• 한국수학사학회지
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• 제11권2호
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• pp.55-62
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• 1998

This paper aims to analyze the phenomena of eighteenth-century mathematics and to find the "metaphysics" of the period which made them possible. It shows that mathematics in eighteenth-century was "mixed" and result-oriented and that eighteenth-century metaphysics emphasized the real and natural.he real and natural.

• 한국수학사학회지
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• 제17권4호
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• pp.17-26
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• 2004

본 논문은 모더니즘이 가지는 핵심적인 성격이 ‘수학화’에 있다고 주장하고 특히 18세기를 중심으로 수학화가 어떻게 전개되었는지 소개하는 데 있다. 뿐만 아니라 ‘수학화’에 따르는 문제점을 지적하려 한다.

• 한국수학사학회지
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• 제18권4호
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• pp.17-28
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• 2005

본 논문은 수학에서 수학사와 수학철학이 가지는 기능과 역할을 소개하려는데 있다. 역사적인 예들을 통하여 수학사와 수학철학은 수학을 이해하고 평가하는 기능과 실제로 수학을 형성하는 역할을 함을 보인다

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권2호
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• pp.99-121
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• 2019

This article looks back and also looks forward at the values aspect of school mathematics teaching and learning. Looking back, it draws on existing academic knowledge to explain why the values construct has been regarded in recent writings as a conative variable, that is, associated with willingness and motivation. The discussion highlights the tripartite model of the human mind which was first conceptualised in the eighteenth century, emphasising the intertwined and mutually enabling processes of cognition, affect, and conation. The article also discusses what we already know about the nature of values, which suggests that values are both consistent and malleable. The trend in mathematics educational research into values over the last three decades or so is outlined. These allow for an updated definition of values in mathematics education to be offered in this article. Considering the categories of values that might be found in mathematics classrooms, an argument is also made for more attention to be paid to general educational values. After all, the potential of the values construct in mathematics education research extends beyond student understanding of and performance in mathematics, to realising an ethical mathematics education which is important for thriveability in the Fourth Industrial Revolution. Looking ahead, then, this article outlines a 4-step values development approach for implementation in the classroom, involving Justifying, Essaying, Declaring, and Identifying. With an acronym of JEDI, this novel approach has been informed by the theories of 'saying is believing', self-persuasion, insufficient justification, and abstract construals.

• 한국수학사학회지
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• 제21권4호
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• pp.153-168
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• 2008

이 연구는 수학교육에서 문제해결의 중요성에 근거하여 초등 수학 우수아들의 문제 푸는 방법에 대해 조사하였다. 조선시대 수학책인 <산학입문>에서 발췌하여 수정한 문제인 노몬의 넓이 구하는 문제가 주어질 때 84명의 초등 수학 우수아의 반응 및 풀이 과정을 분석하여 분류하였다. 이 중 정답을 얻은 학생들(73.8%)이 사용한 접근 방법은 크게 수치적 접근과 재구성 접근의 두 가지로 나뉜다. 두 접근은 다시 각각 세 가지, 여섯 가지 방법으로 세분할 수 있어 각각의 특징을 학생 사례와 함께 고찰하였다. 그 중 동양 수학사에서 이용된 방법을 포함하여 도형의 재구성을 통한 방법은 특히 주목할 만하다 전체 정답자의 절반에 가까운 수가 수치적 접근을 이용하였음에도 불구하고 동일 문제에 대한 다양한 풀이를 관찰할 수 있었고, 그 분석을 통해 학생들의 사고 특징을 파악할 수 있었다.

• 한국의상디자인학회지
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• 제12권1호
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• pp.35-49
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• 2010

The Imwon Sipyukji of this study was compiled by Seo Yugu (1764~1845), a famous agronomical scholar of the late eighteenth century. The contents of this book are divided into sixteen chapters related to all the important parts of rural home life ranging from daily routines to social life covering the agro-industry and the six skills of manners, music, archery, calligraphy, mathematics and horseback riding. Seomyongji, one of the sixteen chapters, covers all that is necessary for living a rural existence such as house-building, clothing adornments and transportation as well as how to make and use daily household items. The contents of the Boksik Jigu sub-section in the Sumyongji chapter consist of eight large units covering men's and women's clothing, bedding and pillows, sewing tools, belt and shoes accompanying the attire and storage for clothes. These eight are further subdivided into 65 items, each warranting a detailed explanation. My study will translate the original Chinese text of Boksik Jigu into Korean. This sub-section in the Seomyongji chapter will facilitate an investigation into the information contained therein on attire and accessories.

• 대한수학회지
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• 제44권5호
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• pp.1163-1184
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• 2007

In this presentation dedicated to the tricentennial birth anniversary of the great eighteenth-century Swiss mathematician, Leonhard Euler (1707-1783), we begin by remarking about the so-called Basler problem of evaluating the Zeta function ${\zeta}(s)$ [in the much later notation of Georg Friedrich Bernhard Riemann (1826-1866)] when s=2, which was then of vital importance to Euler and to many other contemporary mathematicians including especially the Bernoulli brothers [Jakob Bernoulli (1654-1705) and Johann Bernoulli (1667-1748)], and for which a fascinatingly large number of seemingly independent solutions have appeared in the mathematical literature ever since Euler first solved this problem in the year 1736. We then investigate various recent developments on the evaluations and representations of ${\zeta}(s)$ when $s{\in}{\mathbb{N}}{\backslash}\;[1],\;{\mathbb{N}}$ being the set of natural numbers. We emphasize upon several interesting classes of rapidly convergent series representations for ${\zeta}(2n+1)(n{\in}{\mathbb{N}})$ which have been developed in recent years. In two of many computationally useful special cases considered here, it is observed that ${\zeta}(3)$ can be represented by means of series which converge much more rapidly than that in Euler's celebrated formula as well as the series used recently by Roger $Ap\'{e}ry$ (1916-1994) in his proof of the irrationality of ${\zeta}(3)$. Symbolic and numerical computations using Mathematica (Version 4.0) for Linux show, among other things, that only 50 terms of one of these series are capable of producing an accuracy of seven decimal places.