• Communications of Mathematical Education
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• v.25 no.1
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• pp.1-19
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• 2011

HPM(History and Pedagogy of Mathematics) become an important issue to us now. Study on old Korean mathematics books were made recently. We study mathematics books in Kyujanggak in this article. Horng Wann-Sheng 洪萬生, an math. historian and a member of editorial board of Historia Mathematica, visited Kyujanggak, the royal library of Joseon Dynasty. After his visit, he published a paper, "The first visit to mathematics books in Kyujanggak 奎章閣收藏算書初訪"(2008 Kyujanggak 32, p. 283-293). In his paper, he also raised several research problems on the history of Korean mathematics. In this paper, we analyze his paper "The first visit to mathematics books in Kyujanggak" and give some answers to those raised problems on Korean mathematics. Also we correct some misunderstanding of Horng on some facts. Especially, we make it clear that the author of SinJungSanSul(New Arithmetics 新訂算術) was not Lee Sang-Seol(李相卨), whom Horng considered as the author, but Lee Gyo-Seung(李敎承) through the correct translation of its preface and an article about its copyright lawsuit. And we added some pathways how Chinese mathematics books were imported by Joseon. We introduce the case of Hong Dae-Yong(洪大容) in detail.

• Journal for History of Mathematics
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• v.3 no.1
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• pp.81-87
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• 1986

• Journal for History of Mathematics
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• v.22 no.3
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• pp.207-254
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• 2009

We would like to give an introduction about Korean Tertiary Mathematics and curriculum in the early 20th centuryan Ttails like, when tertiary mathematics was introduced in Korea, who adiated it, and how it appeared in curriculum for college education were presented. From the late 19th century, the royal circle of the dynasty, officers, socd. Felites, intellectu. sculum in tand many foreatn my mionaries, who entered Korea, began to establish educational ulstitutions begulnearlfrom the nt80s. Kearl GoJongtannounced thescript for general education icentur. Most of the new schoo scadiated western mathematics as tcompulsory course in their curriculumiese introduced tertiary mathematics in most of the curriculumurse end curriculum in, lfrom nt85 to 1960. Since then, tertiary mathematics was tautit at most of the new private and public schools of each level and in colleges. We have investigated the history of Korean tertiary mathematics with its curriculum from 1895 to 1960.

• The Mathematical Education
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• v.42 no.5
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• pp.595-606
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• 2003

In this paper we analyze the Russian national curriculum for training of mathematics teachers at universities published by Russian Ministry of Education. From the document we are able to know the structure of the curriculum, compulsory subjects, and minimum mathematical contents for training mathematics teachers at universities.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.31-46
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• 2010

Theory of minimal surfaces has always been in the center of differential geometry. The most difficult part in minimal surfaces is how to find meaningful examples. In this paper we survey the history of search for minimal surfaces. We also introduce examples of recently emerging maximal surfaces in the Lorentz-Minkowski space and compare the processes in the search for the minimal and the maximal surfaces.

• School Mathematics
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• v.15 no.1
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• pp.159-177
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• 2013

This study is a case study of STEAM education. We have developed teaching and learning materials, suggested teaching method, and analysed the result for exploring the potential and effect of STEAM. The content of this study is based on the history of mathematics. Science (S) is related to the 24 divisions of the year, the height of the sun, the movement of heavenly bodies. Technology (T) is related to the exploration with graphic calculators. Engineering (E) is related to design sundial and research on the design principles. Art (A) is related to literature review about mathematical history, the understanding of the value of the mathematics. Mathematics (M) is related to the trigonometric functions. We have considered that Project-Based Learning is proper teaching and learning for STEAM education, we have designed the STEAM PBL and analysed the results focused on the developing integrative knowledge, mathematical attitude including mathematical value, the competencies of 21 century. The result of this study is as follows. We find that STEAM education activates students' collaboration, communication skills and improves representation and critical thinking skills. Also STEAM education makes positive changes of students' mathematical attitudes including the values of the mathematics.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.111-124
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• 2009

In this paper we check over some problems in College Scholastic Ability Test(CSAT) Mathematics section and propose some methods to improve the CSAT Mathematics section. CSAT has been changed several times with the change of the school curriculum. A Mathematics amended curriculum will apply in 2009 and we have to reorganize the system of CSAT. We investigate the changes in school curriculum and system of CSAT. Also we make a comparative study of the range of possible questions of CSAT with those of SAT and foreign national entrance exam for college.

• Journal for History of Mathematics
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• v.8 no.1
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• pp.69-75
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• 1995

• Journal for History of Mathematics
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• v.10 no.1
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• pp.39-45
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• 1997

• Journal for History of Mathematics
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• v.4 no.1
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• pp.9-23
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• 1987