• Journal for History of Mathematics
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• v.20 no.2
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• pp.33-46
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• 2007

In this Paper the change of trends over historical research of mathematics, that has been developed since 1970, is inquired. Most of all it deals with the controversy concerning so-called 'geometrical algebra'. It covers the contents of Euclid' work II. And the relation of the controversy with the change of direction over historical research of mathematics is examined.

• Research in Mathematical Education
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• v.8 no.1
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• pp.19-30
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• 2004

This research applies the discursive approach to investigate the social transformation of students' conceptual model of differential equations. The analysis focuses on the students' use of metaphor in class in order to find kinds of metaphor used, their characteristics, and a pattern in the use of metaphor. Based on the analysis, it is concluded that the students' conceptual model of differential equations gradually becomes transformed with respect to the historical and cultural structure of the communal practice of mathematics. The findings suggest that through participating in the daily practice of mathematics as a historical and cultural product, a learner becomes socially transformed to a certain kind of a cultural being with historicity. This implies that mathematics education is concerned with the formation of historical and cultural identity at a fundamental level.

• The Journal of Natural Sciences
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• v.16 no.1
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• pp.39-48
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• 2005

Many researchers consider the totality of Babylonian mathematics was profoundly elementary, but some of their mathematical knowledge achieved a novel comparable to the Greeks. The aim of this article is to provide a brief overview of the environmental and social background which made mathematical development. Historically, mathematics is always a product of society. So it is valuable to study historical background which have produced mathematics.

• Journal of Educational Research in Mathematics
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• v.21 no.1
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• pp.57-65
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• 2011

The conceptions of definition and proof radically change in the transition from secondary to tertiary mathematics. Specifically this paper analyses the historical development of the axiomatic method from Greek to modern mathematics. To understand Greek and modern axiomatic method, it is important to know the different characteristics of the primitive terms, constant and variable. Especially this matter of primitive terms explains the change of conceptions of definition, proof and mathematics. This historical analysis is useful for introducing the meaning of formal definition and proof.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.133-150
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• 1999

In this study, we tried to make histo-genetic analyses necessary to identify epistemological obstacles on the function concepts. Historical development on the function concept was analysed. From these analyses, we obtain epistemological obstacles as follows: the perception of changes in the surrounding world, mathematical philosophy, number concepts, variable concepts, relationships between independent variables and dependent variables, concepts of definitions.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.445-453
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• 2019

Gender might be interpreted in different roles and meanings depending on social and cultural backgrounds. Based on the premise that understanding of gender may change the direction of mathematics education, this paper confirmed how gender is interpreted in the preceding study of mathematics education in Korea by applying the literature research method. In particular, predictive model based on empirical perspective and gender schema model based on constructivist perspective. Based on the analysis of gender and research methods in cultural and historical composition models based on historical perspectives and postmodernism models based on postmodernism perspectives, this study analyzed trends in domestic mathematics education. As a result of the analysis, it is confirmed that gender is recognized as a biological difference in domestic mathematics education, and that analysis of gender and related elements of mathematics education is mainly used using statistical analysis techniques. This suggests that various approaches to interpreting gender's role in future mathematics education are needed. The existing mathematics education research on gender is composed in terms of gender differences. Since biology at the time did not explain this difference, however, it should now be based on the concept of gender, which is socially defined gender. Accurate understanding of gender and gender can be the basis for clearer understanding and interpretation of gender-related mathematics research.

• Research in Mathematical Education
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• v.1 no.1
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• pp.1-5
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• 1997

We discuss some aspects of mathematics for teachers such as algebra for teachers, geometry for teachers, statistics for teachers, etc., which can be taught in teacher preparation courses. Mathematics for teachers should consider the followings: (a) Various solutions for a problem, (b) The dynamics of a problem introduced by change of condition, (c) Relationship of mathematics to real life, (d) Mathematics history and historical issues, (e) The difference between pure mathematics and pedagogical mathematics, (f) Understanding of the theoretical backgrounds, and (g) Understanding advanced mathematics.

• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.409-424
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• 2002

The historico-genetic principle has been advocated continuously, as an alternative one to the traditional deductive method of teaching and learning mathematics, by Clairaut, Cajori, Smith, Klein, Poincar$\'{e}$, La Cour, Branford, Toeplitz, etc. since 18C. And recently we could find various studies in relation to the historico-genetic principle. Lakatos', Freudenthal's, and Brousseau's are representative in them. But they are different from the previous historico- genetic principle in many aspects. In this study, the previous historico- genetic principle is called as classical historico- genetic principle and the other one as modern historico-genetic principle. This study shows that the differences between them arise from the historical views of mathematics and the development of the theories of mathematics education. Dewey thinks that education is a constant reconstruction of experience. This study shows the historico-genetic principle could us embody the Dewey's psycological method. Bruner's discipline-centered curriculum based on Piaget's genetic epistemology insists on teaching mathematics in the reverse order of historical genesis. This study shows the real understaning the structure of knowledge could not neglect the connection with histogenesis of them. This study shows the historico-genetic principle could help us realize Bruner's point of view on the teaching of the structure of mathematical knowledge. In this study, on the basis of the examination of the development of the historico-genetic principle, we try to stipulate the principle more clearly, and we also try to present teaching unit for the logarithm according to the historico- genetic principle.

• 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.

• Research in Mathematical Education
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• v.23 no.3
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• pp.165-179
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• 2020

In this article, the author's intent is to begin a conversation centered on the question: How was the integration of digital technology into elementary mathematics classrooms framed? In the first part of the discussion, the author provides a historical perspective of the development of theoretical perspectives of the integration of digital technology in learning mathematics. Then, the author describes three theoretical perspectives of the role of digital technology in mathematics education: microworlds, instrumental genesis, and semiotic mediation. Last, based on three different theoretical perspectives, the author concludes the article by asking the reader to think differently.