• Journal for History of Mathematics
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• v.16 no.2
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• pp.87-102
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• 2003

In this paper, we diagnose tile necessity of taking, reason and degree of those problems about this course by statistical survey. Also we indicate tile desirable teaching method which improve tile quality of the course.

• Journal for History of Mathematics
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• v.24 no.3
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• pp.109-143
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• 2011

Augustus De Morgan became to be deeply interested in the education of pure mathematics since he came to teach in UCL because of the specific nature of natural philosophy lectures, the academical knowledge and reasoning powers of the students, and the negative attitudes of London society on mathematics. During his long tenure, he really tried his best to make his students understand the important concepts and the principles of pure mathematics, and logically explain the processes of inducing and proving the laws of pure mathematics. When he could not stay as a mere researcher, he had to concern himself with and pay attention to the problems of educating students. And then his teaching style was constructed in a specific way by the various attitudes about mathematics, the boundary relationship between the adjacent academical branches, and the social and systematic nature of UCL.

• Journal for History of Mathematics
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• v.25 no.4
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• pp.83-99
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• 2012

The conic sections are defined as algebraic expressions using the focus and the directrix in the high school curriculum. However it is difficult that students understand the conic sections without environment which they can manipulate the conic sections. To make up for this weak point, we have found the evidence for generating method of a conic section through a sundial and investigated the history of terms 'focus', 'directrix' and the tool of drawing them continuously.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.281-302
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• 2014

The purpose of this paper is to offer a history of golden ratio, the criterion raised by Markowsky, and misconceptions about golden ratio. Markowsky(1992) insists that the golden ratio does not appear in the great pyramid of Khufu. On the contrary, we claim that there exists the golden ration on it. Elementary and middle school text books, and domestic history books deal with the great pyramid of Khuff and the Parthenon by examples of the golden ratio. Text books make many incorrect statements about golden ratio; so in teaching and learning the golden ratio, we recommend the design-composition of dynamic symmetry, for example, industrial design, aerodynamic, architecture design, and screen design. Finally we discuss the axial age how to affect the school mathematics with respect to the subject of Thales and the golden ratio.

• 대학교육
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• s.132
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• pp.23-29
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• 2004

대학이 외국인 학생 유치에 대한 의지를 갖고 해외 유학박람회 참가 등 적극적인 홍보를 통하여 대학의 인지도를 높이는 것이다. 동시에 외국인 학생을 위한 기숙사 등 거주 여건을 확보하여 수학 환경을 개선하는 노력이 있어야 한다.

• Journal for History of Mathematics
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• v.19 no.3
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• pp.71-84
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• 2006

The purpose of the study was to investigate the evolution of Korean modern mathematics in late 19th and early 20th century. This article reveals the efforts of incipient Korean mathematicians who had adopted modern mathematics from western countries and the difficulties and struggles they had to go through at that time. At the end of the article, we discussed our current status in international mathematical society.

• Journal for History of Mathematics
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• v.20 no.1
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• pp.83-102
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• 2007

A math class in Korean university was taught in English for one semester and the students' improvement was measured in math content and English proficiency. Pre and post test in 9 week intervals showed that math content loaming in the immersion class was superior to the non-immersed class. Especially, the immersion class showed remarkable improvement in difficult problems among math content test problems. The immersion class improved in math-related English, but not in general English. It is discussed that the particular English expressions for math are hardly separable from the math content knowledge in English because understanding and using those expressions correctly means the students' understanding of math concept in English and thus the math concept itself.

• Journal for History of Mathematics
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• v.35 no.1
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• pp.19-39
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• 2022

This paper aims to examine how the public perception of mathematics changed in England in the 19th century. As rapid industrial and social developments took place in the 19th century, the educational environment underwent great changes, and the value and public perception of mathematics also changed. Mathematics took a new position in the terrain of educational reform in the late 19th century. In this study, I analyzed the actual condition of mathematics education in elementary and secondary schools, popular educational institutions, and universities in England in the first half, middle, and second half of the 19th century, and compared what values and usefulness of mathematics education were justified in each institution. I also examined how satirical magazine Punch satirized the public understanding or view on mathematics at each period. It is to be hoped that this study will have significant implications for raising the public's positive perception of mathematics in modern society.

• Journal for History of Mathematics
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• v.21 no.2
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• pp.91-102
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• 2008

This paper concerns with the roles of mathematics, that is, mathematics as its own roles and importance, and mathematics as the fundamentals of the software related fields. This paper also introduces the corelation between the mathematics and the software-related fields, using diagrams that show the different tracks of credit completion depending on the majors in the software-related fields.

• Journal for History of Mathematics
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• v.20 no.4
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• pp.175-190
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• 2007

In the nineteenth century was Augustus De Morgan, British mathematician, a great mathematics teacher. Although his name is well known to everybody who is interested in set theory, his major mathematical legacy would arise from his novel research in logic. In this article, we first investigate De Morgan's life briefly; we then consider his precious philosophy of mathematics education based on his students' remarks and his works. Finally, by considering his teaching style, we highlight some of the ingredients that go into making a great mathematics teacher.