• Communications of Mathematical Education
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• v.23 no.3
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• pp.563-581
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• 2009

In this study we review the representations used for emphasizing the significance and requirement of mathematics in Chinese and Korean mathematics text(算學書). Especially, we study four terms; first 六藝之一(육예지일, one of the six arts), second 伏義(복희, Fuxi) 周公(주공, Zhougong) 孔子(공자, Kongzi) 孔門(공문, Kongmen), third 道(도, dao) (색, ze) 微奧(미오, weiai) 精微(정미, jingwei), forth 經世之實用(경세지실용, usefulness in the real life). Through these representations that can be seen in the many mathematics text, we consider the author's efforts to improve the mathematics.

• Journal for History of Mathematics
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• v.31 no.5
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• pp.223-234
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• 2018

Ancient Chinese mathematics education has a long history of more than 3,000 years, and many excellent mathematicians have been fostered. However, the systematic framework for teaching mathematics should be considered to be started from the Zhou Dynasty. In this paper, we examined the educational goals, trainees(learners), providers(educators), and contents in mathematics education in the ancient Chinese Zhou Han Dynasty, Tang Dynasty and Song Dynasty.