• Communications of Mathematical Education
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• v.24 no.3
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• pp.831-842
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• 2010

In this study, in order to use history of mathematics effectively, we investigate the pre-service teachers' perceptions about utilizing history of mathematics. As a result, we must introduce history of mathematics will be able to apply concretely in class to the pre-service teachers. And We must provide the method which is various will be able to apply history of mathematics in class to the pre-service teachers enough. Also, We must provide the instance which relates in utilizing history of mathematics to pre-service teachers enough.

• 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.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.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.87-96
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• 2011

Hans Freudenthal made important contributions to algebraic topology and geometry. He also made significant contributions in history of mathematics and mathematics education. In the 1970s, his intervention prevented the Netherlands from the movement of "new math". He had a very important role as a founder of realistic mathematics education and became famous internationally by that. Because he raised the profile of ICMI strongly, Bass used the expression 'Freudenthal Era' for the period that Freudenthal was the president of ICMI. Now many mathematics educator agree to use the Freudenthal Era when they mention about the history of ICMI. In this paper, we present on the life of Freudenthal and his contributions for mathematics education, especially ICMI.

• Journal for History of Mathematics
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• v.16 no.3
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• pp.77-88
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• 2003

In this paper, we consider relationship of the monastic mathematics and the arts of the middle ages. Because mathematics and arts are effects of the spirit of the ages. Here, we concern with the Rome and the religion of Christ. Next, we think of the bible and Christian doctrine and then compare with Christian arts and arts of the customs of the middle ages. The middle ages is the period of women's inequality according to the feudal system. So we investigate the correlation of the christianity, arts of the middle ages, women's inequality and monastic mathematics which is worthless in mathematics history.

• East Asian mathematical journal
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• v.28 no.4
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• pp.383-401
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• 2012

The purpose of mathematics education includes two important areas; cognitive area that emphasizes mathematical knowledge and understanding and affective area that stresses mathematical interest and attitude. The purpose of mathematics education is not only in acquiring the contents and knowledge but also rousing up interest and attention toward mathematics. Therefore, effort to accomplish this affective purpose has to be made. Introducing history of mathematics to teaching can be a important method for the students to arouse interest and attention toward mathematics. History of mathematics can help the students who are familiar to only manipulation of the symbols to develop a new way of thinking and mathematical thoughts arousing reflective thinking. According to the survey, although the effect of using mathematics history has been recognized, the mathematics history has neither been developed as teaching materials nor reflected in the courses of study. The purpose of this research is to develop the reading materials into suit for the mathematics curriculum to extract contents of the mathematics valuable in using in elementary mathematics teaching, and to investigate the effect of reading materials using the history of mathematics on learning attitude in elementary school. The way of developing materials in this study is as follows. First, to select the interesting and instructive subject for the elementary students such as the story and life of a mathematician, developmental stages of mathematical theory and calculation currently used and finding the patterns of the rules that requires mathematical thoughts. Second, to classify the selected items according to mathematics curriculum. Third, to reorganize the classified items of the appropriate grade with the reading materials of dialogue pattern in order to draw attention and interest from the students I developed 18 kinds materials in accordance with the above procedure and applied 5 materials among them to one class in 4th grade. Analysing the student's responses, First, using history of mathematics helps the students to arouse interest and confidence on mathematical learning attitude. And the students became better attitude of studying by oneself and attention on class. Second, as know by opinions after lesson, most students have a chance refresh one's thinking of mathematics, want to know the other content of history of mathematics and responded to study hard in mathematics. As a result, the reading materials on the basis of the history of mathematics motivates students for mathematics and helps them become confident in mathematics. If the materials are complemented properly, they will be useful and effective for students and teachers.

• Journal for History of Mathematics
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• v.15 no.2
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• pp.141-160
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• 2002

We investigate the history of the research of the existence of periodic solutions of a nonlinear wave equation with jumping nonlinearity, suggested by Mckenna and Lazer (cf. [15]). We also investigate the recent research of it; a relation between multiplicity of solutions and source terms of the equation when the nonlinearity -($bu^+$-$au^-$) crosses eigenvalues and the source term f is generated by eigenfuntions.

• Journal for History of Mathematics
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• v.15 no.3
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• pp.83-93
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• 2002

We investigate a history of reseahches of a nonlinear elliptic equation with jumping nonlinearity, under Dirichlet boundary condition. The investigation will be focussed on the researches by topological methods. We also add recent researches, relations between multiplicity of solutions and source terms of tile equation when the nonlinearity crosses two eigenvalues and the source term is generated by three eigenfunctions.

• Journal for History of Mathematics
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• v.26 no.2_3
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• pp.177-195
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• 2013

This study is the analysis of the concepts and the characteristics of the mathematics section of the College Scholastic Ability Test. The study starts with division of the history of the College Scholastic Ability Test into four periods. These are Introduction Period(school year 1994-1996), Adjustment Period(school year 1997-2004), Development Period(school year 2005-2011) and Conversion Period(up to present since school year 2012). The periodical division of the Mathematics section is considered as identical with that of the College Scholastic Ability Test. So we investigate the characteristics of the Mathematics section through the periodical classification. This study also proposes some tasks for the future Mathematics section of the College Scholastic Ability Test.

• 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.