This paper is an outgrowth of a study on recent papers and presentations of Hong Sung Sa, Hong Young Hee and/or Lee Seung On on Gugo Wonlyu which is believed to be written by the famous Joseon scholar Jeong Yag-yong. Most of what is discussed here is already explained in these papers and presentations but due to brevity of the papers it is not understood by most of us. Here we present them in more explicit and mathematical ways which, we hope, will make them more accessible to those who have little background in history of classical Joseon mathematics. We also explain them using elementary projective geometry which allow us to visualize Pythagorean polynomials geometrically.

In order to improve the educational situation in which the natural number e and the natural logarithm are dealt with somewhat perfunctorily, this study explores the genetic process in which the natural logarithm and its base e occurred, and has an educational discussion based on that analysed process. Specifically, the study inquires into how the natural logarithm happened in relation to the quadrature of the hyperbolic curves through analysis and thought experimentation in mathematics history. Particularly, it sheds light on the role of e and the naturalness of the natural logarithm in terms of the introduction of the real number exponent. Also, this study discusses what the findings suggest educationally.

One of the reasons students have difficulty in studying probability is that they do not understand the meaning of mathematical terms precisely. One such term is a continuous random variable. Students tend not to think of the accurate definition of continuous random variables but to understand the definition of continuity of functions and the meaning of continuity in probability as equal. In this study, we try to explore the degree of pre-service teachers' understanding on the concept of continuation of functions and continuous random variables. To do this, the questionnaire items related to continuous random variables and continuity of functions were developed by experts and examined by pre-service teachers. Based on this, we make suggestions on implications for teaching and learning about continuous random variables.