• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.463-466
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• 2020

TCG는 Trading Card Game의 약자로 수집과 게임을 목적으로 디자인된 카드게임을 일컫는다. TCG는 1993년 미국의 수학자인 리처드 가필드(Richard Garfield)가 만든 '매직: 더 개더링'(Magic: The Gathering)을 시작으로 '스펠파이어'(Spellfire), '일루미나티'(Illuminati)와 같은 다양한 게임으로 이어지며 하나의 독자적인 장르로 자리매김하게 되었다. TCG는 전략적 게임 디자인을 통한 독자적 장르의 재미도 가지고 있지만, 수집 요소가 가진 장점으로 인해 많은 타 장르 게임에서 혼합되어 사용되고 있다. 본 논문에서는 최초의 TCG인 '매직: 더 개더링'의 분석을 통해 다양한 덱을 만들어내는 방법에 대해 연구하고 나아가 타 장르 활용 방안에 대하여 제시하고자 한다.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.977-998
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• 2009

In this article, we give a comparative study on the last 300 years of USA and Korean tertiary mathematics. The first mathematics classes in United States were offered before July, 1638, but the real founding of tertiary mathematics courses was in 1640 when Henry Dunster assumed the duties of the presidency at Harvard. President Dunster read arithmetics and geometry on Mondays and Tuesdays to the third year students during the first three quarters, and astronomy in the last quarter. So tertiary mathematics education in United States began at Harvard which is the oldest college in USA. After 230 years since then, Benjamin Peirce in 1870 made a major and first American contribution to mathematics and got an attention from European mathematicians. Major change on the role of Harvard mathematics from teaching to research made by G.D. Birkhoff when he joined as an assistant professor in 1912. Tertiary mathematics education in Korea started long before Chosun Dynasty. But it was given to only small number of government actuarial officers. Modern mathematics education of tertiary level in Korea was given at Sungkyunkwan, Ewha, Paichai, and Soongsil. But all college level education opportunity, particularly in mathematics, was taken over by colonial government after 1920. And some technical and normal schools offered some tertiary mathematics courses. There was no college mathematics department in Korea until 1945. After the World War II, the first college mathematics department was established, and Rimhak Ree in 1949 made a major and first Korean contribution to modern mathematics, and later found Ree group. He got an attention from western mathematicians for the first time as a Korean. It can be compared with Benjamin Peirce's contribution for USA.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.341-360
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• 2011

This paper deals with contents that Sang-Seol Lee contributed to the natural science in the 19th century Korea. Prof. Sung-Rae Park, the science historian, called Sang-Seol Lee Father of the Modern Mathematics education of Korea. Sang-Seol Lee wrote a manuscript Botany with a brush in late 19th century. Botany was transcribed from Science Primers: Botany (written by J. D. Hooker), which is translated into Chinese by Joseph Edkins in 1886. The existence of Sang-Seol Lee's book Botany was not known to Korean scientists before. In this paper, we study the contents of Botany and its original text. Also we analyze people's level of understanding Western sciences, especially botany at that time. In addition, we study authors of 16 Primers jar Western Knowledge. We study the contribution of mathematician Sang-Seol Lee to science education in the 19th century Korea.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.515-530
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• 2016

Recently an extensive study of the mathematicians who have overcome the visually impaired and contribute to the academic in math was published. In the case of Korea, we can find there are mathematicians who have overcome physical disabilities such as cerebral palsy and polio. However there is no example of blind person who majored mathematics to become a mathematic's teacher or professor and have entered any mathematics related professions. This let us to study the reasons that caused difficulties to visually impaired students majoring in mathematics. We also suggest ways that may help blind students to have access to mathematics intuitively. In this study, we propose a tactile mathematics textbooks and teaching manuals utilizing 3D printing which the visually impaired students can touch and feel. We can supply such materials to visually impaired youth, special education teachers and parents in Korea. As a result, visually impaired students will be able to access mathematics easily and can build their confidence in mathematics. We hope that some blind students with mathematical talent do not hesitate to major mathematics and choose career in mathematical professions.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.75-94
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• 2005

This study is intended to develop the criterion for evaluating the creative products that mathematically gifted students produce in their education program to enhance the development of creative productive ability. 1 distinguish the mathematical creativity with the creativity in the general domain, and make the production model of the creative mathematical product grounded on the mathematicians' work through the mathematical history. The model has the following components; the mathematical knowledge, the mathematical thinking and the mathematical inquiry skill, surrounding the resultive creative product. The students products are focused on one component of the model. Thus the criterion for the creative products is grounded on the each component of the model. According to it, teachers could evaluate the students'work, which got the validity and the reliability.

• Journal for History of Mathematics
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• v.20 no.1
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• pp.17-32
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• 2007

In this paper, I review the origins, activities, and influences on the future mathematical development of the Analytical Society of Cambridge. The story of the late 18th century Scotland mathematicians and the early 19th century Cambridge mathematician such as Woodhouse, and the Analytical Society's history show that the Analytical Society wasn't a completely new and reformative meeting. This article reveals that the new analytical studies developed characteristically in Britain's specific intellectual and social context of the late 18th century and the early 19th century.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.53-65
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• 1997

There are many mistakes when we estimate probability of an event, for example, we often omit some likelihoods (of an event), sometimes give too large or too small possibility for a particular case, cannot relate current cases with which were concerned before, apply at another cases as soon as discuss about it insufficiently, etc. If we go into a history of probability and statistics, we shall ascertain that many scientists and mathmaticians made essentially same mistakes with us. In the paper, we will consider the theorization of probability and statistics as a process of modification of mistakes which were made during one's estimating possibility of an event. On that point of view, we shall look at historical background of probability and statistics.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.25-40
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• 2009

This study concerns with John B. Fourier' s life, his teachers, his younger scholars and the $L^1$-convergence of Fourier series. First, we introduce the correlation between the French Revolution and Fourier who is significant in the history of mathematics. Second, we investigate Fourier' s teachers, students and a minor lineage of his younger scholars from 19th century to 20th century. Finally, we compare the theorem of Telyakovskii with the theorem of kolmogorov on $L^1$-convergence of Fourier series.

• Journal for History of Mathematics
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• v.26 no.2_3
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• pp.163-176
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• 2013

This study concerns Stanojevic's academic works on the $\mathfrak{L}^1$-convergence of Fourier series from 1973 to 2002. We review his academic works. Also, we briefly investigate a simple academic lineage for the researchers of $\mathfrak{L}^1$-convergence of Fourier series until 2012. First, we introduce the classical lineage of the researchers for $\mathfrak{L}^1$-convergence Fourier series in section 2. Second, we investigate the backgrounds of Stanojevic's study at Belgrade University and University of Missouri-Rolla respectively. Finally, we compare and consider the $\mathfrak{L}^1$-convergence theorems of Stanojevic's results from 1973 to 2002 successively. In addition, we compose a the simple lineage of $\mathfrak{L}^1$-convergence of Fourier series from 1973 to 2012.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.595-605
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• 2014

Infinite decimals have an infinite number of digits, chosen arbitrary and independently, to the right side of the decimal point. Since infinite decimals are ambiguous numbers impossible to write them down completely, the infinite decimal representation accompanies unavoidable opaqueness. This article focused the transparent aspect of infinite decimal representation with respect to the completeness axiom of real numbers. Long before the formalization of real number concept in $19^{th}$ century, many mathematicians were able to deal with real numbers relying on this transparency of infinite decimal representations. This analysis will contribute to overcome the double discontinuity caused by the different conceptualizations of real numbers in school and academic mathematics.