• Journal for History of Mathematics
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• v.28 no.1
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• pp.15-29
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• 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
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• v.25 no.3
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• pp.141-157
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• 2012

There is enthusiasm among many mathematics educators to seek to understand how history of mathematics can be employed to emphasize the usefulness of mathematics and to make it even more useful. We investigate theoretical backgrounds of using history of mathematics for secondary students and prospective mathematics teachers. On the basis of historico-genetic principle and mathematics teachers' professional knowledge, we go into curriculum of prospective mathematics teachers. This study focussed on developing pedagogical approach using history of mathematics for prospective mathematics teachers.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.491-511
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• 2015

This study analyzed the perception of prospective elementary school teachers in relation to using the history of Korean mathematics. The results of this study showed that the pre-service teachers realized using the history of Korean mathematics more importantly than the history of mathematics. They thought that the contents of the history of Korean mathematics should be increased in mathematics education and pre-service teacher education. The participation experience in teacher education about the history of Korean mathematics had a positive effect on the perception of pre-service teachers. Finally, this paper asserted that teacher education is the key to the teacher perception on and using of the history of Korean mathematics.

• The Mathematical Education
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• v.49 no.1
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• pp.15-37
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• 2010

In this study, we investigated the application of oriental history of mathematics in school mathematics teaching. We set up three study problems to achieve this purpose. First, we analyze the middle and high school mathematics textbooks and auxiliary books. Second, we survey the mathematics teacher's knowledge and degree of application on history of mathematics. Third, we develop the teaching and learning materials on oriental history of mathematics. We performed three study-methods to settle above study problem. First, we analyzed 24 textbooks and auxiliary books for study problem 1. There were 6 middle school mathematics textbooks and 6 auxiliary books and also 6 high school mathematics textbooks and 6 auxiliary books. We categorized the contents into "anecdote", "systematization", "application of problem", "expansibility of thought", and "comparative of the contents". Second, we surveyed the 78 mathematics teachers's knowledge and degree of application using questionnaire about knowledge and application on history of mathematics. The questionnaire was made up of four types of question; the effect of material about history of mathematics, the understanding of western history of mathematics, the understanding of oriental history of mathematics; the direction of development of teaching material. Third, we exemplified the teaching and learning materials about three categories: "anecdote", "comparative of the contents".

• 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.

• School Mathematics
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• v.5 no.4
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• pp.555-572
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• 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
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• v.15 no.2
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• pp.113-124
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• 2002

The main purpose of this study is to classify types of class using computer in the school mathematics classroom. For this purpose, we will first survey the Tyle's theory relate to the curriculum model and its details. Then we will investigate the crucial points using computer in the school mathematics classroom in the viewpoint of Glaser's teaching model. From this, we will device several types of mathematics class using computer.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.73-92
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• 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
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• v.35 no.5
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• pp.131-146
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• 2022

This study is to find out how to use the materials of East Asian history in mathematics classroom. Although the use of the history of mathematics in classroom is gradually considered advantageous, the usage is mainly limited to Western mathematics history. As a result, students tend to misunderstand mathematics as a preexisting thing in Western Europe. To fix this trend, it is necessary to deal with more East Asian history of mathematics in mathematics classrooms. These activities will be more effective if they are organized in the context of students' real life or include experiential activities and discussions. Here, the study suggests a way to utilize the mathematical ideas of Bāguà and Liùshísìguà, which are easily encountered in everyday life, and some concepts presented in 『Nine Chapter』 of China and 『GuSuRyak』 of Joseon. Through this activity, it is also important for students to understand mathematics in a more everyday context, and to recognize that the modern mathematics culture has been formed by interacting and influencing each other, not by the east and the west.

• 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.