• Title/Summary/Keyword: 01A99

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Historical Inspection of the Bieberbach Conjecture and the Lu Qi-Keng Conjecture (비버바흐 추측과 루퀴켕 추측에 대한 역사적 고찰)

  • 정문자
    • Journal for History of Mathematics
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    • v.17 no.3
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    • pp.13-22
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    • 2004
  • In this paper, we consider two conjectures, the Bieberbach Conjecture that was proved true and the Lu Qi-Keng Conjecture that was proved not true. We inspect them historically and introduce the interesting results. From them we find that the deep theory of mathematics comes from continuous conjectures.

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Fundamental ideas in Mathematics Education and Using History of Mathematics (수학교육에서의 '기본개념'과 수학사의 접목 -평균값의 예를 통해서 본 수업 모형-)

  • 한경혜
    • Journal for History of Mathematics
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    • v.17 no.3
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    • pp.73-92
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    • 2004
  • The paper surveys various attempts to use the concept of 'fundamental ideas' -Bruner's concept- as a tool for organizing mathematics teaching and research in mathematics education. One of the characteristics of fundamental ideas in mathematics is their correspondence to the history of mathematics; therefore in forming out contents and methods in mathematics education, the history of mathematics may be serve as an interesting aspect. It is demonstrated by the example of mean values.

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The Influence of the History of Mathematics on the School Mathematics (수학사가 학교 수학에 미치는 영향)

  • Ko Ho Kyoung
    • 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.

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A Study for the Values of the Nine Chapters on the Mathematical Art on Mathematics Educational Viewpoint (구장산술의 수학교육학적 가치에 대한 연구)

  • 한길준;서주연
    • Journal for History of Mathematics
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    • v.17 no.3
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    • pp.61-72
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    • 2004
  • In this paper, we investigate several values of the Nine Chapters on the Mathematical Art on mathematics educational viewpoint. We study them with four points of view: mathematical approach through problems of real life, algorithmization of concept and type, significance of affective domain and application of arithmetic. The result shows that the Nine Chapters on the Mathematical Art have great meaning of today's Korean mathematics education and possibility of application.

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