• The Mathematical Education
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• v.51 no.2
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• pp.115-129
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• 2012

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.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.39 no.2
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• pp.39-49
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• 2021

This study was conducted to establish practical goals for the viewing environment and interpretation and delivery system of cultural heritage and to create an viewing environment according to the classification of cultural heritage types, and the conclusions reached are as follows. First, five goals were set based on the international basic principles of the cultural heritage viewing environment and interpretation and delivery system. Second, based on the set goals, cultural heritage was classified into the first type 'disappeared and hidden heritage', the second type 'stuffed memory heritage', and the third type 'living memory heritage'. Third, the directions for creating the viewing environment for each type of cultural heritage were suggested. The first type has to be able to properly convey cultural heritage to visitors through excavation and digital technology. The second type needs a plan to deliver tangible and intangible values by combining various digital technologies with actual cultural heritage. The third type should emphasize the role of local residents in effectively enjoying the tangible and intangible values ??that already exist. Fourth, it proposed comprehensive considerations in the establishment of the cultural heritage viewing environment and interpretation and delivery system. Based on dynamic and sustainable heritage management, cultural heritage viewing should be valuable, satisfying and enjoyable. In addition, local communities should be actively involved, and tourism and conservation activities should be able to benefit the community. Establishment of a viewing environment should protect and strengthen the authenticity of cultural heritage.