• 한국수학사학회지
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• 제14권2호
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• pp.69-76
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• 2001

This paper aims to show an inner, basic harmony between metaphysics and current directions in mathematics and in the philosophy of mathematics. In this attempt, the general truths of metaphysics and the truths particularly relevant to the nature of mathematical abstraction serve as speculative guides in ordering the content and discussing the nature of the multiple questions lie between and disputed frontiers of metaphysics and mathematics.

• 한국초등수학교육학회지
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• 제18권1호
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• pp.63-81
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• 2014

우리나라 학생들은 수학의 인지적 영역에서는 높은 성취를 보이지만 정의적 영역에서는 현저히 낮은 성취를 나타내고 있다. 본 논문에서는 수학의 정의적 영역 중 수학의 가치 교육 문제에 대하여 폴라니의 인식론을 바탕으로 논하였다. 폴라니의 인식론에서는 개인적 지식과 지식의 암묵적 차원을 강조한다. 그는 수학의 추상성, 일반성을 강조하였고, 수학의 발전은 공리적, 형식적 측면보다는 지적 아름다움과 열정에 의하여 안내된다고 하였다. 이러한 폴라니의 인식론의 관점에서 볼 때, 수학의 유용성, 실용성 등의 언어적 전달이나 표면적인 흥미 유발을 위한 활동은 본질적으로 가치 교육 및 수학 공부의 내재적 동기 부여에 한계가 있다. 수학 공부의 가치는 적절한 수학 문제에로의 몰입과 긴장, 그리고 문제가 해결되면서 따르는 기쁨, 환희를 맛보며 몸으로 체득하면서 배워야 하는 것이다.

• 한국수학사학회지
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• 제16권4호
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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.

• 한국수학사학회지
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• 제15권2호
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• pp.77-82
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• 2002

This paper is concerned with the mathematical concept displayed in Buddhism, which is reasonable enough to consider as a philosophy and encompasses the concept of infinity as scientific as that of mathematics. The purpose of this paper is to examine the changing process of the Buddhism concept of infinity on the basis of time sequence and to combine this with that of mathematics.

• 한국수학사학회지
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• 제16권2호
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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.

• 한국수학사학회지
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• 제24권1호
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• pp.45-61
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• 2011

교육의 출발점이 되는 고대 그리스의 철학과 사상을 탐색하기 위해, 헬레니즘 문명의 기초가 되는 가장 강력한 폴리스, 스파르타와 아테네의 정치체제와 문화, 교육의 제도를 중심으로, 특히 유아교육과 여성교육에 주목하면서 오늘날 우리나라의 유아교육을 조명한다. 나아가 그리스의 것을 모방한 것으로 알려진 로마의 철학과 사상을 살피면서 그 들의 유아교육은 그리스의 것과 또 우리의 유아교육과 어떻게 다른지 비교하면서 우리에게 주는 시사점을 찾고자 한다.

• East Asian mathematical journal
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• 제37권4호
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• pp.443-460
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• 2021

This study analyzes the characteristics of elementary math gifted classes through the development and application of teaching and learning materials. We used the guided reinvention methods including quasi-experiential perspectives. To this end, the applicability of Lakatos' quasi-empirical mathematical philosophy in elementary mathematics was examined, and the criteria for the development of teaching and learning materials for gifted students were presented, and then this study was conducted in this theoretical background. The subjects of the study were 21 elementary students at P University's Institute of Science and Gifted Education, and non-face-to-face real-time classes were conducted. Classes were divided into introduction, deployment1, deployment2, organization stages, and in each stage, small group cooperative learning was conducted based on group activities, and in this process, the characteristics of elementary mathematics gifted were analyzed. As a result of the study, elementary mathematics gifted students did not clearly present the essence of justification in the addition algorithm of fractions, but presented various interpretations of 'wrong' mathematics. They also showed their ingenuity in the process of spontaneously developing 'wrong' mathematics. On the other hand, by taking interest in new mathematics starting from 'wrong' mathematics, negative perceptions about it could be improved positively. It is expected that the development of teaching and learning materials dealing with various and original topics for the gifted students in elementary school will proceed through follow-up research.

• Journal of Applied and Pure Mathematics
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• 제5권1_2호
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• pp.109-119
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• 2023

As for the practical purpose of mathematics education, the extrinsic purpose is emphasized. As an alternative to this, a discussion on mathematics education as a character education is urgently requested. It can be said that the main purpose of learning mathematics is to have a form of life that values the form and structure of mathematics. The epistemological basis of such an idea can be seen as based on Kant's philosophy. Kant's epistemology can provide one answer to the question of the intrinsic purpose of mathematics education.

• 한국수학사학회지
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• 제17권1호
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• pp.119-125
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• 2004

Truth, goodness, and beauty are originated from the Greek philosophy and these concepts are unified by Kant. This article shows that these three concepts correspond to three conditions of axiomatics, that is, consistency, completeness, and independence, respectively.

• 대한수학교육학회지:수학교육학연구
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• 제9권1호
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• pp.51-80
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• 1999

The paper reviews of the constructivist view of mathematics and mathematics education. First of all, we shall study how mathematics has been treated as an object of cognition in philosophy or cognitive theories, what is changed in modern mathematics. It can lead us to understand the constructivist perspective on mathematics. Secondly, we will examine the view, the teaching and learning principles of mathematics education based on constructivism. Didactic transposition theory will be used as a frame of reference for this examination.