• School Mathematics
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• v.5 no.4
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• pp.401-420
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• 2003

We have many problems in the teaching and learning of proof, especially in the demonstrative geometry of middle school mathematics introducing the proof for the first time. Above all, it is the serious problem that many students do not understand the meaning of proof. In this paper we intend to show that teaching the meaning of proof in terms of historic-genetic approach will be a method to improve the way of teaching proof. We investigate the development of proof which goes through three stages such as experimental, intuitional, and scientific stage as well as the development of geometry up to the completion of Euclid's Elements as Bran-ford set out, and analyze the teaching process for the purpose of looking for the way of improving the way of teaching proof through the historic-genetic approach. We conducted lessons about the angle-sum property of triangle in accordance with these three stages to the students of seventh grade. We show that the students will understand the meaning of proof meaningfully and properly through the historic-genetic approach.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.351-364
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• 2003

by A.C. Clairaut is the first geometry textbook based on the historico-genetic principle against the logico-deduction method of Euclid's This paper aims to recognize Clairaut's historico-genetic principle by inquiring into this book and to search for its applications to school mathematics. For this purpose, we induce the following five characteristics that result from his principle and give some suggestions for school geometry in relation to these characteristics respectively : 1. The appearance of geometry is due to the necessity. 2. He approaches to the geometry through solving real-world problems.- the application of mathematics 3. He adopts natural methods for beginners.-the harmony of intuition and logic 4. He makes beginners to grasp the principles. 5. The activity principle is embodied. In addition, we analyze the two useful propositions that may prove these characteristics properly.

• Communications of Mathematical Education
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• v.12
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• pp.67-82
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• 2001

발생적 원리는 수학을 공리적으로 전개된 완성된 것으로 가르치는 형식주의의 결함을 극복하기 위하여 제기되어온 교수학적 원리로, 수학을 발생된 것으로 파악하고 그 발생을 학습과정에서 재성취하게 하려는 것이다. 특히, 수학을 지도함에 있어서 역사적으로 발생, 발달한 순서를 지켜 지도해야 한다는 것이 역사-발생적 원리로, 수학이 역사적으로 발생, 발달 되어온 역동적인 과정을 학생들이 재경험해 보게 하기 위해서는 이러한 일련의 과정을 효과적으로 설명할 수 있는 교수-학습 방법이 필요하다. 변증법적인 방법론은 헤겔에 의해서 꽃을 피운 철학으로, 정일반일합(正一反一合)의 원리에 따라 사물의 발생과 진화 과정을 역동적으로 설명할 수 있는 방법론이다. 따라서, 본 연구는 초등학교에서 역사-발생적 원리에 따라 수학을 지도할 수 있는 방법으로 변증법적인 방법을 고찰하여, 역사-발생적 원리의 수학 교수-학습 방법에 대한 시사점을 얻고자 한다.

• School Mathematics
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• v.10 no.4
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• pp.625-648
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• 2008

We collected the data through the following process. 36 third-grade middle school students are selected, and we conducted ex-ante interviews for researching how they understand the nature of proof. Based on the results of survey, then we chose two students we took a lesson with the Branford's among the 36 samples. After sampling, historic-genetic geometry education, inspected carefully whether the Branford's method helps the students.

• Journal for History of Mathematics
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• v.18 no.3
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• pp.91-106
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• 2005

History of mathematics must be analysed to discuss mathematical reality and thinking. Analysis of history of mathematics is the method of understanding mathematical activity, by these analysis can we know how historically mathematician' activity progress and mathematical concepts develop. In this respects, we investigate teaching algebra through historico-genetic analysis and propose historico-genetic analysis as alternative method to improve of teaching school algebra. First the necessity of historico-genetic analysis is discussed, and we think of epistemological obstacles through these analysis. Next we focus two concepts i.e. letters(unknowns) and negative numbers which is dealt with school algebra. To apply historico-genetic analysis to school algebra, some historical texts relating to letters and negative numbers is analysed, and mathematics educational discussions is followed with experimental researches.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.119-141
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• 2011

This paper analysed the mathematical paradoxes which would be based in the probability and statistics. Teachers need to endeavor various data in order to lead student's interest. This paper says mathematical paradoxes in mathematics education makes student have interest and concern when they study mathematics. So, teachers will recognize the need and efficiency of class for using mathematical Paradoxes, students will be promoted to study mathematics by having interest and concern. These study can show the value of paradoxes in the concept of probability and statistics, and illuminate the concept being taught in classroom. Consequently, mathematical paradoxes in mathematics education can be used efficient studying tool.

• Journal for History of Mathematics
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• v.19 no.4
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• pp.31-62
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• 2006

In this article, the theoretical basis of applying mathematical his tory in lessons is inquired in various educational aspects. It also covers the psychological genetic principle, mainly concerning the childish development and states that it has to be compatible with the historico-genetic principle, which is suggested mainly concerning the development of data. In addition, it evolves the arguments about the meaning of mathematical history in math lessons based on the mentioned aspects besides that in ordinary math lessons. Next, the link between the apply of mathematical history and education for gifted children is examined. Last, cases of mathematic history applied to mathematic education is suggested mainly concerning the understanding of differential concepts.

• Review of KIISC
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• v.19 no.3
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• pp.29-34
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• 2009

디지털 컨버전스는 IT산업 내에서 기기 및 네트워크간의 융합을 중심으로 전개되어 왔으나 최근에 와서는 IT의 활용 범위가 보다 확대되면서 타 산업 기술과의 접목이 활발히 전개되고 있다. 기기 또는 네트워크간의 통합이나 동일산업 내의 서비스 통합에서 벗어나, 의료, 자동차, 건설 등 다양한 산업과 IT산업이 결합되는 이종산업간 융합이 진행 중이다. 특히 최근에 와서는 오래된 역사를 갖는 건설 분야와 반세기 동안 비약적인 발전을 이룩한 IT 분야가 서로 융 복합되어 새로운 형태의 서비스를 탄생시키고 있다. 건설-IT 기술의 융 복합을 통해서 서비스가 고도화가 되고, 지능화 되고 있으나, 이런 편리함에 비례하여 보안적인 문제들이 많이 생겨나고 있다. 본 고에서는 건설분야 IT기술 적용 현황에 대해서 분석하고 건설-IT 융 복합 환경에서 발생되는 보안적인 취약점 및 이슈사항을 분석을 통해 건설-IT 융 복합 기술이 나아가야할 방향을 모색하고자 한다.

• Journal of Educational Research in Mathematics
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• v.17 no.3
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• pp.253-270
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• 2007

by A.C. Clairaut was written based on the historico-genetic principle such as his . In this paper, by analyzing his we can induce six principles that Clairaut adopted to teach algebra: necessity and curiosity as a motive of studying algebra, harmony of discovery and proof, complementarity of generalization and specialization, connection of knowledge to be learned with already known facts, semantic approaches to procedural knowledge of mathematics, reversible approach. These can be considered as strategies for teaching algebra accorded with beginner's mind. Some of them correspond with characteristics of , but the others are unique in the domain of algebra. And by comparing Clairaut's approaches with school algebra, we discuss about some mathematical subjects: setting equations in relation to problem situations, operations and signs of letters, rule of signs in multiplication, solving quadratic equations, and general relationship between roots and coefficients of equations.

• Journal of Science and Technology Studies
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• v.7 no.2
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• pp.1-22
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• 2007

서구 과학의 역사에서 그러하였듯이 국내에서도 비단 '황우석 사태'만이 아니라 크고 작은 과학부정행위 사건들이 이미 발생했고 또 앞으로도 발생할 것이라고 보는 것이 현실적인 판단으로 생각된다. 따라서 '황우석 사태' 2주년이 지난 지금 요청되는 일은 과학부정행위 일반의 원인에 대한 좀 더 체계적인 이해를 통하여 이를 예방할 수 있는 길을 모색하는 것이라 할 수 있다. 이 글은 바로 이러한 문제의식 위에서 과학 부정행위의 원인과 처방에 대한 이론화를 모색하려는 시도의 하나다. 이 글에서는 과학부정행위가 외적 보상이 지배하는 과학자사회의 보상체계와 경쟁구조에 그 근본적 원인이 있다고 진단한다. 또한 최근 전개된 '과학의 상업화'는 외적 보상에 대한 과학자간 경쟁을 훨씬 강화하는 동시에 과학자사회 내의 아노미와 소외 착취를 심화시켜 결국 과학부정행위의 증대를 초래하는 요인이 되고 있다고 분석한다.