• Journal for History of Mathematics
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• v.17 no.4
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• pp.133-152
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• 2004

In this paper, we discuss students' conceptual development of eigen value and eigen vector in differential equation course based on reformed differential equation using the mathematical model of mass spring according to historico-generic principle. Moreover, in setting of small group interactive learning, we investigate the students' development of mathematical attitude.

• Journal for History of Mathematics
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• v.26 no.2_3
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• pp.149-161
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• 2013

The history of finding solutions of linear equations went back to some thousand years ago, and has been steadily developed to solve systems of higher degree polynomials. The method to eliminate variables came into use around the 17th and 18th century. This technique has been extended to the resultant theory that was laid in the 19th century by outstanding mathematicians as Euler, Sylvester, and B$\acute{e}$zout. In this paper we discuss the historical reflection about the development of solving system of polynomials. We add a special emphasis on E. B$\acute{e}$zout who gave the first account on the resultant which is a generalization of discriminant and Gauss elimination method.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.53-75
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• 2012

When imaginary numbers were first encountered in the 16th century, mathematicians were able to calculate the imaginary numbers the same as they are today. However, it required 200 years to mathematically acknowledge the existence of imaginary numbers. The new mathematical situation that arose with a development in mathematics required a harmony of real numbers and imaginary numbers. As a result, the concept of complex number became clear. A history behind the development of complex numbers involved a process of determining a comprehensive perspective that ties real numbers and imaginary numbers in a single category, complex numbers. This came after a resolution of conflict between real numbers and imaginary numbers. This study identified the new perspective and way of mathematical thinking emerging from resolving the conflicts. Also educational implications of the analysis were discussed.

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.606-615
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• 2015

This study aims to provide suggestions for the development of educational contents on historical events that can solve the existing curriculum's problems, such as the disproportionate weight given to Western historical events. The study focuses on content ranging from the start of the Agricultural Revolution (7000 BC.) to the start of the Industrial Revolution (AD. 1760). The results are as follows. We used the Delphi technique for deriving global historical events. Among them, 56 historical events were selected as the data for Social Network Analysis (SNA). The results of SNA showed that topics related to Civilization has a high priority. In addition, the results of a coagulation analysis showed the events can be divided into seven groups. The classification criteria is different from the criteria used for the current period. We expect that the suggested framework developed for historical contents will constitute a new approach to historical interpretation through network visualization and linkage analysis.

• Journal of Korean Philosophical Society
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• v.143
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• pp.119-140
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• 2017

After the collapse of the Cold War, there was a shift in perception at two points in discussions on Korean unification. The real core issue of unification is first, that it is a shift in perception that the real problem of unification is not the integration of systems, but the integration of people. Second, there is a shift in perception that there are many Koreans in the four major powers related to the Korean division and their distribution is associated with the tragic history of the Korean Peninsula. The historical trauma of Korean people resulted from the oppression of the collective libido of Koreans, stemming from the pain of modern history of the Korean Peninsula. In addition, the trauma of colonization, diaspora, and division all share the structure of suppression as the '$nation{\neq}states$'. Thus, unification aims to overcome the notion that '$nation{\neq}state$' can not be separated from the process of healing the historical trauma of Koreans. First of all, this article argues that in order to achieve unification on the Korean peninsula, it requires the process of healing the traumas of colonization, diaspora, and division. Second, this paper claims that Korean unification is not only a matter of two countries, but also of making peace by healing historical trauma in Northeast Asia. Third, this paper argues that the healing of Korean's historical trauma should begin with 'sympathy' for pain and proceed to the production of a 'national commonality' through 'communication of difference', which will create a unified peninsula.

• School Mathematics
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• v.15 no.2
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• pp.221-241
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• 2013

This study considers the experiment of Inhelder and Piaget(1963) in various aspects, and reveals the characteristics of the 'the formation of a critical mind', 'the transformation into the research question', 'the translation into the experiment', and 'the interpretation of the result of the experiment' in Piaget's genetic epistemology. According to these analyses, this study discusses the educational implications that the results of the Piaget's experiment support the education which raises the student's awareness.

• 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.

• Journal of Educational Research in Mathematics
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• v.16 no.1
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• pp.1-23
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• 2006

It is regarded as critical to analyse and re-appreciate Euclidean geometry for the sake of improving school geometry This study, a critical analysis of demonstrative plane geometry in current secondary school mathematics with an eye to the viewpoints of 'Elements of Geometry', is conducted with this purpose in mind. Firstly, the 'Elements' is analysed in terms of its educational purpose, concrete contents and approaching method, with a review of the history of its teaching. Secondly, the 'Elemens de Geometrie' by Clairaut and the 'histo-genetic approach' in teaching geometry, mainly the one proposed by Branford, are analysed. Thirdly, the basic assumption, contents and structure of the current textbooks taught in secondary schools are analysed according to the hypothetical construction, ordering and grouping of theorems, presentations of proofs, statements of definitions and exercises. The change of the development of contents over time is also reviewed, with a focus on the proportional relations of geometric figures. Lastly, tile complementary way of integrating the two 'Elements' is explored.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.343-354
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• 2018

In this study, the first experience of the whole research process of a novice scientist (student A) who participated in the Undergraduate Research Program (URP) was analyzed. The data were collected through observation, interviews, and document analysis with the cultural historical activity theory being used as a theoretical lens. At the beginning of novice's research, the mentor guided him in setting a research goal and provided mediating artifacts. Student A formed a research team based on the vertical relationship without a shared mental model. Two major contradictions occurred and they were the sources of changes of student A's activity system. The first contradiction was between the mentor's educational philosophy and the mentee's educational needs, which was resolved in a way that student A asked and used the mentor's network to obtain his needs about task-specific details. The second contradiction arose because the team members wanted horizontal relationship while student A wanted to stick to the vertical relationship. After student A accepted the opinions of the team members, they cooperatively changed the division of labor in the activity system. Student A decided to become a scientist and not a physics teacher, even if his major is physics education after finishing his URP research process. His URP experience also created and expanded his network in the academic field, and his negative attitude toward collaboration changed positively. Through the analysis of the structure and changes in the activity system of URP research, implications for instructional method and support system of the apprenticeship can be obtained.

• Journal of the Korean Geographical Society
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• v.35 no.5
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• pp.745-754
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• 2000

Both Geographic Information System and Remote Sensing fields have been nearly neglected or ignored by historical geographers.This paper intends to show the potentiality of satellite images of various spatial reslutions to explore and to express themes of historical geography. Old Chinese maps and atlas were also used to relate the digital values and historical facfors. Advanced Very High Resolution Radiometer data might be used as a real image for a contintal scale to show changes in coastal shoreline. Landsat Thematic Mapper Imagery of Beijing showed some of boundaries of old palace. Finally IKONOS images of one meter resolution showed detailed information of landcover and landuse of the City, Beijing. The potential capability and limitation to apply satellite imagery in application of historical geography are also discussed.