• 한국수학사학회지
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• 제25권4호
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• pp.11-19
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• 2012

주세걸(朱世傑)의 ${\ll}$산학계몽(算學啓蒙)${\gg}$은 조선 산학 발전에 가장 큰 영향을 준 산서 중 하나이고, 경선징(慶善徵)의 ${\ll}$묵사집산법${\gg}$은 현존하는 조선 산서중에 가장 오래된 것이다. 이 논문에서는 ${\ll}$산학계몽(算學啓蒙)${\gg}$ (상권(上卷))과 ${\ll}$묵사집산법${\gg}$ (권상(卷上))의 문제를 비교 분석하여 이 두 산서에서 나타나는 수학 교육적 구성과 구조를 조사하여 두 저자의 구조는 현재에도 그대로 사용할 수 있음을 보인다.

• 한국수학사학회지
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• 제17권1호
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• pp.1-14
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• 2004

Iksan(翼算) written by Lee Sang Hyuk(李相赫, 1810∼\ulcorner) is unique among mathematical books published in Chosun Dynasty since it is the only book which accomplishes the conceptualization of theory of equations if not that of mathematics itself. We investigate its process by his other publications and mathematical interaction with Nam Byung Gil(南秉吉, 1820∼1869).

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제28권2호
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• pp.281-302
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• 2014

우리는 본 연구에서 황금비의 역사, Markowsky의 황금비 판단 기준, 그리고 황금비에 대한 오해를 알아보았다. 쿠푸왕의 대 피라미드에는 황금비가 존재하지 않는다는 Markowsky의 주장에 반하여 필자는 황금비의 존재를 주장하였다. 초 중등 교과서와 수학사 관련 국내 출판 책자에서는 황금비의 예로 쿠푸왕의 대 피라미드와 파르테논 신전을 사용하고 있는데 이에 대한 잘못된 서술을 알아보고 황금비 지도의 대안으로 동적 조화 입장에서 현대 산업 디자인, 항공공학, 건축 디자인, 스크린 디자인 등의 예를 제시하였다. 또한, 기축시대가 우리나라 학교수학에 미친 영향을 탈레스와 황금비 중심으로 알아보았다.

• 한국수학사학회지
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• 제31권3호
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• pp.127-150
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• 2018

In spite of important researches and translational works of the Joseon mathematical treatises in the 80's and on, these results were almost out of reach to the school teachers as well as students due to the antiquity of their contents and the terms used. In order to make our traditional mathematics approachable to the middle and high school students, it will be educationally meaningful to reinterpret them tuned at the student's level using modern terminology and symbols. In this study, we reinterpreted 9 problems from Cheukryang Dohae, which is one of the representative mathematical books of Joseon Dynasty. We used the terminology and symbols from the school curriculum. We also reconstructed two of them using modern metrologies adapted to modern situations adding illustrations and photos, so that they are useful at the teaching site.

• 한국수학사학회지
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• 제14권1호
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• pp.73-82
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• 2001

In this article we studied one of the greatest mathematicians and pedagogues, A.N. Kolmogorov. He wrote about five hundreds o( books and articles in the fields of pure mathematics and mathematics education. In this paper we in detail introduced Kolmogorov's history of mathematics education and his theory of mathematical abilities, and elaborated this theory. In addition, we suggested some materials which are aimed to develop mathematical abilities in correspondence to the theory of Kolmogorov.

• 한국학교수학회논문집
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• 제15권3호
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• pp.585-603
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• 2012

본 연구에서는 경로분석을 이용하여 TIMSS 2007의 수학 성취도 국제 비교 연구 결과를 바탕으로 학생의 배경 요인이 수학 성취도에 미치는 영향력을 비교하고 각 요인들 사이의 상관관계 및 인과관계에 대하여 분석하고자 하였다. 수학 성취도에 영향을 미치는 요인으로는 이전의 연구들을 바탕으로 학생의 배경에 대한 설문들 중 가정의 장서보유량, 어머니의 최종학력, 아버지의 최종학력, 교육포부, 학생의 정의적 성취지수, 스스로 학습활동 빈도, 그리고 숙제횟수의 총 7 가지 변수들을 설정하여 각 변수들이 수학 성취도에 어떻게 영향을 미치는지, 또한 각 변수들 사이에는 어떤 인과관계가 성립하는지 살펴보았다. 그 결과 부모의 최종 학력, 장서보유량, 정의적 성취지수는 교육 포부에 영향을 주어 학업성취도에 간접적인 영향을 주는 것으로 파악되었다. 교육포부와 정의적 성취지수, 숙제 회수는 학업 성취도에 직접적인 영향을 주는 것으로 나타났다.

• 한국수학사학회지
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• 제29권3호
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• pp.147-155
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• 2016

Ancient books from East Asia, especially, Korea, China and Japan, are all written in Chinese. Ancient mathematical books like 九章算術(Gujang Sansul in Korean sound, Jiuzhang Suanshu in Chinese) is not exceptional and also was written in Chinese. The book 九章算術音義(Gujang Sansul Eumeui in Korean, Jiuzhang Suanshu Yinyi in Chinese), a dictionary-like book on 九章算術was published by official 李籍(Lǐ Jí) of 唐(Tang) dynasty (AD 618-907). We discuss how to pronounce Chinese characters based on 九章算術音義. To do so, we compare the pronunciation of the characters used in the words which are explained in 九章算術音義, to those of the current Korean and Chinese. Surprisingly, the pronunciations of the Chinese characters are almost all accordant with those of both Korean and Chinese.

• 한국수학사학회지
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• 제37권3호
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• pp.59-75
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• 2024

This study aims to analyze Joseon mathematical knowledge and its application to real world. The mathematical knowledge refers to measuring the area of plane figures, known as square-shaped land(方田). Its application is land surveys(量田) conducted for taxation purposes. Specifically, this study analyzes the correlation between the related contents in representative mathematical books of the Joseon Dynasty, such as MuksaJipsanbub (17th century), Guiljib (18th century), and SanhakIbmun (18th century), and the shapes and areas of plane figures presented in GwangmuYangan (20th century). The analysis reveals both differences and similarities in the measured area between mathematical books and real world land surveys. While most results of the land survey align with the results obtained from mathematical methods, differences arise due to variations in real measurement of lengths and given conditions in the problems. Additionally, various aspects such as the focus on rectangles in land surveys, the proportionality and relativity of lengths, types of approximation, composed shapes, the purpose of problem solving, and reasoning of unspecified shapes or measures are discussed.

• 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.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.211-221
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• 2012

We discovered that definition of a Geometrical Progression(Sequence) have some differences in domestic textbooks & some foreign countries' books. This will be able to cause a chaos when students divide whether a sequence is a Geometrical Progression(Sequence) or not, and a question error when teachers compose questions about convergence conditions of Infinite Geometric progressions & series. We took a question investigation for students about definition of a Geometrical Progression(that is called G. P.), we discovered that high level students have an error about definition of a G. P.. So We modified expressions of terminology in domestic textbooks appropriately through a Geometrical Progression(Sequence), infinite series, & infinite geometrical series in some foreign countries' books.