• Journal for History of Mathematics
• /
• v.14 no.1
• /
• pp.83-100
• /
• 2001

The paper analyzes the philosophy of mathematics and outlook on the mathematics education as the philosophy of mathematics in the history of mathematics. We have found that various views of the human society have led us to the various philosophy of mathematics. This change of philosophy have important implications to the didactics of mathematics. This study tries to find out the direction of outlook on the mathematics education in the future.

• Journal for History of Mathematics
• /
• v.28 no.1
• /
• pp.15-29
• /
• 2015

This study aims to analyze how the history of mathematics is used in Chinese mathematics textbooks. As a framework for analysis, we categorized nine types of using the history of mathematics in textbooks. We analyzed 18 mathematics textbooks for Chinese elementary and middle schools. As a result, we found that various types of using the history of mathematics were adopted in Chinese textbooks except for explorations of mathematical errors in history. We also noticed three characteristics: preference to using for motivation and reading matters in elementary school levels, high frequencies of using problems from traditional mathematical books and origins of mathematical concepts or symbols, and emphasis on ethnic superiority through the Chinese traditional mathematics. Based on the results of analysis, we discussed and induced some implications for using the history in our mathematics textbooks.

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

• Journal for History of Mathematics
• /
• v.17 no.3
• /
• pp.73-92
• /
• 2004

The paper surveys various attempts to use the concept of 'fundamental ideas' -Bruner's concept- as a tool for organizing mathematics teaching and research in mathematics education. One of the characteristics of fundamental ideas in mathematics is their correspondence to the history of mathematics; therefore in forming out contents and methods in mathematics education, the history of mathematics may be serve as an interesting aspect. It is demonstrated by the example of mean values.

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

• School Mathematics
• /
• v.5 no.4
• /
• pp.555-572
• /
• 2003

In this study we analyze critically the educational studies on the history of mathematics, and the results of the questionnaires to the mathematics teachers and mathematics teacher educators and interviews with them in order to highlight the problems which ought to be settled for more efficient using the history of mathematics in the mathematics classes. We ought to deepen the understanding of the meaning of mathematical concepts and its essential viewpoints through the historical development of mathematics, going beyond the interest and motivation of learning mathematics. In this respect there are insufficient sides in the results of the educational studies in the history of mathematics and in the recognition of the mathematics teachers about using history of mathematics. And the teachings of the history of mathematics in the mathematics teachers education courses are not sufficient in that they just survey the history of mathematics, and it is the very important task to develop the historic-genetic materials in the school mathematics and study the historic-genetic approach to the mathematics texts.

• Journal for History of Mathematics
• /
• v.17 no.2
• /
• pp.33-52
• /
• 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
• /
• v.17 no.4
• /
• pp.101-122
• /
• 2004

It has been always the issue to discuss 'how we teach mathematics' for the mathematical learning. As for an answer to this, it was suggested to use the history of mathematics. The reason is simple that is, the education of mathematics requires to understand mathematics and to know the history of mathematics is effective for mathematical understanding. In particular, the history of algebra was discussed to some extent as an illustration. This study focuses on the history of geometry from this point of view. We review the history of geometry by comparison in terms of three criteria from the origin of geometry to modem differential geometry in the middle of the 20th century, which are backgrounds (inner or outer ones), characterizations (approach, method, object), influences to modem mathematics. As an application of such historical data to the education of mathematics, we pose the problem to determine the order of instruction in mathematics.

• Journal for History of Mathematics
• /
• v.11 no.2
• /
• pp.43-54
• /
• 1998

In this paper we analyze the variety of outlook on the mathematical education as in the history of modern mathematical education and suggest the direction of outlook on the mathematical education in the future.

• Journal for History of Mathematics
• /
• v.30 no.6
• /
• pp.327-339
• /
• 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.