• 한국수학사학회지
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• 제26권1호
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• pp.1-9
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• 2013

중국 수학을 토대로 조선 수학이 발전된 것은 잘 알려져 있다. 이 논문에서는 조선에 유입된 중국 산서의 역사를 조사하여 중국 수학이 조선 수학에 끼친 영향을 연구한다. 15세기 세종(世宗)대에 들어온 중국 수학, 17세기 서양 수학의 영향을 받은 중국 수학과 19세기 중국에서 재정리된 송, 원대의 수학으로 나누어 이들이 유입되는 과정도 함께 조사한다.

• 한국수학사학회지
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• 제19권3호
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• pp.21-42
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• 2006

중국 수학의 발전에 중요한 역할을 한 중국 수학자의 주요업적과 그들의 저서에 대하여 조사한다. 현재 사용하고 있는 중국어 발음표기와 이미 출판된 발음표기를 비교한다.

• 한국수학사학회지
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• 제28권1호
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• pp.15-29
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• 2015

This study aims to analyze how the history of mathematics is used in Chinese mathematics textbooks. As a framework for analysis, we categorized nine types of using the history of mathematics in textbooks. We analyzed 18 mathematics textbooks for Chinese elementary and middle schools. As a result, we found that various types of using the history of mathematics were adopted in Chinese textbooks except for explorations of mathematical errors in history. We also noticed three characteristics: preference to using for motivation and reading matters in elementary school levels, high frequencies of using problems from traditional mathematical books and origins of mathematical concepts or symbols, and emphasis on ethnic superiority through the Chinese traditional mathematics. Based on the results of analysis, we discussed and induced some implications for using the history in our mathematics textbooks.

• 한국수학사학회지
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• 제31권5호
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• pp.235-250
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• 2018

The history of mathematics is an important part of Chinese highschool mathematics curriculum. The current 2003 revised curriculum in China refers directly to the history of mathematics and presents it as one of the optional series. Moreover, they publish separate history textbooks for mathematics according to the 2003 revised curriculum. The importance of the history of mathematics in Chinese highschool curriculum, which was revised in 2017, has increased. This study aims to analyze the contents of the highschool curriculum and mathematics history textbooks, which were revised in 2003. Based on the results of analysis, we make suggestions on the use of mathematics history for teaching mathematics in Korea.

• 한국수학사학회지
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• 제26권4호
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• pp.219-232
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• 2013

Japanese mathematics, namely Wasan, was well-developed before the Meiji period. Seki Takakazu (1642?-1708) is the most famous one. Taking Seki's interpolation as an example, the similarities and differences are made between Wasan and Chinese mathematics. According to investigating the sources and attitudes to this problem which both Japanese and Chinese mathematicians dealt with, the paper tries to show how and why Japanese mathematicians accepted Chinese tradition and beyond. Professor Wu Wentsun says that, in the whole history of mathematics, there exist two different major trends which occupy the main stream alternately. The axiomatic deductive system of logic is the one which we are familiar with. Another, he believes, goes to the mechanical algorithm system of program. The latter featured traditional Chinese mathematics, as well as Wasan. As a typical sample of the succession of Chinese tradition, Wasan will help people to understand the real meaning of the mechanical algorithm system of program deeper.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권4호
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• pp.337-347
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• 2004

Korea and China have maintained close relationships since the ancient times along with Japan, which also shares the common Chinese culture. The three major players in Northeast Asia have been recognizing their increasing importance in politics, economy, society, and culture. Considering those relationships among the three countries, it's necessary to compare and investigate their mathematics terminology. The purpose of this study is to investigate the similarities and differences between the terminology of school mathematics in Korean, Chinese and Japanese. The mathematics terms included in the junior high school of Korea were selected, and the corresponding terms in Chinese and Japanese were identified. Among 133 Korean terms, 72 were shared by three countries, 9 Korean terms were common with China, and the remaining 52 Korean terms were the same as Japanese terms. Korea had more common terms with Japan than China, which can be explained by the influences of the Japanese education during its rule of Korea in the past. The survey with 14 terms which show the discrepancy among 3 countries were conducted for in-service teachers and pre-service teachers. According to the result of the survey, preferred mathematics terms are different from one group to the other, yet the Korean mathematics terms were more preferred in general. However some terms in Chinese and Japanese were favored in certain degree. This result may provide meaningful implications to revise the school mathematics terms in the future.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권4호
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• pp.329-333
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• 2005

Based on author's practice of instructing Chinese gifted students to join the Chinese Mathematics Olympic (CMO), the paper adopted test analysis model of the Scholastic Aptitude Test of Mathematics (SAT-M), tested mathematics ability of 212 mathematical gifted students to join the CMO, applied correlation analysis and factor analysis and proposed the mathematics ability structure in Chinese gifted students including comprehensive operation ability, logic thinking ability, abstract generalization ability, spatial imagination ability, memory ability, transfer ability and intuition thinking ability. And it analyzed the expression form of these abilities respectively and gave some suggestion on mathematics teaching about gifted Chinese students.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권2호
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• pp.143-149
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• 2008

Before the 14th century, China had been thought as one of the countries with the most developed mathematics all along. But after the 16th century, Chinese mathematics increasingly walked up to the eclipse. The main reasons include the following points. First, the development of neoteric mathematics was closely associated with the social industrialization, but the lags in feudal China seriously blocked the development of the capitalistic seed, and China was still in the agricultural society then and couldn't step into the industrial society, which impeded the development of mathematics concerned with the industry and commerce. Second. the increasingly carrion feudalization was one of the essential reasons to block the development of Chinese neoteric mathematics. Finally, seeing about the developing logics of Chinese neoteric mathematics, we can find it was a scattered and experiential mathematical knowledge without strict and rational self-organizing structure system, which had the limitations existing in its interior mechanism.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• 제26권4호
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• pp.224-243
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• 2022

In this paper, we prove the global existence of classical solutions to the 2D incompressible Boussinesq equations for the micropolar fluid. Furthermore, applying the Fourier splitting methods, we obtain the lager time decay properties.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권4호
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• pp.247-265
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• 2015

Mathematics textbook plays a significant role in shaping students' learning of mathematics. Logic, rigor and abstraction as typical features of the formalization of mathematics, dominate mathematics textbooks around the world, which is regarded as one of the important origins of students' learning difficulties in mathematics. An innovative series of Chinese mathematic textbooks is presented in this paper. Supported by the supplementary materials excerpts from the textbooks, it gives a comprehensive theoretical analysis of the principles of design and implementation of this series of mathematics textbooks. The effectiveness of this series of textbooks is demonstrated by student achievement and secondary research data. It shows that series of Chinese mathematic textbooks has largely decreased students' learning difficulties in mathematics and enhance classroom teaching efficiency. It suggests that prioritizing the essence of mathematics and reducing abstraction is an important notion for mathematics textbook design and implementation.