• 한국수학사학회지
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• 제33권5호
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• pp.261-275
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• 2020

HPM (History and Pedagogy of Mathematics) activities deal with integrating the history of mathematics with the teaching and learning of mathematics. As a teacher of mathematics the author will share his personal experience in the engagement of HPM activities during the past forty-five years with fellow teachers who are interested in such activities and who may wish to know how another teacher goes about doing it.

• 한국수학사학회지
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• 제28권6호
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• pp.311-320
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• 2015

In 1613 the official-scholar LI Zhi-zao (李之藻) of the Ming Dynasty, in collaboration with the Italian Jesuit Matteo RICCI (利瑪竇), compiled the treatise Tongwen Suanzhi (同文算指). This is the first book which transmitted into China in a systematic and comprehensive way the art of written calculation that had been in common practice in Europe since the sixteenth century. This paper tries to see what pedagogical lessons can be gleaned from the book, in particular on the basic operations in arithmetic and related applications in various types of problems which form the content of modern day mathematics in elementary school education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.99-106
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• 2001

We have known that ethno-mathematics is a field of a study that emphasizes the socio-cultural environment in which a person "does" mathematics as stated by D'Ambrosio(Ethno mathematics and its Place in the History and Pedagogy of Mathematics, 1985). Measurement is an important mathematical topic, which leads students to relate math to the eal-world applications, particularly with socio-cultural aspects. The purpose of this article is to review the history of the measurement system in Korea briefly and to adapt the measurement system into real-world problems so that children acquire measurement knowledge in the most natural way.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제25권1호
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• pp.1-19
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• 2011

수학교육과 수학사 사이의 관계는 HPM(History and Pedagogy of Mathematics)을 통하여 그 중요성이 강조되어 왔고, 최근에는 한국수학사 내용을 수학교육에 반영하는 도서의 출판과 실제 교육현장에서 활용된 다양한 소개가 있었다. 수학사 연구에서 사료 연구가 가장 기초적이고 중요함에도 우려나라의 산서 사료에 관한 연구는 그간 충분하게 이루어지지 않았다. 본 논문에서는 최근 규장각 소장의 조선 산서에 대한 연구 결과를 소개하고, 선행 연구에서 있었던 오류를 수정한다.

• 한국수학사학회지
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• 제26권5_6호
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• pp.345-353
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• 2013

Some teachers do not regard the computation of the sum of the angles of a triangle by using a cut-and-paste or paper-folding method as providing a proof that the sum of the angles of a triangle is equal to two right angles. Some even think that this way of working is not mathematics but more like an experiment in physics. Some see the method as no better than measurement of the angles by a protractor. The author will examine this issue in the teaching and learning of school geometry and more generally as a specific example from the perspective of HPM (History and Pedagogy of Mathematics).

• 한국수학사학회지
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• 제25권2호
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• pp.35-55
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• 2012

이 글에서는 처음으로 교육학의 과학적 성격을 분명히 하고 교육학을 하나의 체계적인 학문으로 정립시키려고 노력하였던 Herbart의 수학교육에 대해 살펴보고 시사점을 논의한다. Pestalozzi의 '직관의 ABC'에 기초하여 자신의 교육학 체계를 구체화하여 직관적 도형교육을 제시한 Herbart의 "Pestalozzi's Idea of an ABC of Sense-Perception Investigated and Scientifically Carried out as a Cycle of Preliminary Exercise in the Application of Forms"를 중심으로 고찰한다. 이것은 Herbart의 수학교육에 대한 거의 유일한 저술로서 Herbart의 수학교육의 의미와 방법 등의 교육적 시사점을 논의한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권2호
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• pp.203-218
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• 2003

The purpose of this study is to see what the essential characteristics are in teaching probability and statistics among various mathematical fields. we also tried to connect the study of probability and statistics education with what is needed for a science be synthetic to have its own identity as a unique research field. Since we searched for the future direction of the pedagogic study in the probability and statistics we first selected papers on probability and statistics published in (Series A), the Journal of Korea Society of Mathematical Education, and establish the following research questions. What kinds of characteristics can be found when papers on probability and statistics published in (Series A) are classified into low categories; contents of probability and statistics education, research method of the mathematics education, methods of teaming and teaching, and finally measurements and evaluation\ulcorner We classified papers into two kinds. One is related to the educational contents, consisting of the methods of learning and teaching, and of the measurement and evaluation. The other is reined to the methods of research, which is not a part of the educational curriculum but is essential for establishing the identity of mathematics education. According to the periods, papers on the curricular contents in 1960s were influenced by the New Mathematics, and papers on the curricular contents in 1980s were influenced by 'back to basic'. In 1990s, papers on methods of learning and teaching, and measurement md evaluation were increasing in number. Besides, (series A) from the Journal of Korea Society of Mathematical Education covers contents, methods of Loaming and teaching, and measurement and evaluation. And when I examined the papers on the contents of textbook of a junior high school related to the probability and statistics education and on methods of learning and teaching, 1 found that those papers occupy 1.84% in . When it comes to the methods of loaming and teaching, most of studies in (series A) are about application of concrete implement like experiment and practical application of computer programs, Through this study, I found that over-all and more active researches on probability and statistics are required and that the studies about methods of loaming and teaching must be made in diverse directions. It is needed that how students recognize probability and statistics, connection, communication and representation in probability and statistics context, too. (series A) does not have papers on methods of study. Mathematics pedagogy is a mixture of various studies - mathematical psychology, mathematical philosophy, the history of mathematics and Mathematics. So If there doesn't exist a proper method of study adequate in the situation for the mathematics education the issue of mathematics pedagogy might be taken its own place by that of other studies'. We must search for the unique method of study fur mathematics education so that mathematics pedagogy has its own identity as a study. The study concerning this aspect is needed.