• Journal for History of Mathematics
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• v.22 no.4
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• pp.53-66
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• 2009

The east-asian mathematics is highly evaluated in mathematics education. In this paper, we search the geometric problems of east-asian mathematics in high school textbooks and various examinations and investigate how to use such problems. We also confirm that the geometric problems of east-asian mathematics can be widely used as real life materials for introducing new mathematical topics, real life applications for mathematical topics, and valuable source for mathematical discourse.

• Journal for History of Mathematics
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• v.32 no.6
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• pp.301-313
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• 2019

This paper briefly examines the Book of Changes that is the philosophical background of East Asian ancient mathematics and its collection of complementary(ShíYì), and then examines the structure and contents of GyeSaJeon, which explains the basic principles of Book of Changes as one of ShíYì. GyesaJeon reveals the unique East Asian thought of dealing with numbers in the process of explaining the formation of Eight-Gwae(Bagua) and Sixty-four-Gwae based on Yin-Yang theory. It understands numbers in terms of symbols, not quantitative, and use them to represent characteristics or hierarchy of certain classes, and to explain certain principles. Based on this, the implications of using East Asian mathematics history in the mathematics classroom are discussed.

• Journal for History of Mathematics
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• v.29 no.6
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• pp.317-324
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• 2016

Since Jiuzhang Suanshu, mathematical structures in the traditional East Asian mathematics have been revealed by practical problems. Since then, polynomial equations are mostly the type of $p(x)=a_0$ where p(x) has no constant term and $a_0$ is a positive number. This restriction for the polynomial equations hinders the systematic development of theory of equations. Since tianyuanshu (天元術) was introduced in the 11th century, the polynomial equations took the form of p(x) = 0, but it was not universally adopted. In the mean time, East Asian mathematicians were occupied by kaifangfa so that the concept of zeros of polynomials was not materialized. We also show that Suanxue Qimeng inflicted distinct developments of the theory of equations in three countries of East Asia.

• Research in Mathematical Education
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• v.9 no.3 s.23
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• pp.203-231
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• 2005

Students in East Asia have consistently out-performed their counterparts in the West in recent international studies of mathematics achievement. But some studies also show that East Asian students are more rigid in thought, and lack originality and creativity. While different theories have been proposed to account for these student performances, relatively few research studies have been done on classroom practices, potentially a major variable for explaining student performances. This paper will report on the results of two classroom studies: the TIMSS 1999 Video Study and the Learners' Perspective Study (LPS). Results the quantitative analysis of the TlMSS 1999 Video Study data show that the East Asian classrooms were dominated by teacher talk, and the mathematics content learned was abstract and unrelated to the real life. On the other hand, the characteristics of the instructional practices in Hong Kong as judged by an expert panel are that student learned relatively advanced mathematics content; the components of the lessons were more coherent, and the presentation of the lessons was more fully developed. Hong Kong students seemed to be more engaged in the mathematics lessons, and the. overall quality of the lessons was judged to be high. Results of the analysis of the LPS data also show that the classrooms in the East Asian city of Seoul were in general teacher dominated, but students were usually actively engaged in the mathematics learning. Emphasis on exploration of mathematics and practicing exercises with variation was common. It is argued that the quality teaching in the East Asian classrooms laid a firm foundation in mathematics for students, and that constitutes a necessary condition for the development of students' creativity. In order to fully develop the creativity of East Asian students, they need to be given the right environment and encouragement.

• Journal for History of Mathematics
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• v.35 no.5
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• pp.131-146
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• 2022

This study is to find out how to use the materials of East Asian history in mathematics classroom. Although the use of the history of mathematics in classroom is gradually considered advantageous, the usage is mainly limited to Western mathematics history. As a result, students tend to misunderstand mathematics as a preexisting thing in Western Europe. To fix this trend, it is necessary to deal with more East Asian history of mathematics in mathematics classrooms. These activities will be more effective if they are organized in the context of students' real life or include experiential activities and discussions. Here, the study suggests a way to utilize the mathematical ideas of Bāguà and Liùshísìguà, which are easily encountered in everyday life, and some concepts presented in 『Nine Chapter』 of China and 『GuSuRyak』 of Joseon. Through this activity, it is also important for students to understand mathematics in a more everyday context, and to recognize that the modern mathematics culture has been formed by interacting and influencing each other, not by the east and the west.

• Journal for History of Mathematics
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• v.23 no.3
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• pp.33-44
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• 2010

We investigate what kind of logic is used in the ancient East Asian mathematics from their philosophical viewpoints. Such viewpoints are the logic by Mozi and the epistemology by Xun zi. We conclude that the logic residng in the ancient East Asian mathematics is surely existent and that the logic is the mathematics itself.

• East Asian mathematical journal
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• v.10 no.2
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• pp.405-408
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• 1994

• East Asian mathematical journal
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• v.9 no.2
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• pp.275-282
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• 1993

• East Asian mathematical journal
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• v.8 no.2
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• pp.245-249
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• 1992

• East Asian mathematical journal
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• v.8 no.2
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• pp.251-265
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• 1992