• The Mathematical Education
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• v.49 no.1
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• pp.15-37
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• 2010

In this study, we investigated the application of oriental history of mathematics in school mathematics teaching. We set up three study problems to achieve this purpose. First, we analyze the middle and high school mathematics textbooks and auxiliary books. Second, we survey the mathematics teacher's knowledge and degree of application on history of mathematics. Third, we develop the teaching and learning materials on oriental history of mathematics. We performed three study-methods to settle above study problem. First, we analyzed 24 textbooks and auxiliary books for study problem 1. There were 6 middle school mathematics textbooks and 6 auxiliary books and also 6 high school mathematics textbooks and 6 auxiliary books. We categorized the contents into "anecdote", "systematization", "application of problem", "expansibility of thought", and "comparative of the contents". Second, we surveyed the 78 mathematics teachers's knowledge and degree of application using questionnaire about knowledge and application on history of mathematics. The questionnaire was made up of four types of question; the effect of material about history of mathematics, the understanding of western history of mathematics, the understanding of oriental history of mathematics; the direction of development of teaching material. Third, we exemplified the teaching and learning materials about three categories: "anecdote", "comparative of the contents".

• Convergence Security Journal
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• v.14 no.3_1
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• pp.55-63
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• 2014

The history of mankind has been at war with the war now going on in this moment. To prepare for this war, war history has been studied and its importance can be summarized in three main points. First, to understand the predictions of war and, second, to develop doctrines to fit changing circumstances, and to hone tactics through indirect war experiences. The curriculum of war history education for noncommissioned officer's department(two-year program) must include war lessons and skills to prepare the war. By indirect experiences through training they will have the ability to perform their duties in the field. This paper focuses to review the contents and methods of war history education which is being taught and to propose the new model for war history education for the students who are commissioned as officers after graduation.

• Journal for History of Mathematics
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• v.12 no.2
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• pp.83-97
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• 1999

This paper analyzes the philosophy of mathematics and outlook on the mathematics education as the Ancient Greece in the history 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.10 no.2
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• pp.53-63
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• 1997

The paper is analyzed the variety of outlook on the mathematics education as the paradigm of the mathematics in the history of mathematics and suggested the direction of outlook on the mathematics education in the future.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.327-340
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• 2006

EduGame is suitable to create interesting and self-directed education environment. This paper develops edugame applicable to learning of History centered on Goguryeo history in elementary school. It is named to 'Bukbeol'. The main theme is that we must let elementary students to have a correct understanding about Goguryeo history. It is time to consider that China distorts Goguryeo history. To implement this game we have to consider the interesting elements in contexts and technology in order to overcome the formal combination of education and amusement. Bukbeol is developed with RPG making 2003(RPGツワ一ル2003) made by Enterbrain company in Japan. And this edugame is applied to students to investigate the degree of satisfaction. Results show the possibility for the study of history and necessity of graphic interface.

• The Mathematical Education
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• v.42 no.4
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• pp.465-480
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• 2003

The main purpose of this work is to propose programs of mathematics education and mathematics history courses for the department of mathematics education of teacher training universities. Foundation of Mathematics Education, Mathematics Teaching and Learning Theories, Mathematics Problem Solving, Analysis and Evaluation of Mathematics Teaching Materials and Mathematics History are discussed in this article.

• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.150-167
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• 2021

Since the advent of tertiary curriculum, middle school history education has been focused on political history, but many students perceive history as a simple memorization subject and complain about difficulties in abstract learning. The researcher saw this problem as caused by the history curriculum, and carried out this study for the purpose of proposing a revitalization of cultural property education in the middle school history curriculum. First, through the analysis of prior research, the usefulness of cultural property education, such as nurturing creative talent and realizing interactive history classes, was revealed, and the problems of the current political history-centered middle school history curriculum were pointed out. Afterwards, as a result of conducting an opinion survey on middle school 3rd grade students and social studies teachers, it was found that first, both middle school students and their teachers thought that the current political history-centered history had much room for improvement. Second, all groups agreed on the necessity of cultural property education in history education. However, in reality, it was found that it was not easy to sufficiently educate students about cultural property in a political history-centered curriculum. Third, teachers thought that it was necessary to improve the current history curriculum in order to enhance cultural property education. Based on these findings, the researcher suggested an improvement plan for the 2015 revised history curriculum. First, in the 'nature of the subject' section, cultural properties and historical materials should be included, and in the 'objective' section, politics, economy, society, and culture should be included. Contents related to cultural properties should be added to the sub-themes in the 'content system and achievement standards', and cultural properties-related contents should be further reinforced in the achievement standards, 'teaching, learning and evaluation'. It was suggested that this section should include cultural property learning and historical material learning, and guidance on teaching and learning methods of cultural property education should be added. If these aspects are reflected in the 2022 revised curriculum that is currently being developed, cultural property education will be improved, and more lively history education will be provided to students.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.43-54
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• 2005

The aims of the study were to analyze the contents of elementary mathematics curriculum in order to help students to have ideas about the history of mathematics and to apply the ideas to develop their knowledge of mathematicians or mathematical history into the lesson ideas for preservice elementary teachers and elementary students. As a result, many ideas of mathematical connection into the history of mathematics are reviewed, and posters about Pythagoras and Pascal are designed to help students to reinvent the idea of triangular numbers and square numbers.

• Journal of Science Education
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• v.33 no.2
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• pp.237-247
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• 2009

The purpose of this research is to investigate the participant satisfaction of public educational programs being carried out in Natural History Museum and the contribution of these programs to normal school education and to suggest an improved framework for public education programs in Natural History Museum. For this study, we choose Seodaemun Museum of Natural History in Seodaemungu, Seoul, in which more than 30,000 students have participated in the educational programs for the last 6 years. This museum has been providing more than 60 science education programs every year. Based on a public census among participating students and accompanying parents, we investigated the satisfaction ratings of education programs provided by Natural History Museum and their contribution to school science education. The result of this study can be summarized as follows: (1) It is desired to have the education program contents well connected to the exhibits of the Museum and to increase time for experiments and practice. (2) It is required to improve the ease of access and to enhance the public awareness about the program itself. (3) The biggest consensus among participants is that the education programs by Natural History Museum should be focused on strengthening the research ability and scientific attitude rather than on acquiring knowledge, which will contribute to school education more significantly in the end.

• Journal for History of Mathematics
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• v.24 no.2
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• pp.91-108
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• 2011

This study starts with dividing the history of mathematics education of China into four periods; Experimentation Period(the 1st period, from 1949 to 1965), Stagnancy Period(the 2nd period, from 1966 to 1976). Adjustment Period(the 3rd period, from 1977 to 1999) and Development Period(the 4th period, since 2000 ~) Through periodical classification, several causes and characteristics in mathematics education of each period are identified. And from that, this study draws implications for Korea mathematics education.