• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.127-132
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• 2001

Mathematics holds a key position among many subjects of school education. Besides having an instrumental value, mathematics for the general public has been underestimated. Thus, in this paper we examine how western educational theorists have emphasized the value of mathematics as humanities form of education. First of all, we discuss Platonism as a philosophical basis of the ancient Greek mathematics education. Next, we examine the thoughts of Froebel, who provided the theoretical basis for the public education since 19th century, and discuss the value of mathematics teaching in their humanistic educational thoughts. Also, we examine the humanistic value of mathematics education in Dewey\\`s educational philosophy, which criticized the traditional western ethics and epistemology, and established instrumentalism. In this paper, we recognize the humanistic values of mathematics education through the historical examination of the philosophies of mathematics education.

• International Journal of Costume and Fashion
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• 제15권1호
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• pp.75-85
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• 2015

Due to the plethora of political, economic, and social challenges experienced on a global scale in the 21st century, students need to be concerned with more than their immediate surroundings (Johnson, 2005). When implemented in an educational setting, topics encompassing social justice may provide students with the confidence and skills to become "reflective, moral, caring, and active citizens in a troubled world" (Banks and Banks, 2009, p.5). The purpose of this article was to provide examples of undergraduate lessons focused on sweatshop conditions within three time periods of United States history that incorporate social justice into the course curriculum. By implementing social justice lessons into the curriculum, students can engage in critical reading, writing, and thinking about injustices faced by society. Girded with knowledge of past oppression within the apparel industry, students may become actively engaged in challenging social injustices in our world.

• 한국수학사학회지
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• 제18권2호
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• pp.95-106
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• 2005

본 논문에서는 수학을 기반으로 한 데이터베이스의 지식탐사 절차를 통하여 데이터의 선택, 정제, 통합, 변환, 축소, 데이터 마이닝 기법의 선택과 적용 및 모형의 평가에 관한 개념과 방법론을 소개하고 수학의 한 분야로서 통계학의 역할과 적용방법에 관하여 연구하고자 한다. 또한 오늘날 관심이 대상이 되고 있는 데이터 마이닝의 역사와 수학적 배경, 통계 및 정보 기술을 이용한 데이터 마이닝의 주요 모델링 기법, 실용적 응용 분야 및 적용 사례 그리고 데이터 마이닝과 통계의 차이점에 관하여 조사하고 논하고자 한다.

• 한국수학사학회지
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• 제16권3호
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• pp.69-76
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• 2003

In this article, We explained the historical origin and significance of decimal fraction, and draw some educational implications based on that. In general, it is accepted that decimal fraction was first invented by a Belgian man, Simon Stevin(1548-1620). In short, the idea of infinite decimal fraction refers to the ratio of the whole quantity to a unit. Stevin's idea of decimal fraction is significant for the history of mathematics in that it broke through the limit of Greek mathematics which separated discrete quantity from continuous quantity, and number from magnitude, and it became the origin of modern number concept. H. Eves chose the invention of decimal fraction as one of the "Great moments of mathematics."The method of teaching decimal fraction in our school mathematics tends to emphasize the computational aspect of decimal fraction too much and ignore the conceptual aspect of it. In teaching decimal fraction, like all the other areas of mathematics, the conceptual aspect should be emphasized as much as the computational aspect.al aspect.

• 한국수학사학회지
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• 제27권1호
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• pp.67-79
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• 2014

When imaginary numbers were first encountered in the 16th century, mathematicians were able to calculate the imaginary numbers the same as they are today. However, it required 200 years to mathematically acknowledge the existence of imaginary numbers. The new mathematical situation that arose with a development in mathematics required a harmony of real numbers and imaginary numbers. As a result, the concept of complex number became clear. A history behind the development of complex numbers involved a process of determining a comprehensive perspective that ties real numbers and imaginary numbers in a single category, complex numbers. This came after a resolution of conflict between real numbers and imaginary numbers. This study identified the new perspective and way of mathematical thinking emerging from resolving the conflicts. Also educational implications of the analysis were discussed.

• 한국수학사학회지
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• 제32권6호
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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.

• 건축역사연구
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• 제7권4호
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• pp.93-102
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• 1998

There are several treatises about architectural characteristics of Hyangkyo. But those treatises usually treat with the types of site plans or structural characteristics without the historic background. So there needs the approaching methods with the historic background to study about the architecture of Hyangky. This study aims at the sample research about the architecture of Hyangkyo in beginnig period. Kyodong hyangkyo is the first building in hyangkyo. There are some architectural characteristics in this building comparing with the Hyangkyo in ripening period. Such characteristics apper in the site plan of educational spaces and in the floor plans of Myongryundang, Dongjae, Seojae. And there appear some characteristecs in ritual spaces such as the architectural structure of Daesungjun, and the position of stone establishment (Kwansedae, Saengdan) The ritual form of Kyodong hyangkyo has no special characteristics compering with the Hyangkyo in ripening period. These rictual form has kept the general rule of ritura form through the history.

• 한국수학사학회지
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• 제22권3호
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• pp.255-272
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• 2009

본 연구는 20세기 미국 대학의 수학 교육현장에서 큰 영향을 미쳐온 R. L. 무어 교수법이 학부 수학교육 과정에 효과적으로 적용되기 위해 어떻게 연구되고 변형되어왔는지를 지켜보면서, 교육학적 논의를 통해 우리나라 대학교육에 시사하는 점을 논의하고자 한다.

• 한국수학사학회지
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• 제29권5호
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• pp.267-278
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• 2016

Mathematics is a kind of language, and even a tool of cognition for human beings. Mathematics has been used to communicate and to develop the civilizations through the history. So mathematics is one of the most important subjects for human to teach and learn. Especially, developed countries believe that mathematics will play very important roles in the developments of future industries and so future society. In this article, we clarify that combinatorics which is mainly represented by counting is an important ingredient of future mathematics education. To do so, we investigate the characteristics of combinatorics from the educational and cognitive perspectives.

• 한국수학사학회지
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• 제31권5호
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• pp.223-234
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• 2018

Ancient Chinese mathematics education has a long history of more than 3,000 years, and many excellent mathematicians have been fostered. However, the systematic framework for teaching mathematics should be considered to be started from the Zhou Dynasty. In this paper, we examined the educational goals, trainees(learners), providers(educators), and contents in mathematics education in the ancient Chinese Zhou Han Dynasty, Tang Dynasty and Song Dynasty.