• Journal for History of Mathematics
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• v.10 no.2
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• pp.30-47
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• 1997

수학사를 연구하고 편집하는 여러 가지 방법론(Historiography of Mathematics)을 소개한다. 수학사를 역사주의 관점에서 연구하는 문화적 수학사와 현대 수학을 중심으로 고려하는 수학적 수학사 및 사회학적 방법으로 접근하는 사회적 수학사를 고찰한다. 그리고 마지막으로 수학사에 대한 최근의 다양한 접근 방법을 소개한다.

• The Mathematical Education
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• v.34 no.1
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• pp.11-16
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• 1995

• 프린팅코리아
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• v.8 no.4
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• pp.74-77
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• 2009

'해법수학'하면 떠오르는 회사, 바로 (주)천재교육이다. 천재교육은 1981년 설립된 후 오늘에 이르기까지 외길 교육출판 사업을 전개해 오면서 우리나라 교육출판문화의 새로운 역사를 이루어 내고 있다. 또한 자 회사인 프린피아는 최첨단의 인쇄시설을 갖추고 완스톱 서비스를 제공하며 인쇄선진화를 선도하고 있다. 수학을 전공하고 중학교에서 잠시 교편을 잡았다가 천재교육의 편집사원으로 입사하여 2005년에 사장에 오른 오병목 대표이사를 만나 천재교육과 프린피아에 대해 들어 본다.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.207-214
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• 2006

Mathematics can be divided into practical mathematics and logical mathematics. The 'Enlightenment Period' is the period in which our mathematics shifted from practical mathematics to logical mathematics. Considering the change of our school mathematics and mathematics education in the enlightenment period, we reach the following conclusions. First, the contents and forms of mathematics books followed to Western style, but the attitudes adhered to on. Second, making much of results than process, we are afraid of proof. Third, we necessitate the mathematics culture of enjoying itself.

• Journal for History of Mathematics
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• v.17 no.4
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• pp.87-100
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• 2004

There is great enthusiasm among many mathematics educators to seek to understand how mathematical history can be employed to emphasize the usefulness of mathematics and to make it even more useful. This study focused on reviewing the history of mathematics to provide a 'source of insight.' In this study, the reasons for including the history of mathematics in the mathematics curriculum were divided into three domains: cognitive, affective, and sociocultural. Each domain included the followings: mathematical thinking and understanding; development of a positive attitude and increase motivation; and last, humanistic facets and sociocultural experience. At the same time, we need to develope a pedagogical approach that allows educators to use history properly. Furthermore, we must integrate the historical topics into regular curricula including the syllabus historically-informed grounds.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.99-115
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• 2009

One of remarkable characteristics of 2007 revised mathematics national curriculum is the emphasis of communication in classroom. It does not mean only listening students' comments. In other words, it is different from presentation of individuals' thoughts. In the paper, teaching and learning practices required teachers who want to establish classroom culture supporting harmonious communication in mathematics instruction.

• Journal for History of Mathematics
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• v.17 no.2
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• pp.21-32
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• 2004

AHP is utilized in various fields since its mathematical theory is simple and it can be applied practically and easily. In this paper we study the mathematical foundations of the AHP. And we discuss that the AHP practices purpose of mathematical teaching. Also, we propose an alternative plan for teaching-learning of mathematics based on the discussion.

• School Mathematics
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• v.17 no.2
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• pp.179-202
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• 2015

In this research, I explored how to apply the history of mathematics in teacher education and investigated the applicability of Chosun Sanhak (mathematics of Chosun Dynasty) as the program that enriched the mathematical knowledge for teaching of prospective elementary school teachers. This program included not only mathematical knowledge but also socio-cultural knowledge and connection knowledge. Prospective teachers participated in various mathematical activities such as explaining, reasoning and problem solving in this program. The effects of this program are as follows. Prospective teachers learned the subject matter knowledge(SMK) which was helpful in teaching basic concepts and skills of elementary mathematics. Next, this program produced the pedagogical content knowledge(PCK) to prospective teachers by giving ideas how to teach.

• Research in Mathematical Education
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• v.4 no.1
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• pp.33-43
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• 2000

The purpose of this paper was to introduce sociocultural theory which is a different epistemological perspective from constructivism and to understand the sociocultural theory in a systemic way by providing four specific criteria for a sociocultural theory from the analysis of Vygotsky's ideas. The four criteria are the followings: first, the origin of learning is not at the individual level, but at the social. Second, Learning takes place in a sociocultural framework through ZPD and there exists the stage of pseudo concept before it gets to a true concept. Third, a clear focus on action, especially mediated action, and the concept of psychological tools should be discussed in the boundary of a sociocultural theory. Fourth, actors in a learning process are not an individual child alone. In consequence, the role of adults, particularly teachers, are significant in a child's learning, and this fact provides a great potential for the active role of teachers in the students' learning of mathematics from the sociocultural perspective.

• 프린팅코리아
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• s.51
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• pp.116-119
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• 2006

최근 서점가에는 수학 관련 도서들이 눈에 많이 띈다. 수학의 역사에서 생활 속의 수학까지 그 분야도 다양하다. 그리고 그 인기도 상당히 높다. 수학이 현시대에 인기를 얻는 이유는 무엇일까. 30여 년 동안 수학, 공업 전문서적을 출판해 온 경문사는 수학이 순수하기 때문이라고 말한다. 그렇기 때문에 세상의 모든 것을 볼 수 있고, 또 보이지 않는 것을 보게 해 준다고. 수학이 가진 아름다움을 찾아 여행하고 있는 그들을 만났다.