we introduce some explicit calculations of the resulting fuzzy set or possibility distribution when the matter is the determination of the defuzzified value pertaining to the result of some manipulation of fuzzy quantities under t-norm based fuzzy arithmetic operations.

• Journal of information and communication convergence engineering
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• 제9권4호
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• pp.435-440
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• 2011

This paper propose the method of constructing the highly efficiency adder and multiplier systems over finite fields. The addition arithmetic operation over finite field is simple comparatively because that addition arithmetic operation is analyzed by each digit modP summation independently. But in case of multiplication arithmetic operation, we generate maximum k=2m-2 degree of ${\alpha}^k$ terms, therefore we decrease k into m-1 degree using irreducible primitive polynomial. We propose two method of control signal generation for the purpose of performing above decrease process. One method is the combinational logic expression and the other method is universal signal generation. The proposed method of constructing the highly adder/multiplier systems is as following. First of all, we obtain algorithms for addition and multiplication arithmetic operation based on the mathematical properties over finite fields, next we construct basic cell of A-cell and M-cell using T-gate and modP cyclic gate. Finally we construct adder module and multiplier module over finite fields after synthesizing ${\alpha}^k$ generation module and control signal CSt generation module with A-cell and M-cell. Next, we constructing the arithmetic operation unit over finite fields. Then, we propose the future research and prospects.

• 한국수학교육학회지시리즈A:수학교육
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• 제50권1호
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• pp.41-59
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• 2011

Given the importance of algebra in the early grades, this paper analyzed the contents of whole numbers and their operations from the perspectives of generalized arithmetic. In particular, the focus of analysis was given to the properties of 0 and 1, those of operations such as commutativity, associativity, and distributivity, and the relations between operations. As such, this paper analyzed in detail how such properties and relations were introduced and expanded across different grades. It is expected that many issues in this paper will serve basic information to develop instructional materials in a way to fostering students' algebraic thinking in the elementary grades.