• School Mathematics
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• v.5 no.1
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• pp.59-76
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• 2003

Algebraic signs are important on learning and problem solving of algebra. This study investigated the contents of letters and expressions in textbooks by syntactics, semantics and pragmatics, and considered the introduction and extension processes of algebraic signs didactically. We also categorized the signs, and looked into textbook problems in view of semiotic. The result is that textbook is constructed in syntactics and semantics. Finally, the assessment of 7th grade students' competence in syntactics, semantics, syntactics+- semantics, pragmatics, and problem solving shows that students' ability in syntactics and pragmatics Is a predictive variable for algebraic problem solving.

• Journal for History of Mathematics
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• v.21 no.4
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• pp.61-78
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• 2008

In this paper, we discuss about De Morgan's view on the development of algebra according to following distinctions: arithmetic, universal arithmetic, symbolic algebra, significant algebra. De Morgan thought that the differences between arithmetic and universal arithmetic lie in the usage of letters and the immediate performance of computation. In his viewpoint, universal arithmetic is a transitional phase, in which absurd phenomena occur, from arithmetic to algebra and these absurd phenomena call for algebra. The feature of De Morgan's view on the development of algebra is that symbolic calculus which consist of symbol system without symbol's meaning is acquired, then as extended meanings are furnished to symbols, symbolic calculus become logical so significant calculus is developed. For example, Single algebra is developed, as an extended meaning is furnished to a symbol -1, and double algebra is developed, as an extended meaning is furnished to a symbol $\sqrt{-1}$. According to De Morgan, a symbol system is derived from the incompleteness of a prior symbol system.

• Journal for History of Mathematics
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• v.25 no.1
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• pp.15-27
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• 2012

Thomas Harriot(1560-1621) introduced a simplified notation for algebra. His fundamental research on the theory of equations was far ahead of that time. He invented certain symbols which are used today. Harriot treated all answers to solve equations equally whether positive or negative, real or imaginary. He did outstanding work on the solution of equations, recognizing negative roots and complex roots in a way that makes his solutions look like a present day solution. Since he published no mathematical work in his lifetime, his achievements were not recognized in mathematical history and mathematics education. In this paper, by comparing his works with Viete and Descartes those are mathematicians in the same age, I show his achievements in mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.937-957
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• 2010

The purpose of this study is to discover the features of symbol sense. This study tries to sum up the meaning and elements of symbol sense and the measures to improve them through documents. Also based on this, it analyzes the learning conditions about symbol sense for 6th grade mathematically able students and suggests the method that activates symbol sense in the math of elementary schools. Considering various studies on symbol sense, symbol sense means the exact knowledge and essential understanding in a comprehensive way. Symbol sense is an intuition about symbols that grasps the meaning of symbols, understands the situation of question, and realizes the usefulness of symbols in resolving a process. Considering all other scholars' opinions, this study sums up 5 elements of the symbol sense. (The recognition of needs to introduce symbol, ability to read the meaning of symbols, choice of suitable symbols according to the context, pattern guess through visualization, recognize the role of symbols in other context) This study draws the following conclusions after applying the symbol questionnaires targeting 6th grade mathematically able students : First, although they are math talents, there are some differences in terms of the symbol sense level. Second, 5 elements of the symbol sense are not completely separated. They are rather closely related in terms of mainly the symbol understanding, thereby several elements are combined.

• Journal for History of Mathematics
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• v.25 no.4
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• pp.69-82
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• 2012

The objective of this paper is to study De Morgan's perspective on teaching and learning complex numbers. De Morgan's didactical approaches reflect the process of development of his thoughts about algebra from universal arithmetic, symbolic algebra to meaning algebra. De Morgan develop his perspective on algebra by justifying and explaining complex numbers. This implies that teaching and learning complex numbers is a catalyst for mathematical development of De Morgan.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.309-327
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• 2003

In this paper, we deal with the teaching of algebra in the elementary school mathematics, and call this algebra teaching method as ‘early algebra’. Early algebra is appeared in the 1980's with the discussion of ‘algebraic thinking’. And many studies about early algebra is in progress since 1990's. These studies aims at reducing difficulties in the teaching of algebra and the development of algebra curriculum. We investigate the background of early algebra, and justify teaching of early algebra. Also we examine the projects and studies in progress around the world. Finally through these discussions, we compare our elementary textbooks with early algebra, and verify the characters of early algebra from our arithmetic curriculum.

• Journal for History of Mathematics
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• v.22 no.3
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• pp.45-60
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• 2009

Mathematical thinking can be symbolized by the external signs, and these signs determine in reverse the form of mathematical thinking. Each symbol - a symbol in algebra, a symbol in analysis, and a diagram which verifies syllogism - reflects the diverse characteristic of cogitation in mathematics and perfirms a heuristic function.

• Journal for History of Mathematics
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• v.18 no.3
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• pp.91-106
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• 2005

History of mathematics must be analysed to discuss mathematical reality and thinking. Analysis of history of mathematics is the method of understanding mathematical activity, by these analysis can we know how historically mathematician' activity progress and mathematical concepts develop. In this respects, we investigate teaching algebra through historico-genetic analysis and propose historico-genetic analysis as alternative method to improve of teaching school algebra. First the necessity of historico-genetic analysis is discussed, and we think of epistemological obstacles through these analysis. Next we focus two concepts i.e. letters(unknowns) and negative numbers which is dealt with school algebra. To apply historico-genetic analysis to school algebra, some historical texts relating to letters and negative numbers is analysed, and mathematics educational discussions is followed with experimental researches.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.137-164
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• 2008

Given the importance of early experience in algebraic thinking, we designed six consecutive lessons in which $4^{th}$ graders were encouraged to recognize patterns in the process of finding the relationships between two quantities and to represent a given problem with various mathematical models. The results showed that students were able to recognize patterns through concrete activities with manipulative materials and employ various mathematical models to represent a given problem situation. While students were able to represent a problem situation with algebraic expressions, they had difficulties in using the equal sign and letters for the unknown value while they attempted to generalize a pattern. This paper concludes with some implications on how to connect algebraic thinking with students' arithmetic or informal thinking in a meaningful way, and how to approach algebra at the elementary school level.

• School Mathematics
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• v.5 no.3
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• pp.343-360
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• 2003

In this paper, we deal with the teaching of algebra based on patterns and generalization. The past algebra curriculum starts with letters(variables), algebraic expressions, and equations, but these formal approaching method has many difficulties in the school algebra. Therefore we insist the new algebraic approaches should be needed. In order to develop these instructions, we firstly investigate the relationship of patterns and algebra, the relationship of generalization and algebra, the steps of generalization from patterns and levels of difficulties. Next we look into the algebra instructions based arithmetic patterns, visual patterns and functional situations. We expect that these approaches help students learn algebra when they begin school algebra.