• Journal for History of Mathematics
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• v.18 no.1
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• pp.33-48
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• 2005

The Rule of False Position is known as an arithmetical solution of algebraical equations. On the other hand, the Excess-Deficit Rule is an algorithm for calculating about excessive or deficient quantitative relations, which is found in the ancient eastern mathematical books, including the nine chapters on the mathematical arts. It is usually said that the origin of the Rule of False Position is the Excess-Deficit Rule in ancient Chinese mathematics. In relation to these facts, we pose two questions: - As many authors explain, the excess-deficit rule is a solution of simultaneous linear equations？ - Which relation is there between the two rules explicitly？ To answer these Questions, we consider the Rule of Single/Double False Position and research the Excess-Deficit Rule in some ancient mathematical books of Chosun Dynasty that was heavily affected by Chinese mathematics. And we pursue their historical traces in Egypt, Arab and Europe. As a result, we can make sure of the status of the Excess-Deficit Rule differing from the Rectangular Arrays(the solution of simultaneous linear equations) and identify the relation of the two rules: the application of the Excess-Deficit Rule including supposition in ancient Chinese mathematics corresponds to the Rule of Double False Position in western mathematics. In addition, we try to appreciate didactical value of the Rule of False Position which is apt to be considered as a historical by-product.

• The Mathematical Education
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• v.53 no.1
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• pp.111-129
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• 2014

${\ll}$Xiang Ming Suan Fa${\gg}$ written by Ahn Ji-Jae, a scholar of Yuan Dynasty, is a very important mathematics text in development of mathematics in Joseon Dynasty. Also, ${\ll}$Xiang Ming Suan Fa${\gg}$ in possession of Keimeung university was designated as a Korean National Treasure on February 25, 2011. In this paper, we analyzed the structure and contents of ${\ll}$Xiang Ming Suan Fa${\gg}$. Also, we studied the influences of ${\ll}$Xiang Ming Suan Fa${\gg}$ on Joseon Dynasty's mathematics according to the comparing with mathematics books such as ${\ll}$Mook Sa Jib San Bub> and ${\ll}$San Hak Yib Moon${\gg}$.

• Journal for History of Mathematics
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• v.29 no.5
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• pp.279-294
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• 2016

In this study, Bumwoo KIM Chi Young's (1916.12.24~1995.4.22) papers, essays and books on mathematics education were collected and classified. Bumwoo KIM Chi Young was the most important person on the New Math Movement (Modernization for Mathematics Education), and in 1973, he led the Third Reformation of National School Mathematics Curriculum in Korea. Bumwoo emphasized mathematical structure in mathematics education, and he was a strong advocate of importance of set theory, creativity and the type of spiral learning.

• The Mathematical Education
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• v.41 no.2
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• pp.139-155
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• 2002

In this paper we represented the results of surveying on the present condition of mathematics education and the contents of the mathematics text books that are usually taught in Art High Schools interest in mathematics subjects and to achieve the higher level of mathematical abilities. We would like to raise their interest in mathematics and to improve the efficiency of teaching level on the basis of the 7th Mathematics Curriculum Revision. Some suggestions are of offered by considering the level of their mathematical abilities in Art High Schools and the present contents of the mathematical subjects from following views ⑴ the aspect of studying method ⑵ the aspect of revising contents of mathematics textbooks for them ⑶ the aspect of educational policies for Art High Schools

• Journal for History of Mathematics
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• v.19 no.4
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• pp.13-30
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• 2006

The purpose of this study is to investigate the meaning and roles of rhymes in oriental mathematics. To do this, we consider the rhymes in traditional chinese, korean, indian, arabian mathematical books and the mathematical knowledge which they implicate. And we discuss the reasons for which they were often used and the roles which they played. In addition, we suggest how to use them in teaching mathematics.

• The Mathematical Education
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• v.58 no.2
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• pp.225-237
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• 2019

The picture of the mathematics curriculum should carry the complex role of relieving the difficulties of mathematics while conveying the core of the mathematics contents well. This study examined the precedence of picture and text harmony and the importance of emotional expression. The discussion of children's picture books became an important reference in this process. The understanding of the child's psychology and cognitive characteristics in the long history of picture books and the insight into the relationship between text and pictures will be important guidelines for elementary school textbooks. Based on these previous studies, this study found some impressive examples of Chinese, Japanese, Indian, and American textbooks on the two complementary relationships between paintings and texts and emotional expressions of paintings. If necessary, we compared these textbooks with Korean textbooks. Through this analysis, this study draws some implications for Korean textbook drawing and textbook production process. That is, the process of reading the picture and interpreting its meaning should be treated as part of the study of mathematics. The mathematical concepts to be dealt with or the sentence description of the problem should be concurrent with the design of the picture. The monotonous expressions and dialogues of characters in textbooks should be avoided, and the personality and emotions of characters should be more abundant and freely expressive.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.165-175
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• 2000

The situation of unification has been changing in the rapid speed. In this condion it is most important that we understand North Korea's current situation correctly, by overcoming the differences between South and North Korea and trying to pursuit the national homogeneity. One of the most effective ways to understand North Korea is to understand their education. So, I wrote this thesis as a way of getting ready for the united Korea by konwing mathematics texts and their system, composition, contents of junior high school in North Korea Anyway, I hope that this study will be helpful to the integration of mathematics education after unification of North and South

• Journal for History of Mathematics
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• v.24 no.4
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• pp.61-86
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• 2011

In this article we introduce old and new references for 'Grundlagen der Geometrie' written by Hilbert and summarize its contents. We then compare the 1902 English translation of the first (German) edition and the 1971 English translation of the 10th (German) edition focusing on the changes of the contents, terminologies, expressions, etc. We then finally discuss about the implications of these changes in translating mathematics classics into modern Korean and in creating mathematics books in modern Korean.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.207-214
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• 2006

Mathematics can be divided into practical mathematics and logical mathematics. The 'Enlightenment Period' is the period in which our mathematics shifted from practical mathematics to logical mathematics. Considering the change of our school mathematics and mathematics education in the enlightenment period, we reach the following conclusions. First, the contents and forms of mathematics books followed to Western style, but the attitudes adhered to on. Second, making much of results than process, we are afraid of proof. Third, we necessitate the mathematics culture of enjoying itself.

• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.163-182
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• 2019

The purpose of this study is to investigate the effects of educational context variables on achievement and interest in mathematics in high and low achieving students in Korea. Students participated in TIMSS 2015 in Korea were divided into two groups according to their achievement in mathematics. And the effects of educational context variables on achievement and interest in mathematics were analyzed in each group using the Hierarchical Linear Model(HLM). Main findings of this study are as follows. First, variables which influence achievement also influence interest but any variables which influence interest don't influence achievement in upper-group students. Number of Books and Students' Perceived Mathematics Lessons have strong influence on achievement and interest in both fourth and eighth grade students. Second, variables which influence achievement or interest in mathematics in lower-group also influence achievement or interest in mathematics in upper-group students. But any variables which influence achievement or interest in upper-group students don't influence achievement or interest in lower-group students. For examples, Parents' Education, Students' Perceived Mathematics Lessons have effects on upper-group students' achievement. Number of Books, Home Learning Environment, and Numeracy Activities Before School have significant effects on the achievement of fourth grade students. Students' Perceived Mathematics Lessons is the variable that influence on the interest of both fourth grade and eighth grade students. This study suggests the ways to improve mathematics teaching and learning based on these results.