• Journal for History of Mathematics
• /
• v.12 no.2
• /
• pp.15-23
• /
• 1999

This paper deals with the origin of the concept of lattices in mathematics and its development until 1930's. Although it is purely mathematical, its formation is due to the development of symbolic logic Further, logicians were mostly concerned about how to imitate the methods and duplicate the problems of algebra but not the application to mathematics. The first purely mathematical approach was given by Dedekind and his results were neglected and then reappeared in 1930's.

• Journal for History of Mathematics
• /
• v.14 no.1
• /
• pp.73-82
• /
• 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 for History of Mathematics
• /
• v.23 no.4
• /
• pp.17-30
• /
• 2010

The aim of this paper is to classify mathematical revolutions by discussing the concept of revolution, and to suggest criteria to judge mathematical revolutions. I examine the relation between the types and the criteria of mathematical revolutions, and explore what types of revolutions several instances of changes in mathematical knowledge are.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2010.04a
• /
• pp.261-267
• /
• 2010

Both history of mathematics and education of mathematics is old subject. The question arises wether can these two important subjects can help each other or not. Unfortunately this idea made mathematics society into two groups; one has idea that history of mathematics can help education of mathematics and other group has idea that not only history of mathematics can not help education of mathematics but also it makes some confusion. In this article the author is going to do some comparison and take some conclusion that history of mathematics can make education of mathematics so active and interesting.

• Research in Mathematical Education
• /
• v.20 no.1
• /
• pp.39-49
• /
• 2016

The History of Mathematics (HOM) was integrated in teaching the Cartesian Coordinate Plane (CCP) to Grade Seven learners of Moonwalk National High School using Lesson Study. After the lesson was taught, there were three valuable issues emerged: (1) HOM is a Springboard and/or a Medium of Motivation in Teaching CCP; (2) The History of CCP Opened a Wider Perspective about Its Real-life Application in the Modern World (3) Integration of History Developed a Sense of Purpose and an Appreciation of Mathematics Among Learners. Feedbacks solicited from the learners showed that they have understanding of the importance of studying Mathematics after they learned the life and contributions of Rene Descartes to Mathematics. Hence, integration of history plays a vital role in developing positive attitudes among learners towards Math.

• Journal for History of Mathematics
• /
• v.17 no.4
• /
• pp.123-132
• /
• 2004

In this paper, we reviewed the history of mathematical problem solving since 1900 and investigated problem solving in modeling perspective which is focused on the 21th century. In modeling perspective, problem solvers solve the realistic problem which includes contextualized situations in which mathematics is useful. In this case, the problem is different from the traditional problems which are routine, close, and words problem, etc. Problem solving in modeling perspective emphasizes mathematizing. Most of all, what is important enables students to use mathematics in everyday problem solving situation.

• Research in Mathematical Education
• /
• v.5 no.2
• /
• pp.99-106
• /
• 2001

We have known that ethno-mathematics is a field of a study that emphasizes the socio-cultural environment in which a person "does" mathematics as stated by D'Ambrosio(Ethno mathematics and its Place in the History and Pedagogy of Mathematics, 1985). Measurement is an important mathematical topic, which leads students to relate math to the eal-world applications, particularly with socio-cultural aspects. The purpose of this article is to review the history of the measurement system in Korea briefly and to adapt the measurement system into real-world problems so that children acquire measurement knowledge in the most natural way.

• Journal for History of Mathematics
• /
• v.25 no.2
• /
• pp.11-21
• /
• 2012

The interdisciplinary study explores the Euler's theology through his mathematical landmarks. From the mathematico-theological perspective, we first address Euler's theological backgrounds, and then show the implications of Euler's identity as his mathematical Christology.

• Journal for History of Mathematics
• /
• v.1 no.1
• /
• pp.14-32
• /
• 1984

The concepts of zero, minus, infinite, ideal point, etc. are not real existence, but are pure mathematical objects. These entities become mathematical objects through the process of a philosophical filtering. In this paper, the writer explores the relation between natural conditions of different cultures and philosophies, with its reference to fundamental philosophies and traditional mathematical patterns in major cultural zones. The main items treated in this paper are as follows: 1. Greek ontology and Euclidean geometry. 2. Chinese agnosticism and the concept of minus in the equations. 3. Transcendence in Hebrews and the concept of infinite in modern analysis. 4. The empty and zero in India.

• Journal for History of Mathematics
• /
• v.35 no.2
• /
• pp.43-56
• /
• 2022

The 21st century world has experienced all-around changes from the 4th industrial revolution. In this developmental changes, artificial intelligence is at the heart, with data science adopting certain scientific methods and tools on data. It is necessary to investigate on the logic lying underneath the methods and tools. We look at the origins of logic, deduction and induction, and scientific methods, together with mathematical induction, probabilistic method and data science, and their meaning.