• Journal of Applied and Pure Mathematics
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• v.5 no.1_2
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• pp.55-68
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• 2023

Character education is an important educational purpose in the current situation of secondary mathematics education. In the current mathematics curriculum, character education is mentioned in terms of core competencies. However, it is very difficult to concretely practice character education in secondary mathematics education. This paper examines the theoretical background of character education in the tradition of mathematics education, and suggests that mathematics is regarded as a practical tradition by the nature of mathematics from a value-intrinsic perspective. In this respect, mathematics education is defined as an intrinsic and nurturing character through long history of practice. This paper searched for an integrated approach to practicing character education in of secondary mathematics education, and argued that the teacher's personal approach including the class model approach of the human factors by an example of the exponential law a^maⁿ = a^m+n and the value-oriented activities according to the nature of the mathematics was the core.

• Journal for History of Mathematics
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• v.30 no.6
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• pp.327-339
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• 2017

Recently industry goes through enormous revolution. Related to this, major changes in applied mathematics are occurring while coping with the new trends like machine learning and data analysis. The last two decades have shown practical applicability of the long-developed mathematical theories, especially some advanced mathematics which had not been introduced to applied mathematics. In this concern some countries like the U.S. or Australia have studied the changing environments related to mathematics and its applications and deduce strategies for mathematics research and education. In this paper we review some of their studies and discuss possible relations with the history of mathematics.

• The Mathematical Education
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• v.40 no.1
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• pp.125-137
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• 2001

We review the mathematics education in Korea just after the 1595 Liberation and the first, second curriculum announced in 1955 and 1963, respectively. The 3rd curriculum announced in 1973 is influenced by “New Mathematics” in America. There were theoretical research about “New Mathematics”, but no experimental research about it in the school. So, there was not much effect of “New Mathematics” in mathematics education. After that we have the 4th, 5th and 6th curriculum which is improved by the result of experience in teaching. The 7th curriculum announced in 1997 emphasized practical mathematics. In this paper, we review the mathematics education and consider some problems in the 7th curriculum. We also consider some problems in mathematics textbook authorization under the 7th curriculum. To solve these problems, we suggest some facts. Especially, we need the philosophy about mathematics education and the enough knowledge about “Mathematics for Mathematics Teachers”.

• 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.16 no.1
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• pp.45-62
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• 2003

The goals of a major reform effort are to enable us to educate informed citizens who are better able to function in our increasingly technological society. Discrete mathematics is an exciting and appropriate vehicle for working toward and achieving these goals. it is an excellent tool for improving reasoning and problem solving skills. Discrete mathematics has many practical applications that are useful for solving some of the problems of our society and that are meaningful to our students. Its problems make mathematics come alive for students, and help them see the relevance of mathematics th the real word. To build up the role of Discrete mathematics in the school, this study is to investigate various theories and curricula related to discrete mathematics, and to collect a great deal of valuable material that will help teachers introduce discrete mathematics in their classrooms. In conclusion. mathematics teachers will find the need and importance of why and how discrete mathematics can be introduced into their curricula by this study.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.33-52
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• 1997

We can explain open education by means of pulling down the straight and narrow viewpoint of our educational system. We should incorporate various thoughts and attempts to the most practical educational classrooms and learn to cope flexibly with the several educational problems. On the other hand, Britain for the last fifty years have adapted progressive method in most schools, but with no visible results. The children's fundamental mathematical abilities have not increased. Therefore, mathematical educators in U. S. and Britain proposed the following three facts: First, we need to find out precisely what is involved in applying mathematical skills to practical situations; Secondly, we need to find out why this kind of mathematical understanding is so difficult for so many children; And, finally, we need to know what methods can be used to help children attain this wider mathematical understanding. Thus, we have analyzed and studied the British primary mathematics textbooks < stage 1 >, < stage 3 >, < stage 4 > and < stage 5 > from the open educational viewpoint and the above proposals. As result, a central point was that British have well incorporated into their primary mathematics textbooks with the variety of programs using everyday problems.

• Journal of applied mathematics & informatics
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• v.29 no.5_6
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• pp.1075-1080
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• 2011

Among the numerous topological indices considered in chemical graph theory, only a few have been found noteworthy in practical application, Randi$\acute{c}$ index is one of them. The dendrimer nanostars is a synthesized molecule built up from branched unit called monomers. In this article, we compute the Randi$\acute{c}$ index of two types of polymer dendrimers and a fullerene dendrimer.

• Journal for History of Mathematics
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• v.31 no.4
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• pp.197-207
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• 2018

The Abacus schools were created by the needs of merchants who had accumulated wealth through trades in Italy during the Renaissance. Teachers in the Abacus school taught practical mathematics mainly used in commerce and trade, and the schools had courses in the fields of management and accounting today. This Abacus school also served as an educational institution, but also provided the opportunity to develop into today's mathematics. In this paper, we investigate about the background and role of the Abacus school.

• Journal of applied mathematics & informatics
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• v.30 no.5_6
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• pp.787-792
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• 2012

We present a graphical algorithm and theorems for calculating the ranks of reaction networks. The ranks are needed to study behaviors of the networks from their structures. This approach can graphically simplify complex networks for the calculation. We show an example of a large network for the practical advantage.

• Research in Mathematical Education
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• v.18 no.1
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• pp.75-87
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• 2014

It is central to use a scale to measure a person's level of a construct in mathematics education research. This article explains a practical process through which a researcher rapidly can develop an instrument to measure the construct. The process includes research questioning, reviewing the literature, framing a background theory, treating the data, and reviewing the instrument. The statistical treatment of data includes normality analysis, item-total correlation analysis, reliability analysis, and factor analysis. A virtual example is given for better understanding of the process.