• Journal for History of Mathematics
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• v.25 no.4
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• pp.11-19
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• 2012

Zhu Shi Jie's Suan Xue Qi Meng (算學啓蒙) is one of the most important books which had a great influence to the development of Chosun Mathematics and Gyung SunJing's Muk Sa Jib San Bub is the oldest Chosun mathematics book. In this paper, comparing Suan Xue Qi Meng (算學啓蒙) with Muk Sa Jib San Bub, we study the mathematics educational constructions and structures in books and then conclude that their structure can be used in present school mathematics.

• Journal for History of Mathematics
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• v.17 no.1
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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).

• Communications of Mathematical Education
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• v.28 no.2
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• pp.281-302
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• 2014

The purpose of this paper is to offer a history of golden ratio, the criterion raised by Markowsky, and misconceptions about golden ratio. Markowsky(1992) insists that the golden ratio does not appear in the great pyramid of Khufu. On the contrary, we claim that there exists the golden ration on it. Elementary and middle school text books, and domestic history books deal with the great pyramid of Khuff and the Parthenon by examples of the golden ratio. Text books make many incorrect statements about golden ratio; so in teaching and learning the golden ratio, we recommend the design-composition of dynamic symmetry, for example, industrial design, aerodynamic, architecture design, and screen design. Finally we discuss the axial age how to affect the school mathematics with respect to the subject of Thales and the golden ratio.

• Journal for History of Mathematics
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• v.31 no.3
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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.

• Journal for History of Mathematics
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• v.14 no.1
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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.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.585-603
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• 2012

The purpose of this study is to explore the effects of the contextual variables on mathematics achievement based on TIMSS(the Trends in International Mathematics and Science Study) 2007 using Path Analysis with SEM(a Structural Equation Model). The books in the home, the highest level of education of mother, the highest level of education of father, the ambitions of education, the towards mathematics, the frequence of self study, and the times of homeworks are used as independent variables. The Mathematics achievement is dependent variable. The results of this analysis are as follows. First, parents' the highest level of education, the books holdings at home, and the towards effect the ambitions of education. The Mathematics achievement is indirectly being affected by them. Second, The Mathematics achievement is indirectly being affected by the ambitions of education, the towards mathematics, and the times of homeworks.

• Journal for History of Mathematics
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• v.29 no.3
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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.

• Journal for History of Mathematics
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• v.28 no.1
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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.

• The Mathematical Education
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• v.51 no.3
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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.

• School Mathematics
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• v.15 no.4
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• pp.801-818
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• 2013

The purpose of this study is to investigate the relation between major subjects of industrial circle high school and mathematics matched with present 2007 revision curriculum. We compare and analyze learning contents in industrial circle's math education via various aspects including methods of explanations, contents domains, and contents levels. The analysis followed by the research study performed with literature study of curriculums and text books. Our research indicates that school curriculum should be reflected relation between industrial high school's each major course and mathematics, so each major course curriculum should be different. Many contents beyond high school mathematics were founded. Hence suitable mathematical maturity and levels within standard high school math curriculum should be considered when one make text books of major course in industrial circle high school.