A High-Speed Division Algorithm for Modular Numbers Based on the Chinese Remainder Theorem with Fractions and Its Hardware Implementation
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Eindhoven University of Technology BACHELOR Efficiency of RNS in CSIDH Performance Research in Post-Quantum Cryptography Dorenbo
Eindhoven University of Technology BACHELOR Efficiency of RNS in CSIDH Performance Research In Post-Quantum Cryptography Dorenbos, H.M.R. Award date: 2019 Link to publication Disclaimer This document contains a student thesis (bachelor's or master's), as authored by a student at Eindhoven University of Technology. Student theses are made available in the TU/e repository upon obtaining the required degree. The grade received is not published on the document as presented in the repository. The required complexity or quality of research of student theses may vary by program, and the required minimum study period may vary in duration. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain Efficiency of RNS in CSIDH Performance Research In Post-Quantum Cryptography Author: H.M.R. Dorenbos Supervisor: T. Lange Co-Supervisor: L.S. Panny Eindhoven University of Technology Department of Mathematics and Computer Science January 27, 2019 Abstract The downfall of the internet approaches, because the strength of current asym- metric cryptographic algorithms will not last forever. Research to building quantum computers progresses, which will easily break all current asymmetric cryptographic algorithms. Therefore a new type of cryptographic algorithms is needed which do resist quantum computers but are still friendly to use by nor- mal computer systems, such cryptographic algorithms are called: post-quantum cryptography. -
The Division Algorithm We All Learned Division with Remainder At
The Division Algorithm We all learned division with remainder at elementary school. Like 14 divided by 3 has reainder 2:14 3 4 2. In general we have the following Division Algorithm. Let n be any integer and d 0 be a positive integer. Then you can divide n by d with remainder. That is n q d r,0 ≤ r d where q and r are uniquely determined. Given n we determine how often d goes evenly into n. Say, if n 16 and d 3 then 3 goes 5 times into 16 but there is a remainder 1 : 16 5 3 1. This works for non-negative numbers. If n −16 then in order to get a positive remainder, we have to go beyond −16 : −16 −63 2. Let a and b be integers. Then we say that b divides a if there is an integer c such that a b c. We write b|a for b divides a Examples: n|0 for every n :0 n 0; in particular 0|0. 1|n for every n : n 1 n Theorem. Let a,b,c be any integers. (a) If a|b, and a|cthena|b c (b) If a|b then a|b c for any c. (c) If a|b and b|c then a|c. (d) If a|b and a|c then a|m b n c for any integers m and n. Proof. For (a) we note that b a s and c a t therefore b c a s a t a s t.Thus a b c. -
Modular Multiplication in the Residue Number System
Modular Multiplication in the Residue Number System A DISSERTATION SUBMITTED TO THE SCHOOL OF ELECTRICAL AND ELECTRONIC ENGINEERING OF THE UNIVERSITY OF ADELAIDE BY Yinan KONG IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY July 2009 Declaration of Originality Name: Yinan KONG Program: Ph.D. This work contains no material which has been accepted for the award of any other degree or diploma in any university or other tertiary institution and, to the best of my knowledge and belief, contains no material previously published or written by another person, except where due reference has been made in the text. I give consent to this copy of my thesis, when deposited in the Univer- sity Library, being made available for loan and photocopying, subject to the provisions of the Copyright Act 1968. The author acknowledges that copyright of published works contained within this thesis (as listed below) resides with the copyright holder/s of those works. Signature: Date: i ii Acknowledgments My supervisor, Dr Braden Jace Phillips, is an extremely hard working and dedicated man. So, first and foremost, I would like to say “thank you” to him, for his critical guidance, constant sustainment and role modelling as a supervisor. It is my true luck that I have been able to work with him for these years. This has been a precious experience which deserves my cherish- ing throughout my whole life. I am also grateful to Associate Professor Cheng-Chew Lim and Dr Alison Wolff for their guidance through important learning phases of this complex technology. -
Primality Testing for Beginners
STUDENT MATHEMATICAL LIBRARY Volume 70 Primality Testing for Beginners Lasse Rempe-Gillen Rebecca Waldecker http://dx.doi.org/10.1090/stml/070 Primality Testing for Beginners STUDENT MATHEMATICAL LIBRARY Volume 70 Primality Testing for Beginners Lasse Rempe-Gillen Rebecca Waldecker American Mathematical Society Providence, Rhode Island Editorial Board Satyan L. Devadoss John Stillwell Gerald B. Folland (Chair) Serge Tabachnikov The cover illustration is a variant of the Sieve of Eratosthenes (Sec- tion 1.5), showing the integers from 1 to 2704 colored by the number of their prime factors, including repeats. The illustration was created us- ing MATLAB. The back cover shows a phase plot of the Riemann zeta function (see Appendix A), which appears courtesy of Elias Wegert (www.visual.wegert.com). 2010 Mathematics Subject Classification. Primary 11-01, 11-02, 11Axx, 11Y11, 11Y16. For additional information and updates on this book, visit www.ams.org/bookpages/stml-70 Library of Congress Cataloging-in-Publication Data Rempe-Gillen, Lasse, 1978– author. [Primzahltests f¨ur Einsteiger. English] Primality testing for beginners / Lasse Rempe-Gillen, Rebecca Waldecker. pages cm. — (Student mathematical library ; volume 70) Translation of: Primzahltests f¨ur Einsteiger : Zahlentheorie - Algorithmik - Kryptographie. Includes bibliographical references and index. ISBN 978-0-8218-9883-3 (alk. paper) 1. Number theory. I. Waldecker, Rebecca, 1979– author. II. Title. QA241.R45813 2014 512.72—dc23 2013032423 Copying and reprinting. Individual readers of this publication, and nonprofit libraries acting for them, are permitted to make fair use of the material, such as to copy a chapter for use in teaching or research. Permission is granted to quote brief passages from this publication in reviews, provided the customary acknowledgment of the source is given. -
Fast Integer Division – a Differentiated Offering from C2000 Product Family
Application Report SPRACN6–July 2019 Fast Integer Division – A Differentiated Offering From C2000™ Product Family Prasanth Viswanathan Pillai, Himanshu Chaudhary, Aravindhan Karuppiah, Alex Tessarolo ABSTRACT This application report provides an overview of the different division and modulo (remainder) functions and its associated properties. Later, the document describes how the different division functions can be implemented using the C28x ISA and intrinsics supported by the compiler. Contents 1 Introduction ................................................................................................................... 2 2 Different Division Functions ................................................................................................ 2 3 Intrinsic Support Through TI C2000 Compiler ........................................................................... 4 4 Cycle Count................................................................................................................... 6 5 Summary...................................................................................................................... 6 6 References ................................................................................................................... 6 List of Figures 1 Truncated Division Function................................................................................................ 2 2 Floored Division Function................................................................................................... 3 3 Euclidean -
Anthyphairesis, the ``Originary'' Core of the Concept of Fraction
Anthyphairesis, the “originary” core of the concept of fraction Paolo Longoni, Gianstefano Riva, Ernesto Rottoli To cite this version: Paolo Longoni, Gianstefano Riva, Ernesto Rottoli. Anthyphairesis, the “originary” core of the concept of fraction. History and Pedagogy of Mathematics, Jul 2016, Montpellier, France. hal-01349271 HAL Id: hal-01349271 https://hal.archives-ouvertes.fr/hal-01349271 Submitted on 27 Jul 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. ANTHYPHAIRESIS, THE “ORIGINARY” CORE OF THE CONCEPT OF FRACTION Paolo LONGONI, Gianstefano RIVA, Ernesto ROTTOLI Laboratorio didattico di matematica e filosofia. Presezzo, Bergamo, Italy [email protected] ABSTRACT In spite of efforts over decades, the results of teaching and learning fractions are not satisfactory. In response to this trouble, we have proposed a radical rethinking of the didactics of fractions, that begins with the third grade of primary school. In this presentation, we propose some historical reflections that underline the “originary” meaning of the concept of fraction. Our starting point is to retrace the anthyphairesis, in order to feel, at least partially, the “originary sensibility” that characterized the Pythagorean search. The walking step by step the concrete actions of this procedure of comparison of two homogeneous quantities, results in proposing that a process of mathematisation is the core of didactics of fractions. -
Introduction to Abstract Algebra “Rings First”
Introduction to Abstract Algebra \Rings First" Bruno Benedetti University of Miami January 2020 Abstract The main purpose of these notes is to understand what Z; Q; R; C are, as well as their polynomial rings. Contents 0 Preliminaries 4 0.1 Injective and Surjective Functions..........................4 0.2 Natural numbers, induction, and Euclid's theorem.................6 0.3 The Euclidean Algorithm and Diophantine Equations............... 12 0.4 From Z and Q to R: The need for geometry..................... 18 0.5 Modular Arithmetics and Divisibility Criteria.................... 23 0.6 *Fermat's little theorem and decimal representation................ 28 0.7 Exercises........................................ 31 1 C-Rings, Fields and Domains 33 1.1 Invertible elements and Fields............................. 34 1.2 Zerodivisors and Domains............................... 36 1.3 Nilpotent elements and reduced C-rings....................... 39 1.4 *Gaussian Integers................................... 39 1.5 Exercises........................................ 41 2 Polynomials 43 2.1 Degree of a polynomial................................. 44 2.2 Euclidean division................................... 46 2.3 Complex conjugation.................................. 50 2.4 Symmetric Polynomials................................ 52 2.5 Exercises........................................ 56 3 Subrings, Homomorphisms, Ideals 57 3.1 Subrings......................................... 57 3.2 Homomorphisms.................................... 58 3.3 Ideals......................................... -
Lesson 8: the Long Division Algorithm
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 8•7 Lesson 8: The Long Division Algorithm Student Outcomes . Students explore a variation of the long division algorithm. Students discover that every rational number has a repeating decimal expansion. Lesson Notes In this lesson, students move toward being able to define an irrational number by first noting the decimal structure of rational numbers. Classwork Example 1 (5 minutes) Scaffolding: There is no single long division Example 1 algorithm. The algorithm commonly taught and used in ퟐퟔ Show that the decimal expansion of is ퟔ. ퟓ. the U.S. is rarely used ퟒ elsewhere. Students may come with earlier experiences Use the example with students so they have a model to complete Exercises 1–5. with other division algorithms that make more sense to them. 26 . Show that the decimal expansion of is 6.5. Consider using formative 4 assessment to determine how Students might use the long division algorithm, or they might simply different students approach 26 13 observe = = 6.5. long division. 4 2 . Here is another way to see this: What is the greatest number of groups of 4 that are in 26? MP.3 There are 6 groups of 4 in 26. Is there a remainder? Yes, there are 2 left over. This means we can write 26 as 26 = 6 × 4 + 2. Lesson 8: The Long Division Algorithm 104 This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org This work is licensed under a This file derived from G8-M7-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. -
A Binary Recursive Gcd Algorithm
A Binary Recursive Gcd Algorithm Damien Stehle´ and Paul Zimmermann LORIA/INRIA Lorraine, 615 rue du jardin botanique, BP 101, F-54602 Villers-l`es-Nancy, France, fstehle,[email protected] Abstract. The binary algorithm is a variant of the Euclidean algorithm that performs well in practice. We present a quasi-linear time recursive algorithm that computes the greatest common divisor of two integers by simulating a slightly modified version of the binary algorithm. The structure of our algorithm is very close to the one of the well-known Knuth-Sch¨onhage fast gcd algorithm; although it does not improve on its O(M(n) log n) complexity, the description and the proof of correctness are significantly simpler in our case. This leads to a simplification of the implementation and to better running times. 1 Introduction Gcd computation is a central task in computer algebra, in particular when com- puting over rational numbers or over modular integers. The well-known Eu- clidean algorithm solves this problem in time quadratic in the size n of the inputs. This algorithm has been extensively studied and analyzed over the past decades. We refer to the very complete average complexity analysis of Vall´ee for a large family of gcd algorithms, see [10]. The first quasi-linear algorithm for the integer gcd was proposed by Knuth in 1970, see [4]: he showed how to calculate the gcd of two n-bit integers in time O(n log5 n log log n). The complexity of this algorithm was improved by Sch¨onhage [6] to O(n log2 n log log n). -
Neural Network Method for Base Extension in Residue Number System
Neural network method for base extension in residue number system M Babenko1, E Shiriaev1, A Tchernykh2,3,4, and E Golimblevskaia1 1North-Caucasus Federal University, Stavropol, Russia 2CICESE Research Center, Ensenada, BC, México 3South Ural State University, Chelyabinsk, Russia 4Ivannikov Institute for System Programming, Moscow, Russia E-mail: [email protected] Abstract. Confidential data security is associated with the cryptographic primitives, asymmetric encryption, elliptic curve cryptography, homomorphic encryption, cryptographic pseudorandom sequence generators based on an elliptic curve, etc. For their efficient implementation is often used Residue Number System that allows executing additions and multiplications on parallel computing channels without bit carrying between channels. A critical operation in Residue Number System implementations of asymmetric cryptosystems is base extension. It refers to the computing a residue in the extended moduli without the application of the traditional Chinese Remainder Theorem algorithm. In this work, we propose a new way to perform base extensions using a Neural Network of a final ring. We show that it reduces 11.7% of the computational cost, compared with state-of-the-art approaches. 1. Introduction Currently, many cryptosystems use Montgomery multiplication [1] and exponentiation by numbers with high resolution. Often, Redundant Residue Number Systems (RRNS) are used to implement this operation due to the possibility of parallelizing its arithmetic [2]. For scaling RNS operations, a base extension is required to obtain the new extended moduli system. This operation is the most computationally expensive since traditional methods of converting a number from RRNS to Weighted Number System (WNS) and calculating the Redundant Residue Number System (RRNS) with a new modulo base are used to perform it. -
Numerical Stability of Euclidean Algorithm Over Ultrametric Fields
Xavier CARUSO Numerical stability of Euclidean algorithm over ultrametric fields Tome 29, no 2 (2017), p. 503-534. <http://jtnb.cedram.org/item?id=JTNB_2017__29_2_503_0> © Société Arithmétique de Bordeaux, 2017, tous droits réservés. L’accès aux articles de la revue « Journal de Théorie des Nom- bres de Bordeaux » (http://jtnb.cedram.org/), implique l’accord avec les conditions générales d’utilisation (http://jtnb.cedram. org/legal/). Toute reproduction en tout ou partie de cet article sous quelque forme que ce soit pour tout usage autre que l’utilisation à fin strictement personnelle du copiste est constitutive d’une infrac- tion pénale. Toute copie ou impression de ce fichier doit contenir la présente mention de copyright. cedram Article mis en ligne dans le cadre du Centre de diffusion des revues académiques de mathématiques http://www.cedram.org/ Journal de Théorie des Nombres de Bordeaux 29 (2017), 503–534 Numerical stability of Euclidean algorithm over ultrametric fields par Xavier CARUSO Résumé. Nous étudions le problème de la stabilité du calcul des résultants et sous-résultants des polynômes définis sur des an- neaux de valuation discrète complets (e.g. Zp ou k[[t]] où k est un corps). Nous démontrons que les algorithmes de type Euclide sont très instables en moyenne et, dans de nombreux cas, nous ex- pliquons comment les rendre stables sans dégrader la complexité. Chemin faisant, nous déterminons la loi de la valuation des sous- résultants de deux polynômes p-adiques aléatoires unitaires de même degré. Abstract. We address the problem of the stability of the com- putations of resultants and subresultants of polynomials defined over complete discrete valuation rings (e.g. -
Long Division
Long Division Short description: Learn how to use long division to divide large numbers in this Math Shorts video. Long description: In this video, learn how to use long division to divide large numbers. In the accompanying classroom activity, students learn how to use the standard long division algorithm. They explore alternative ways of thinking about long division by using place value to decompose three-digit numbers into hundreds, tens, and ones, creating three smaller (and less complex) division problems. Students then use these different solution methods in a short partner game. Activity Text Learning Outcomes Students will be able to ● use multiple methods to solve a long division problem Common Core State Standards: 6.NS.B.2 Vocabulary: Division, algorithm, quotients, decompose, place value, dividend, divisor Materials: Number cubes Procedure 1. Introduction (10 minutes, whole group) Begin class by posing the division problem 245 ÷ 5. But instead of showing students the standard long division algorithm, rewrite 245 as 200 + 40 + 5 and have students try to solve each of the simpler problems 200 ÷ 5, 40 ÷ 5, and 5 ÷ 5. Record the different quotients as students solve the problems. Show them that the quotients 40, 8, and 1 add up to 49—and that 49 is also the quotient of 245 ÷ 5. Learning to decompose numbers by using place value concepts is an important piece of thinking flexibly about the four basic operations. Repeat this type of logic with the problem that students will see in the video: 283 ÷ 3. Use the concept of place value to rewrite 283 as 200 + 80 + 3 and have students try to solve the simpler problems 200 ÷ 3, 80 ÷ 3, and 3 ÷ 3.