The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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Historical Study on the Values and Methods of Mathematics Education - On the Cases of Cambridge University and University College, London -

수학교육의 의의 및 교육 방식에 관한 역사적 고찰 - 케임브리지대학과 UCL의 사례를 중심으로 -

  • Cho, Su-Nam (Interdisciplinary Program in History and Philosophy of Science, Seoul National University)
  • 조수남 (서울대 과학사 및 과학철학 협동과정)
  • Received : 2012.02.13
  • Accepted : 2012.05.21
  • Published : 2012.05.31
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Abstract

The values and methods of mathematics education which mathematics teachers tried to impart to their students have varied historically according to the situations of each institution. The cases of the mathematics education in Cambridge University and University College, London show that the peculiar meanings or values of mathematics education were transmitted on students and the methods or focus of the teaching were uniquely determined under the influences of university examinations or conditions of students. In specific, the characteristic education of Augustus De Morgan who studied in Cambridge University and then taught in University College, London reveals better the different institutional contexts. In this paper, I suggest mathematics teachers reconsider mathematics learning motivations on their institutional contexts.

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References

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