• Journal for History of Mathematics
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• v.26 no.1
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• pp.1-9
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• 2013

It is well known that the development of mathematics in eastern Asia was based on Chinese mathematics. Investigating Chinese mathematics books that were brought into Chosun, we study how Chinese mathematics influenced Chosun mathematics. Chinese mathematics books were brought into Chosun in three stages, namely basic mathematics books in the era of King SeJong(1397-1450), Chinese mathematics books influenced by western mathematics in the 17th century and finally those with commentaries on mathematics of Song-Yuan era in the 19th century. We also study the process of their importations.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.15-29
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• 1999

The purpose of this study is to investigate various mathematics education improvement or reform movements of Western Europe countries (United Kingdom, Germany, etc.) and the United States of America, to see the effects of those movements on Korean mathematics education circle, and to find a direction of Korean mathematics curriculum design. The third Korean mathematics curriculum was most affected by the new mathematics movement of the United States of America. This movement was emphasizing abstract structure, logical rigorousness and discovery learning of mathematics, which was fired from late fifties. Korean mathematics education circle imported the new mathematics early seventies from USA, but serious problems had been found at that time in USA. This study has pointed out that new math oriented Korean mathematics curriculum was not proper and the new mathematics itself was disastrous for most Korean students' learning. The study also points out that they hurried too much introducing the new mathematics and publishing new mathematics oriented textbooks but they had not sufficient teacher training programs. In our future mathematics curriculum reform, we have to remember such a historical lesson.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.387-401
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• 2004

The recent international comparative studies such as PISA(Program for International Student Assessment) and TIMSS-R(Third International Mathematics and Science Study-Repeat) provide results of relative mathematics achievement of participating countries. The purpose of this paper is to compare the mathematics results of PISA and TIMSS-R. To make PISA and TIMSS-R results comparable, they were standardized. The close investigation of these standardized results reveals that the two Asian countries(Korea and Japan) and several English speaking countries have the commonality in mathematics achievement. Thus this study looks for patterns and similarities within a group of Asian countries(Korea and Japan) and Western countries(the U.S and Australia) by in-depth analysis of PISA mathematics achievement based on item response theory. As a result, it was noted that Western countries tend to perform well on open constructed items and are likely to perform better when an item involves less formal mathematics. On the other hand, Asian countries perform well when an item involves numeric or algebraic computation related to curriculum-based content, but they are relative poor at an item calls for verbal explanations or interpretations of graphs.

• Journal for History of Mathematics
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• v.17 no.2
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• pp.33-52
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• 2004

The paper is analyzed the mathematics curriculum of Korea and the philosophy of the mathematics education in the history of mathematics education. We have found that the various philosophy of Western mathematics education have led us to various views of the mathematics curriculum of Korea. This change of the mathematics curriculum in Korea have important implications to the didactics of mathematics. This study tried to find out the direction of outlook on the mathematics education in the future.

• Journal for History of Mathematics
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• v.32 no.5
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• pp.233-240
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• 2019

In the history of Chinese mathematics, Xu Guang-qi (徐光啓) is a person who translated and published Western mathematics in China and used it to reconstruct Chinese calendrical system. In this paper, we explored his thoughts on the background of his accomplishments and the circumstances under which such thoughts were made.

• Journal for History of Mathematics
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• v.10 no.2
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• pp.64-71
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• 1997

This paper is a sequel to [5]. We investigate a relation between the history of modern western logic and religion. The period from the seventeenth century to the present day is dominated by science; traditional religious beliefs remain important, but are felt to need justification, and are modified wherever science seems to make this imperative.

• Journal for History of Mathematics
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• v.16 no.4
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• pp.15-32
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• 2003

Since algebra before the 19th century was the study of equations and equations are not differentiated from polynomials because of lack of the equality sign, the algebraic symbolism of polynomials plays very important role for tile history of algebra. We deal with the evolution of literal notations of polynomials in western and eastern worlds, and then compare their history.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1318-1332
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• 2012

This paper takes another approach in assessing students' perception of mathematics. Instead of asking for verbal description of the students' perception of mathematics, we asked the respondents who were all college students to draw their perception of mathematics. This relatively new approach enabled students to take a second look of how they perceived math and, at the same time, explored students' creativity and provided a less austere appearance to mathematics which was taken usually in a more formal and severe manner. This approach of assessing students' perception of mathematics generated new information that could not be normally gleaned from other approaches like Likert Scale. Some drawings of mathematics of the respondents reinforced their math affect towards mathematics. For those who hated math, their drawings revealed so the same is true with those who loved mathematics. Examining the visual representations of mathematics and looking for commonalities, the researcher found a number of interesting themes that may shed some light to educators' understanding of students' math affect.

• Journal for History of Mathematics
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• v.22 no.3
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• pp.79-102
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• 2009

Most who have heard of Sang-Seol Lee know him for his contribution to the Korean independence movement nearly a hundred years ago. This paper, however, will discuss Lee's other great contribution to his country; that of being "The father of modern mathematical education in Korea". Lee passed the rigorous government officer examination with the highest honor and became a teacher for the royal prince. Later he became the president of Sunkyunkwan, a national institute of higher learning since 1398, and eventually a well-known university bearing the same name. Lee was also a highly regarded Confucian scholar and well versed in foreign languages. He wanted Korea to become a modern country and felt that the areas of science and engineering were studies that needed improving in order to achieve modernization. While researching Western textbooks on the subjects he realized that Western mathematics would be especially important for Korea. With that, it became his mission to integrate Western mathematics into the Korean educational system. This paper will explain the importance of Sang-Seol Lee's contributions to mathematic education in Korea and how it helped Korea become the modern nation it is today.

• Journal for History of Mathematics
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• v.19 no.3
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• pp.71-84
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• 2006

The purpose of the study was to investigate the evolution of Korean modern mathematics in late 19th and early 20th century. This article reveals the efforts of incipient Korean mathematicians who had adopted modern mathematics from western countries and the difficulties and struggles they had to go through at that time. At the end of the article, we discussed our current status in international mathematical society.