• The Mathematical Education
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• v.8 no.1
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• pp.18-25
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• 1969

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.293-303
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• 2010

The purpose of this study is to classify a three-fold role of the history of mathematics through epistemological analysis. Based on the history of infinity and limit, the "potential infinity" and "actual infinity" discourses are described using four different historical epistemologies. The interdependence between the mathematical concepts is also addressed. By using these analyses, three different uses of the history of mathematical concepts, infinity and limit, are discussed: past, present, and future use.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.157-196
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• 2015

The purpose of this article is to discuss some of the most commonly repeated misconceptions on the history of mathematics described in the secondary school mathematics textbooks, and recommend that we should include mathematical transculture in the secondary school mathematics. School mathematical history described in the texts reflects the axial age, and deals with mathematical transculture from the ancient Greek into Europe excluding the ancient Egypt, Old Babylonia, and Islamic mathematics. We discuss about them through out the secondary school textbooks and give some alternatives for the historical problems.

• Proceedings of the Korean Society for History of Mathematics Conference
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• 1998.11a
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• pp.1-1
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• 1998

• The Mathematical Education
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• v.33 no.2
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• pp.221-233
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• 1994

• Education of Primary School Mathematics
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• v.1 no.1
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• pp.1-2
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• 1997

한국수학교육학회는 현 교총(한국교원단체총연합회)의 전신인 교련(대한교육연합회)의 산하단체로 1962년 10월 9일에 창립하였다. 처음의 이름은 "한국수학교육회"였으며 지금의 이름인 "한국수학교육학회"는 1972년부터 사용하였다.(중략)는 1972년부터 사용하였다.(중략)

• Journal for History of Mathematics
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• v.1 no.1
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• pp.86-89
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• 1984

1960년대를 기점으로 하여 일어난 수학 교육현대화 운동은 범세계적인 문화현상으로서 발전하는 방향으로 철저히 진행되어야 했으나 교재내용을 지나치게 비현실적으로 도입함에 따라 교육의 현장에 선교사의 창조적 노력보다는 무비판적인 수학교육이 됨으로써 원래의 수학교육목표와는 달리 진도에만 급급하다. 현실적인 요인으로서 중등학교 진학률의 증가 및 평준화에 대한 원인도 있겠지만 시험에만 연결되는 교육에 이상적인 논리주의 구조주의 적인 수학의 도입도 적지않은 문제 요인으로 되어 있다. 앞으로 교과과정의 개선이 있겠지만, 우선 지도방법에 있어서 새로운 방법론이 시도되어야 할 것이다. 본 논문에선 학생들이 이해할 수 있는 범위내에서 수학사적 자료를 도입하여 수학의 역사 및 수학의 사상적 배경등에 접할 수 있는 기회를 주어 교과내용에 흥미를 유발하고 수업내용을 이해하는데 도움을 주는 방법을 모색하려는 것이다.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.463-485
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• 2011

This study was to investigate the effects of mathematical history-based mathematics teaching on mathematical communication and attitudes of elementary students, through selecting mathematical history content to apply to elementary mathematics and devising an instruction model to use effectively. For this purpose, while the experimental group received instruction using mathematical history and the comparative group lecture-based instruction using the common textbook, both quantitative and qualitative methods were employed to analyze gathered data. To conclusion, first, instructions using mathematical history were helpful for increasing the student's participation in communication, and secondly helped the students justify their opinions to others with mathematical logic.

• The Mathematical Education
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• v.42 no.4
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• pp.465-480
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• 2003

The main purpose of this work is to propose programs of mathematics education and mathematics history courses for the department of mathematics education of teacher training universities. Foundation of Mathematics Education, Mathematics Teaching and Learning Theories, Mathematics Problem Solving, Analysis and Evaluation of Mathematics Teaching Materials and Mathematics History are discussed in this article.

• Journal for History of Mathematics
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• v.17 no.4
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• pp.101-122
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• 2004

It has been always the issue to discuss 'how we teach mathematics' for the mathematical learning. As for an answer to this, it was suggested to use the history of mathematics. The reason is simple that is, the education of mathematics requires to understand mathematics and to know the history of mathematics is effective for mathematical understanding. In particular, the history of algebra was discussed to some extent as an illustration. This study focuses on the history of geometry from this point of view. We review the history of geometry by comparison in terms of three criteria from the origin of geometry to modem differential geometry in the middle of the 20th century, which are backgrounds (inner or outer ones), characterizations (approach, method, object), influences to modem mathematics. As an application of such historical data to the education of mathematics, we pose the problem to determine the order of instruction in mathematics.