• East Asian mathematical journal
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• v.29 no.2
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• pp.137-168
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• 2013

In this paper we study activity theory and Davydov's learning activity theory. We analyze brief history of activity theory in Russia, structure of human activity, and Davydov's studies in activity theory. Especially we analyze Davydov's 1st grade mathematics textbook, and try to investigate embodiment of Davydov's learning activity theory in his mathematics textbook.

• Journal for History of Mathematics
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• v.33 no.6
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• pp.303-314
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• 2020

Extending the method of extractions of square and cube roots in Jiuzhang Suanshu, Jia Xian introduced zengcheng kaifangfa in the 11th century. The process of zengcheng kaifangfa is exactly the same with that in Ruffini-Horner method introduced in the 19th century. The latter is based on the synthetic divisions, but zengcheng kaifangfa uses the binomial expansions. Since zengcheng kaifangfa is based on binomial expansions, traditional mathematicians in East Asia could not relate the fact that solutions of polynomial equation p(x) = 0 are determined by the linear factorization of p(x). The purpose of this paper is to reveal the difference between the mathematical structures of zengcheng kaifangfa and Ruffini-Honer method. For this object, we first discuss the reasons for zengcheng kaifangfa having difficulties to connect solutions with linear factors. Furthermore, investigating multiple solutions of equations constructed by tianyuanshu, we show differences between two methods and the structure of word problems in the East Asian mathematics.

• Journal for History of Mathematics
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• v.23 no.1
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• pp.25-40
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• 2010

We first seek a principle of cognitive development processes by reviewing and summarizing Piaget's cognitive development theory, constructivism and Dubinsky's APOS theory, and also the epistemology on logics of 墨子 and 荀子. We investigate Chapter 8 方程 on the theory of systems of linear equations, of the Nine Chapters, one of the oldest ancient Asian mathematical books, from the viewpoint of our principle of cognitive development processes. We conclude the educational value of the chapter and the value of the research on Asian ancient mathematical works and heritages.

• East Asian mathematical journal
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• v.33 no.2
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• pp.217-233
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• 2017

This study expects that Team Based Project Learning can act positive role to improve pre-service elementary teachers' teaching competence from previous studies. So designing and executing Team Based Project Learning program, I can provide some suggestions to the teaching method for teacher training education. In this study, Team Based Project Learning focuses on the use of history of mathematics in school mathematics. Also from organizing the team to evaluation, I conduct team activity systematically both inside and outside the classroom. The result of this study shows that pre-service elementary teachers' teaching competence has improved and I could identify the positive response about the value of using the history of mathematics and effect of Team Based Project Learning in mathematics learning.

• East Asian mathematical journal
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• v.30 no.4
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• pp.475-491
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• 2014

We can easily see the 'cycloid slide' in the many mathematics and science museums. The educational materials, however, do not give us any mathematical principle. For this reason, we, in this thesis, first study the brachistochrone problem in the history of mathematics, and suggest a method of how to teach the principle using 'the dynamic geometry software GSP5' in order to help students understand the idea that the cycloid is the brachistochrone. Secondly, we examine the origin of the calculus of variations and apply it to prove the brachistochrone problem in order to build up the teachers' background knowledge. This allows us to increase the worth of history of mathematics and recognize how useful the learning is which uses technological tools or materials, and we can expect that the learning which makes use of cycloid slide will be meaningful.

• East Asian mathematical journal
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• v.30 no.4
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• pp.439-449
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• 2014

In the history of mathematics education, different opinions as to how to view the phenomenon of mathematics education have been suggested in various ways. As those conflicting opinions have caused fundamental tensions in the phenomenon of mathematics education, they remain fundamental standpoints that have been continuously advocated until now - not limited in a certain period. It can be argued that this situation was caused by partial or fragmentary understanding of the phenomenon of mathematics education. If we are pursuing not a partial knowledge but a complete understanding of mathematics education, how should it be formed to comprehensively study the entire phenomenon of mathematics education? To answer this question, Complex structure in phenomenon of Mathematics Education can be proposed. It is an explanation for the opposing opinions existing in the phenomenon of mathematics education. The purpose of this paper is to understand the phenomenon of mathematics education as a whole.

• East Asian mathematical journal
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• v.33 no.4
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• pp.453-465
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• 2017

This study reports the history of abacus calculation in the East and West and the changes in the curriculum of abacus calculation in Korea. The findings from this study are that abacus calculation education program already disappeared from public education and that it depends on private education institutes or after school classrooms. According to a case study, of the 110 elementary schools located in Changwon City and Gyeongsangnam-do Province, 74 schools were educating abacus as after-school programs.

• Journal for History of Mathematics
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• v.29 no.5
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• pp.257-266
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• 2016

This paper is a sequel to our paper [3]. Although polynomials in the tianyuanshu induce perfectly the algebraic structure of polynomials, the tianyuan(天元) is always chosen by a specific unknown in a given problem, it can't carry out the role of the indeterminate in ordinary polynomials. Further, taking the indeterminate as a variable, one can study mathematical structures of polynomials via those of polynomial functions. Thus the theory of polynomials in East Asian mathematics could not be completely materialized. In the previous paper [3], we show that Jeong Yag-yong disclosed in his Gugo Wonlyu(勾股源流) the mathematical structures of Pythagorean polynomials, namely polynomials p(a, b, c) where a, b, c are the three sides gou(勾), gu(股), xian(弦) of a right triangle, respectively. In this paper, we show that Jeong obtained his results through his recognizing Pythagorean polynomials as polynomial functions of three variables a, b, c.

• East Asian mathematical journal
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• v.32 no.5
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• pp.659-675
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• 2016

In this paper, we study the generalized Kirchhoff type equation in the presence of past and finite history $$\large u_{tt}-M(x,t,{\tau},\;{\parallel}{\nabla}u(t){\parallel}^2){\Delta}u+{\normalsize\displaystyle\smashmargin{2}{\int\nolimits_0}^t}\;h(t-{\tau})div[a(x){\nabla}u({\tau})]d{\tau}\\\hspace{25}-{\normalsize\displaystyle\smashmargin{2}{\int\nolimits_{-{\infty}}}^t}\;k(t-{\tau}){\Delta}u(x,t)d{\tau}+{\mid}u{\mid}^{\gamma}u+{\mu}_1u_t(x,t)+{\mu}_2u_t(x,t-s(t))=0.$$ Under the smallness condition with respect to Kirchhoff coefficient and the relaxation function and other assumptions, we prove the expoential decay rate of the Kirchhoff type energy.

• East Asian mathematical journal
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• v.29 no.4
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• pp.355-392
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• 2013

Generally school algebra is to start with introducing variables and algebraic expressions, which have major cognitive obstacles to students in the transfer from arithmetic to algebra. But the recent studies in the teaching school algebra argue the algebraic thinking from an early algebraic point of view. We compare the Korean elementary mathematics textbooks with Americans from this perspective. First, we discuss the history of school algebra in the school curriculum. And Second, we investigate the recent studies in relation to early algebra. We clarify the goals of this study(the importance of early algebra in the elementary school) through these discussions. Next we examine closely the number sense in the arithmetic and the symbol sense in the algebra. And we conclude that the operation sense can connect these senses within early algebra using the algebraic thinking. Finally, we compare the elementary mathematics books between Korean and American according to the components of the operation sense. In this comparative study, we identify a possibility of teaching algebraic thinking in the elementary mathematics and early algebra can be introduced to the elementary mathematics textbooks from aspects of the operation sense.