• Education of Primary School Mathematics
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• v.17 no.1
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• pp.17-40
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• 2014

To improve elementary mathematics education teaching and learning method and environment, the survey of elementary school students' attitude toward mathematics and their images on mathematician was conducted to mathematically gifted students and non-gifted students of 6th grade of elementary school. The study results show that mathematically gifted elementary students have deeper understanding of mathematician and their works than non-gifted students. But they are not enthusiastic to be a mathematician. On average, awareness of domestic mathematician is turned to be significantly low. And most students don't know well of mathematician. Since this study was applied to the limited range of objects, significant results were not shown in external and internal image of mathematician. Thus, the future study needs to generalize the study results by compensating this defect and developing various materials to improve students' attitude toward mathematics and images of mathematician.

• Research in Mathematical Education
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• v.16 no.2
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• pp.125-135
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• 2012

Students not only learn mathematics knowledge, but also have the capability of mathematical creativity. The latter has been thought an important task in mathematics education by more and more mathematicians and mathematics educators. In this paper, mathematicians' methods of creating mathematics are presented. Then, the paper elaborates on how these methods can be utilized to enhance mathematical creativity in the schools.

• The Mathematical Education
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• v.38 no.2
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• pp.159-164
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• 1999

The purpose of this paper is to find role of in and logic in creative problem solving process. Intuition and logic have played an important role in creative problem solving process. Nevertheless, Intuition has been treated less importantly than logic. Therefore, I intend to review the role of intuition, and then the relationship of intuition and logic, and the role of intuition and logic in creative problem solving process. Although intuition gives an important clue in problem solving process, it may sometimes cause an error. This fact gives an idea that intuition and logic have to be harmoniously cultivated. In fact, Intuition and logic have been playing a complementary role in creative problem solving process. A creative learner is regarded as a mathematician of his age. It must be through intuition and logic that he/she solves the problem creatively, just as a mathematician invents the new mathematical fact through unconscious and conscious process. In this respective, teachers also should make every effort to cultivate intuition and logic themselves.

• Journal for History of Mathematics
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• v.27 no.1
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• pp.1-12
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• 2014

From the mid 17th century, Joseon mathematics had a new beginning and developed along two directions, namely the traditional mathematics and one influenced by western mathematics. A great Joseon mathematician if not the greatest, Hong JeongHa was able to complete the Song-Yuan mathematics in his book GuIlJib based on his studies of merely Suanxue Qimeng, YangHui Suanfa and Suanfa Tongzong. Although Hong JeongHa did not deal with the systems of equations of higher degrees and general systems of linear congruences, he had the more advanced theories of right triangles and equations together with the number theory. The purpose of this paper is to show that Hong was able to realize the completion through his perfect understanding of mathematical structures.

• Journal for History of Mathematics
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• v.28 no.5
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• pp.233-248
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• 2015

Year 2014 was very special to Korean mathematical society. Year 2014 was the Mathematical Year of Korea, and the International Congress of Mathematicians "ICM 2014" was held in Seoul, Korea. The year 2014 was also the 330th anniversary year of the birth of Joseon mathematician Hong JeongHa. He is one of the best, in fact the best, of Joseon mathematicians. So it is worth celebrating his birth. Joseon dynasty adopted a caste system, according to which Hong JeongHa was not in the higher class, but in the lower class of the Joseon society. In fact, he was a mathematician, a middle class member, called Jungin, of the society. We think over how Hong JeongHa was able to write his mathematical book GuIlJib in Joseon dynasty.

• Journal for History of Mathematics
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• v.32 no.2
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• pp.79-93
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• 2019

Choi Yoon Sik is a person who can not be omitted when discussing the history of mathematics in Korea. He is a mathematician who led Korean mathematics community after liberation from Japan. However, he took interests in mathematics education in middle and high school also. Choi Yoon Sik should be remembered as a leading person not only in the history of mathematics but also in the history of mathematics education in Korea. Choi Yoon Sik thought that histo-genetic principle, intuitive principle, and practical principle are important in mathematics education by help of Okura Kinnosuke's view, with hope to reform the mathematics education in Korea. He also argued that mathematics has educational values.

• Journal for History of Mathematics
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• v.21 no.4
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• pp.19-48
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• 2008

In this paper, the life of Emmy Noether is reviewed in context of today's society where progress in social and educational equality for women have not significantly impacted the participation of women mathematician at the highest level of mathematics study. Recent studies have shown that there is little or no gender difference in mathematics performance if the women are treated equally in the country. Yet, the number of women scientists/mathematicians at the university level or related research centers are very low for all countries including the U.S. as well as Korea. Emmy Noether became a mathematician in early 20th century Germany where women were discouraged(not allowed) from even studying mathematics at the University. She overcame gender, racial, and social prejudices of the time to become one of the greatest mathematicians of the 20th century as a founding contributor of Abstract Algebra. Overcoming all the difficulties to focus on the study of mathematics to contribute at the highest level of mathematics provides an example of leadership for both men and women that is relevant today. Especially for women, Emmy Noether's life is a study in perseverance for the love of mathematics that proves that there is no gender difference even at the highest level of mathematics.

• Journal for History of Mathematics
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• v.14 no.2
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• pp.77-92
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• 2001

P. Dirac's contribution to the advent of the modern quantum mechanics is undeniable. His main research guideline is the principle of mathematical beauty. What is this principle on the earth\ulcorner Are there distinctive features between pure mathematician's mind and theoretical physicist' mind about the mathematical beauty\ulcorner These problems will be analyzed with respect to Dirac's case which can reflect a historical interrelationship between science and philosophy.

• Journal for History of Mathematics
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• v.20 no.3
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• pp.27-42
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• 2007

Many countries in the world are celebrating the tercentenary of the birth of L. Euler. One of them to notice is the construction of the Euler Archive, which is an online archive, made by two Ph.D. graduates from Dartmouth College. On the appearance of the archive, the authors remind of the life and works of mathematician L. Euler, who is considered as the most prolific, prominent, and versatile mathematician with the huge volume of his works as well as their importances, in the history of mathematics. Celebrating the 300th birthyear of L. Euler and the appearance of Euler Archive, authors suggest The Korean Society for History of Mathematics of investigating on Euler by ourselves as Koreans, and furthermore translating some works of his. Such works may stimulate interests in mathematics and its history to students as well as scholars.

• Journal for History of Mathematics
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• v.19 no.4
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• pp.133-150
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• 2006

This study is to investigate the effects of a mathematics history lecture on elementary students' math learning. Pre- and post-tests were done for 33 6th grade students before and after 3-units of mathematics history lecture by a mathematician. The results show that the lecture improved students' interests and confidence on math. Especially, the tests present a positive change in students' attitudes on math and results in an increased curiosity on and willingness to study math. This study shows a consistent result with previous studies of teaming effects of introducing mathematics history in math. This study also highlights that even 3-units of math history lecture can significantly improve students' attitude and belief on math learning. Given the positive effects of math history lecture on students' math loaming, it is implicated that math history be included in the formal elementary math curriculum and more participation of math history experts in math.learning processes is needed.