• Journal for History of Mathematics
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• v.19 no.1
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• pp.17-32
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• 2006

Topology began to be studied relatively later than the other branches of mathematics, such as geometry, algebra and analysis. Leonhard Euler is generally considered to be the founder of topology. In this paper we first investigate the beginning of topology and its development and then study Euler's life and his achievements in mathematics.

• Journal of the Korean Mathematical Society
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• v.44 no.5
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• pp.1163-1184
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• 2007

In this presentation dedicated to the tricentennial birth anniversary of the great eighteenth-century Swiss mathematician, Leonhard Euler (1707-1783), we begin by remarking about the so-called Basler problem of evaluating the Zeta function ${\zeta}(s)$ [in the much later notation of Georg Friedrich Bernhard Riemann (1826-1866)] when s=2, which was then of vital importance to Euler and to many other contemporary mathematicians including especially the Bernoulli brothers [Jakob Bernoulli (1654-1705) and Johann Bernoulli (1667-1748)], and for which a fascinatingly large number of seemingly independent solutions have appeared in the mathematical literature ever since Euler first solved this problem in the year 1736. We then investigate various recent developments on the evaluations and representations of ${\zeta}(s)$ when $s{\in}{\mathbb{N}}{\backslash}\;[1],\;{\mathbb{N}}$ being the set of natural numbers. We emphasize upon several interesting classes of rapidly convergent series representations for ${\zeta}(2n+1)(n{\in}{\mathbb{N}})$ which have been developed in recent years. In two of many computationally useful special cases considered here, it is observed that ${\zeta}(3)$ can be represented by means of series which converge much more rapidly than that in Euler's celebrated formula as well as the series used recently by Roger $Ap\'{e}ry$ (1916-1994) in his proof of the irrationality of ${\zeta}(3)$. Symbolic and numerical computations using Mathematica (Version 4.0) for Linux show, among other things, that only 50 terms of one of these series are capable of producing an accuracy of seven decimal places.

• Information and Communications Magazine
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• v.30 no.10
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• pp.101-108
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• 2013

본고에서는 2013년 대한민국 과학기술 명예의 전당에 조선시대 수학자 최석정(崔錫鼎 1646~1715) 선현이 헌정된 것을 기념하여 그의 저서 구수략(九數略)에 기록된 '직교라틴방진'이 조합수학(Combinatorial Mathematics)의 효시로 일컫는 오일러(Leonhard Euler, 1707~1783)의 '직교라틴방진' 보다 최소 61년 앞섰다는 사실이 국제적으로 인정받게 된 경위를 소개하고 최석정의 9차 직교라틴방진의 특성을 살펴본다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.05a
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• pp.476-477
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• 2022

This study deals with rotation, which is one of the expression methods of motion used in the 3D development environment. Euler angle is a rotation method introduced by Leonhard Euler to display objects in three-dimensional space. Although three angles can handle all rotations in a three dimensional coordinate space, there are serious errors in this approach. If you rotate an object with Euler angles, you will face the problem of gimbal locks that cannot rotate under certain circumstances. In contrast to this, the method to rotate an object without a gimbal lock is the quaternion rotation with quaternion. Rather than a detailed mathematical proof of quaternion, it introduces what concept is used in the current 3D development environment, and applies it to camera rotation control to implement a rotating camera without a gimbal lock.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.103-124
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• 2014

The process of analogical reasoning can be conventionally summarized in five steps : Representation, Access, Mapping, Adaptation, Learning. The purpose of this study is to develop more detailed model for reason of analogies considering the distinct characteristics of the mathematical education based on the process of analogical reasoning which is already established. Ultimately, This model is designed to facilitate students to use analogical reasoning more productively. The process of developing model is divided into three steps. The frist step is to draft a hypothetical model by looking into historical example of Leonhard Euler(1707-1783), who was the great mathematician of any age and discovered mathematical knowledge through analogical reasoning. The second step is to modify and complement the model to reflect the characteristics of students' thinking response that proves and links analogically between the law of cosines and the Pythagorean theorem. The third and final step is to draw pedagogical implications from the analysis of the result of an experiment.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.331-352
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• 2015

There are lots of disabled mathematicians who overcame their disabilities and made great achievement to the world of mathematics. In this article, we introduce disabled mathematicians who overcome their disabilities and contributes to the development of mathematics: Nicholas Saunderson, Leonhard Euler, Lewis Carroll, Solomon Lefschetz, Louis Antoine, Gaston Maurice Julia, Lev Semenovich Pontryagin, Abraham Nemeth, John Nash, Bernard Morin, Anatoli G. Vitushkin, Lawrence W. Baggett, Norberto Salinas, Theodore John Kaczynski, Richard E. Borcherds, Dimitri Kanevsky, Hwang Yun-seong, Emmanuel Giroux, Kim In-kang, Zachary J. Battles, and Pratish Datta. As well, we classify mathematics education environments and the role education played in helping these mathematicians overcome their disabilities and other obstacles. Then, we discuss educational environmental changes in the 21st century for special mathematics education.