This paper treats the history of the fundament of projective geometry Especially we introduce the essence of the framework of Karl Chirstian von Staudt's ‘Geometrie der Lage’. Von Staudt used axiomatical method to bum the system of the projective geometry, and proved the fundamental theorem of projective geometry. And he handled imaginary elements (or the first time in synthetic projective geometry.

Dialectical Methods is the form in which thinking and being developed, according to Hegel. Every given definition removes itself necessarily and goes over to its contrary definition. The mutual struggle brings us to a new definition, which is richer and more concrete insofar as it embraces the original definition, but on a higher level. The purpose of this study is to enhancing student's creative thinking in mathematics by dialectical methods. The conclusions drawn from the results obtained in this study are as follows, First the introduction of dialectical methods to mathematics education had been made by Lakatos, Brousseau, Freudenthal. Second, the dialectical teaching methods in mathematics are developed from dialectical methods: the step of affirmation - the step of negation - the step of sublation. Third, the students who team mathematics by dialectical teaching methods are creative in its implications.

Hong, Jung-Ha(1684-\ulcorner ) explained 78 problems which look for the length of right triangle satisfying the given conditions by the Pythagorean theorem or the ratio of similarity in the chapter ‘Goo-Go-Hoh-Eun-Moon’of the 5th volume of his book Goo-Ill-Jeep. Most questions are formulated by equations of degree 2, 3, 4 which mostly have rational number solutions and part of the equations are expressed by counting stick. The explanation of each question describes the procedure to make the equation in detail, but only presents the solution with a few steps to solve.

Mathematical problems are classified into two families, i.e. the solvable ones and the others. There are some such problems in the documentary records of tile Chosun Dynasty ages. In those days, a ‘normal right triangle’ whose ratio of the three sides in the triangle is 3 : 4 : 5 was defined and had been used tacitly. This paper intends to introduce the problems having errors.

The purpose of this study is to explore historical development of conic sections and analyze formal aspects, application aspects and intuitive aspects in conic sections. We suggest implication for learning-teaching conic sections.

Gator Szego was one of the most brilliant Mathematicians. Mathematical science owes him several fundamental contributions in such fields as theory of functions of a complex variables, conformal mapping, Fourier series, theory of orthogonal polynomials, and many others. He wrote the famous Polya-Szego Problems and Theorem in Analysis which is the two volume of concentrated mathematical beauty. In this paper, we mention Szego's life, Szego's work, and Szego reproducing kernel.

In this paper, we critically survey the mathematical Platonism in respect to its abstract, ahistorical, asocial and acultural character. The uncertainty of man's concepts is investigated with special attention to evolutionary theory, philosophical and epistemological developments regarding the cognitive unconsciousness and the embodied mind. We research into the implication of the Darwin machine theory for human consciousness and Wittegenstein's philosophy of mathematics.

Historically, architecture was part of mathematics and architects were mathematicians. In this paper, we attempted to analyze the architecture from the mathematical point of view and conclude that pursuit of beauty and balance lead to the mathematically rigorous shape. For example, the golden ratio in the Great Pyramid and Parthenon prevail in the modem arts and architecture. We also conclude that mathematics is not invention but discovery at least in the area of architecture.

By showing that several evidences from the history of mathematics do not follows the naturalness emerging in human being, the teaming principles of history of mathematics oriented teaming should be replaced both theoretically and practically by the principle of teaming from constructivism.

The increasing use of computers in mathematics and in mathematics education is strongly reflected in the teaching on Euclid geometry, in particular in the use of dynamic graphics software. This development has raised questions about the role of analytic proof in school geometry. One can sometimes find a proof which is rather more explanatory than the one commonly used. Because we, math educators are concerned with tile explanatory power of the proofs, as opposed to mere verification, we should devise ways to use dynamic software in the use of explanatory proofs.

In this paper, we demonstrate that one can teach conditional probability in a manner consistent with many features of the statistics education reform movement. Presenting a variety of applications of conditional probability to realistic problems, we propose that interactive activities and the use of technology make conditional probability understandable, interactive, and interesting for students at a wide range of levels of mathematical ability. Along with specific examples, we provide guidelines for implementation of the activities in the classroom and instructional cues for promoting curiosity and discussion among students.

In this paper, we introduce the arrangement of hyperplanes and the graph theory. In particular, we explain how to study the 4-color problem by using characteristic polynomials of the arrangement of hyperplanes. The 4-color problem was appeared in 1852 at first and Appel and Haken proved it by using computer in 1976. The arrangement of hyperplanes induced from a graph is called a graphic arrangement. Graphic arrangement is a subarrangement of Braid arrangement. Thus the chromatic function of a graph is equal to the characteristic polynomial of a graphic arrangement. If we use this result, we can apply the theory of the arrangement of hyperplanes to the study for the chromatic functions.