• East Asian mathematical journal
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• v.33 no.4
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• pp.353-380
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• 2017

The purpose of this study is to analyze the multiplication units in the elementary school mathematics. In the 2015 revised curriculum, students learn multiplication in $2^{nd}$ grade. The multiplication units is divided into two: multiplication and multiplication facts. In these two units, we mainly analyze situations involving multiplication, models for teaching multiplication, and multiplication strategies for teaching multiplication facts in relation to Subject Matter Knowledge. We called these contents Multiplication Matter Knowledge. We examined the precedent study with regard to multiplication at the elementary mathematics. As results, we prepared an analysis framework for this study. This study was conducted according to qualitative research methods, expecially 'qualitative contents analysis'. The contents here refer to Multiplication Matter Knowledge that can be found in the elementary mathematics textbooks and working books etc. As results of analysis, We can confirm that various multiplication situations and multiplication models are presented in the textbooks. And it has been examined that various multiplication properties are presented in the textbook according to the multiplication strategy levels. We insist elementary school teachers should be aware of these Multiplication Matter Knowledge. This study aims to provide elementary school teachers with basic data in these contexts.

• East Asian mathematical journal
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• v.32 no.4
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• pp.443-464
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• 2016

The purpose of ths study is to compare and analyze the sequence of teaching multiplication facts in the elementary school mathematics. Generally, the multiplication in the elementary school mathematics is composed of the followings; concepts of multiplication, situations involving multiplication, didactical models for multiplication, and multiplication strategies for teaching multiplication facts. This study is focusing to multiplication facts, especially to the sequence of teaching and multiplication strategies. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2009 revised curriculum) and the 9 foreign elementary mathematics textbooks(Japan, China, Germany, Finland, Hongkong etc.). As results of comparative investigation, the sequence of teaching multiplication facts is reconsidered on a basis of elementary students' mathematical thinking. And the connectivity of multiplication facts is strengthened in comparison with the foreign elementary mathematics textbooks. Finally multiplication strategies for teaching multiplication facts are discussed for more understanding and reasoning the principles of multiplication facts in the elementary school mathematics.

• East Asian mathematical journal
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• v.35 no.4
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• pp.467-488
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• 2019

The purpose of this study is to analyze multiplication facts(1st and 0th multiplication) in elementary mathematics. In the 2015 revised curriculum, students learn multiplication and multiplication facts in the 2nd grade. Many teachers experience difficulties in organizing the multiplication problem situation in multiplication facts(1st and 0th multiplication). This study aims to consider the causes of these difficulties and devise teaching methods. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2015 revised curriculum) and the six foreign elementary mathematics textbooks(Taiwan, Japan, Finland, Unites States, Hongkong, Singapore). As a result, the multiplication problem situation and the multiplication model assume the same bundle and bundle model. Also, we must consider the teaching timing of multiplication facts(1st and 0th multiplication) and the use of commutative law. In this study, we proposed a multiplication teaching scheme in consideration of the multiplication problem situation and teaching model, teaching period and commutative law etc.. to teach multiplication facts(1st and 0th multiplication) in elementary mathematics.

• School Mathematics
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• v.15 no.4
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• pp.889-920
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• 2013

The aim of this study is to look into the didactical background for introducing the concept of multiplication and teaching multiplication facts in elementary school mathematics and offer suggestions to improve teaching multiplication in the future. In order to attain these purposes, this study deduced and examined concepts of multiplication, situations involving multiplication, didactical models for multiplication and multiplication strategies based on key ideas with respect to the didactical background on teaching multiplication through a theoretical consideration regarding various studies on multiplication. Based on such examination, this study compared and analyzed textbooks used in the United States, Finland, the Netherlands, Germany and South Korea. In the light of such theoretical consideration and analytical results, this study provided implication for improving teaching multiplication in elementary schools in Korea as follows: diversifying equal groups situations, emphasizing multiplicative comparison situations, reconsidering Cartesian product situations for providing situations involving multiplication, balancing among the group model, array model and line model and transposing from material models to structured and formal ones in using didactical models for multiplication, emphasizing multiplication strategies and properties of multiplication and connecting learned facts and new facts with one another for teaching multiplication facts.

• Journal of the Korean Mathematical Society
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• v.60 no.2
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• pp.327-339
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• 2023

Let R be a commutative ring with identity and S be a multiplicatively closed subset of R. In this article we introduce a new class of ring, called S-multiplication rings which are S-versions of multiplication rings. An R-module M is said to be S-multiplication if for each submodule N of M, sN ⊆ JM ⊆ N for some s ∈ S and ideal J of R (see for instance [4, Definition 1]). An ideal I of R is called S-multiplication if I is an S-multiplication R-module. A commutative ring R is called an S-multiplication ring if each ideal of R is S-multiplication. We characterize some special rings such as multiplication rings, almost multiplication rings, arithmetical ring, and S-P IR. Moreover, we generalize some properties of multiplication rings to S-multiplication rings and we study the transfer of this notion to various context of commutative ring extensions such as trivial ring extensions and amalgamated algebras along an ideal.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.303-327
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• 2019

This study proposed an integrated approach to multiplication as a way to help students understand multiplication in elementary mathematics. The integrated approach to multiplication is to give students a broad understanding of multiplication by solving a situation of multiplication in a variety of ways in mathematics classes, exploring and discussing each other's methods. The integrated approach to multiplication was derived from a number of previous studies that emphasized various approaches, a consistent approach, and a specific approach to multiplication. As results, the integrated approach of multiplication can be interpreted in four ways as a situation of multiplication, and each method is connected to important characteristics of multiplication emphasized in previous studies. In addition, this study has theoretically confirmed that the integrated approach to multiplication is important not only for multiplication but also for division, fraction and operation of fractions, ratios, rates, and proportions. This study is expected to provide some implications for teachers with regard to multiplication in elementary school mathematics.

• Research in Mathematical Education
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• v.24 no.1
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• pp.1-27
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• 2021

For elementary school children, learning the standard multiplication algorithm with accuracy, clarity, consistency, and efficiency is a daunting task. Nonetheless, what should be our expectation in procedural fluency, for example, in finding the product of 25 and 37 among fifth grade students? Collectively, has the mathematics education community emphasized the value of conceptual understanding to the detriment of procedural fluency? In addition to examining these questions, we survey multiplication algorithms throughout history and in textbooks and reconceptualize the standard multiplication algorithm by using a new tool called the Multiplication Aid Template.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.14 no.2
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• pp.121-126
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• 2014

The problem of finding the fastest algorithm for multiplication of two large n-digit decimal numbers remains unsolved in the field of mathematics and computer science. To this problem so far two algorithms - Karatsuba and Toom-kook - have been proposed to shorten the number of multiplication. In the complete opposite of shorten the number of multiplication method, this paper therefore proposes an efficient multiplication algorithm using additions completely. The proposed algorithm totally applies shift-and-add algorithm of binary system to large digits of decimal number multiplication for example of RSA-100 this problem can't perform using computer. This algorithm performs multiplication purely with additions of complexity of $O(n^2)$.

• Journal of the Chungcheong Mathematical Society
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• v.25 no.4
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• pp.717-723
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• 2012

In this paper, we investigate when gr-multiplication modules are finitely generated and show that if M is a finitely generated gr-multiplication R-module then there is a lattice isomorphism between the lattice of all graded ideals I of R containing ann(M) and the lattice of all graded submodules of M.

• Korean Journal of Mathematics
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• v.20 no.3
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• pp.315-321
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• 2012

In this paper, we provide the necessary and sufficient conditions for a faithful graded module to be a graded multiplication module and for a graded submodule of a faithful gr-multiplication to be gr-essential.