• Journal for History of Mathematics
• /
• v.13 no.1
• /
• pp.33-48
• /
• 2000

In this paper we collect the mathematical problems from the past which can be used in classroom instruction. These problems can show the cultural value and the utility of mathematics, and encourage learning and illuminate the concept being taught.

• Journal for History of Mathematics
• /
• v.12 no.2
• /
• pp.83-97
• /
• 1999

This paper analyzes the philosophy of mathematics and outlook on the mathematics education as the Ancient Greece in the history of mathematics. This study tried to find out the direction of outlook on the mathematics education in the future.

• Journal for History of Mathematics
• /
• v.11 no.2
• /
• pp.29-34
• /
• 1998

This study is to analyze the differences between the 6th curriculum and the 7th curriculum in elementary mathematics, and also to suggest how to use our research result, when it's needed in managing differentiated curriculum.

• The Mathematical Education
• /
• v.45 no.4 s.115
• /
• pp.439-457
• /
• 2006

This research was to understand the features of mathematization and didactical phenomenology, in a way that was not a routine calculation of equation, rather a complete comprehension by the reinventing historical principles of the equation. To achieve the purpose of this study, one-mate middle school student participated in the study. Interview and observation were used for collecting data during the student's performance. The results of research were: First, the student understood the mathematical concepts from a real life and developed the abstract concepts from it, which were very intimately related with his life. Second, the skill and formula definition were accomplished with the accompanying predicted and consequently derived mathematical concepts. Third, through the approach of using the history of mathematics, he became more interested in what he was doing and took lessons with confidence. Forth, the student performed his learning based on the historical reinventing principle under the proper guidance of a teacher.

• Communications of Mathematical Education
• /
• v.26 no.1
• /
• pp.1-13
• /
• 2012

Ki-Won Chang(1903-1966) is considered as the first mathematician who made a contribution to the study of the history of Korean mathematics. In this paper, we introduce contributions of Ki-Won Chang, his discovery of old Korean literatures on mathematics, and his academic contribution on the history of Korean mathematics. Then we analyze and compare his conclusions on old Korean mathematics with recent works of others. This work shows some interesting discovery.

• The Mathematical Education
• /
• v.38 no.2
• /
• pp.199-206
• /
• 1999

The aim of this paper is to lay a foundation for perspectives on mathematics education as a science in the future. In order to do it, we reviewed the past and present state of affairs related to the development of research in mathematics education. Then, the features of mathematics education as a science and the interdisciplinary characteristic of its fields and methods are shown. Moreover, some perspectives on the tasks and methods of research in mathematics education in the future are suggested.

• Journal of Educational Research in Mathematics
• /
• v.25 no.3
• /
• pp.381-405
• /
• 2015

The nature of school mathematics has not been asked from the epistemological perspective. In this paper, I compare two dominant perspectives of school mathematics: ethnomathematics and didactical transposition theory. Then, I show that there exist some examples from Old Babylonian (OB) mathematics, which is considered as the oldest school mathematics by the recent contextualized anthropological research, cannot be explained by above two perspectives. From this, I argue that the nature of school mathematics needs to be understand from new perspective and its meaning needs to be extended to include students' and teachers' products emergent from the process of teaching and learning. From my investigation about OB school mathematics, I assume that there exist an intrinsic function of school mathematics: Linking scholarly Mathematics(M) and everyday mathematics(m). Based on my assumption, I suggest the chain of ESMPR(Educational Setting for Mathematics Practice and Readiness) and ESMCE(Educational Setting For Mathematical Creativity and Errors) as a mechanism of the function of school mathematics.

• Journal of Educational Research in Mathematics
• /
• v.18 no.2
• /
• pp.201-221
• /
• 2008

This study discusses how the humanity mathematics education can be realized in practice. The essence of mathematical concept is gradually disclosed revealing the ambiguities in the concept currently accepted and clarifying them. Historical development of mathematical concepts has progressed as such, exemplified with the group-theoretical thought and continuous function. In learning of mathematical concepts, thus, students have to recognize, reveal and clarify the ambiguities that intuitive and context-dependent definitions in school mathematics have. We present the process of improvement of definitions of a tangent and a polygon in school mathematics as examples. In the process, students may recognize the limitations of their thoughts and reform them with feelings of humility and satisfaction. Therefore this learning process would contribute to cultivating students' minds as the humanity mathematics education pursues.

• Journal for History of Mathematics
• /
• v.21 no.2
• /
• pp.19-38
• /
• 2008

This study aims to investigate the evolution of calculating the volume of a sphere in eastern and western mathematical history. In western case, Archimedes', Cavalieri's and Kepler's approaches, and in eastern case, Nine Chapters';, Liu Hui's and Zus' approaches are worthy of noting. The common idea of most of these approaches is the infinitesimal concept corresponding to Cavalieri's or Liu-Zu's principle which would developed to the basic idea of Calculus. So this study proposes an alternative to organization of math-textbooks or instructional procedures for teaching the volume of a sphere based on the principle.

• Journal for History of Mathematics
• /
• v.28 no.1
• /
• pp.45-62
• /
• 2015

This study assumes alternative character of the operation of mathematical club in middle school. The case that operated the voluntary mathematics club for one year was analyzed and the educational effect was considered. First, the examination instrument for choosing the members of mathematics club was developed and used. And, diverse teaching and learning materials for improving creativity and mathematical ability of the members were used. Second, the difference of learning result between the experiment group and control one who joined the activities of mathematics club was analyzed. Finally, mathematical club activity based on mathematics history appeared to be effective in improving academic achievement and mathematics exploration activity.