• 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.

• Journal for History of Mathematics
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• v.16 no.4
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• pp.45-52
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• 2003

It is said that mathematics is neutral and free from any thought. But the history of mathematics refuses it. This paper aims to investigate modernism and postmodernism in mathematics and to scrutinize them. For this, first modernism is characterized by concentrating on Descartes' philosophy, and next postmodern view which criticizes modernism is discussed. Finally it is claimed that mathematical realism and postmodernism can be comparable in different dimensions.

• Journal for History of Mathematics
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• v.18 no.4
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• pp.17-28
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• 2005

This paper aims to introduce a function and a role of history and philosophy of mathematics. Through historical examples it shows that history and philosophy of mathematics have the function to evaluate mathematics and the role to form it.

• 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.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.197-206
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• 1999

This paper propose the new teaching method in performance evaluation using the history of mathematics. This idea encourages students in self-guided learning at highschool mathematics class.

• Journal for History of Mathematics
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• v.16 no.3
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• pp.57-68
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• 2003

Infinity is very important concept in mathematics. In history of mathematics, potential infinity concept conflicts with actual infinity concept for a long time. It is reason that actual infinity concept causes difficulty in our perceptions. This phenomenon is called epistemological obstacle by Brousseau. So, in this paper, we examine the infinity in terms of mathematical didactics. First, we examine the history of development of infinity and reveal the similarity between the history of debate about infinity and episternological obstacle of students. Next, we investigate obstacle of students about infinity and the contents of curriculum which treat the infinity Finally, we suggest the methods for overcoming obstacle in learning of infinity concept.

• Journal for History of Mathematics
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• v.26 no.4
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• pp.259-275
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• 2013

It has been proposed since modern times that we need to consult the history of mathematics in teaching mathematics, and some modifications of this principle were made recently by Lakatos, Freudenthal, and Brousseau. It may be necessary to have a direction which we consult when modifying the history of mathematics for students. In this article, we analyse the elements of the cognitive interest in Hamilton's discovery of the quaternions and in the history of discovery of imaginary numbers, and we investigate the effects of these elements on attention of the students of nowadays. These works may give a direction to the historic-genetic principle in teaching mathematics.

• Research in Mathematical Education
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• v.20 no.1
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• pp.39-49
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• 2016

The History of Mathematics (HOM) was integrated in teaching the Cartesian Coordinate Plane (CCP) to Grade Seven learners of Moonwalk National High School using Lesson Study. After the lesson was taught, there were three valuable issues emerged: (1) HOM is a Springboard and/or a Medium of Motivation in Teaching CCP; (2) The History of CCP Opened a Wider Perspective about Its Real-life Application in the Modern World (3) Integration of History Developed a Sense of Purpose and an Appreciation of Mathematics Among Learners. Feedbacks solicited from the learners showed that they have understanding of the importance of studying Mathematics after they learned the life and contributions of Rene Descartes to Mathematics. Hence, integration of history plays a vital role in developing positive attitudes among learners towards Math.

• Journal for History of Mathematics
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• v.16 no.2
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• pp.35-42
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• 2003

It is well known that a lot of mathematical theories of many famous mathematicians had scholarly effects on Isaac Newton. Nonetheless, his private internal view or attitude to natural philosophy is not so much known. In this paper we will approach him via his famous book Principia an physics and mathematics, considering the influences acted on him by mathematicians in the history of mathematics.

• Journal for History of Mathematics
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• v.34 no.6
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• pp.205-223
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• 2021

It has been argued that as for the origin of the Pythagorean theorem, the theorem had already been discovered and proved before Pythagoras, and the historical records of ancient mathematics have confirmed various uses of this theorem. The purpose of this study is to examine the relevance of its name caused by Eurocentrism and the weakness of its use in Korean school mathematics and to seek improvements from a critical point of view. To this end, the Pythagorean theorem was reviewed from the perspectives of the history of mathematics and mathematics education. In addition, its name in relation to objective mathematical contents regardless of any specific civilization and its use as a starting point for teaching the theorem in school mathematics were suggested.