• 한국수학사학회지
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• 제33권1호
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• pp.1-19
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• 2020

Under 2009 Revised Mathematics Curriculum and 2015 Revised Mathematics Curriculum, mathematics teachers can help students inductively express real life problems related to sequences but have difficulties in dealing with problems asking the general terms of the sequences defined inductively due to 'Guidelines for Teaching and Learning'. Because most of textbooks mainly deal with the simple calculation for the sums of sequences, students tend to follow them rather than developing their inductive and deductive reasoning through finding patterns in the sequences. In this study, we reconstruct 8 problems to find the sums of sequences in MukSaJipSanBup which is known as one of the oldest mathematics book of Chosun Dynasty, using the terminology and symbols of the current curriculum. Such kind of problems can be given in textbooks and used for teaching and learning. Using problems in mathematical books of Chosun Dynasty with suitable modifications for teaching and learning is a good method which not only help students feel the usefulness of mathematics but also learn the cultural value of our traditional mathematics and have the pride for it.

• 한국수학사학회지
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• 제15권1호
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• pp.147-168
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• 2002

In this paper, we introduce the arrangement of hyperplanes and the graph theory. In particular, we explain how to study the 4-color problem by using characteristic polynomials of the arrangement of hyperplanes. The 4-color problem was appeared in 1852 at first and Appel and Haken proved it by using computer in 1976. The arrangement of hyperplanes induced from a graph is called a graphic arrangement. Graphic arrangement is a subarrangement of Braid arrangement. Thus the chromatic function of a graph is equal to the characteristic polynomial of a graphic arrangement. If we use this result, we can apply the theory of the arrangement of hyperplanes to the study for the chromatic functions.

• 한국수학사학회지
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• 제17권1호
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• pp.109-118
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• 2004

This study estimated direct factors that have effect to completion degree of game, and we constructs structural equation model that can evaluate completion degree of game using empirical analysis. For it, we obtained weight of components of game development by eigenvector method for analytic hierarchy process. Using calculated weight, we also let that components of game development is observating variable of X, and genre of game is observating variable of Y. And we constructs structural equation model with LISREL program

• 한국수학사학회지
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• 제16권1호
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• pp.63-72
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• 2003

This paper is a sequel to [11]. We introduce $\sigma$-coherent frames, stably countably approximating frames and strongly Lindelof frames, and show that a stably countably approximating frame is a strongly Lindelof frame. We also show that a complete chain in a Lindelof frame if and only if it is a strongly Lindelof frame by using the concept of strong convergence of filters. Finally, using the concepts of super compact frames and filter compact frames, we introduce an example of a strongly Lindelof frame which is not a stably countably approximating frame.

• 한국수학사학회지
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• 제13권2호
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• pp.133-144
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• 2000

We study on a Mohr-Mascheroni theorem, which is the followings: If a construction problem is solved by euclidean tools(compass and ruler), then it can be solved using only compass. Though it is known that Mohr-Mascheroni theorem was proved by Mascheroni, but we have not any materials concerned with Mascheroni's work. In order to investigate Mohr-Mascheroni theorem, we analyze Euclid's Elements, and we draw some construction problems, which are essential for proving Mohr-Mascheroni theorem. We solve these problems using only compass. Though we don't solve all construction problems of Euclid's Elements, we can regard that Mohr-Mascheroni theorem is proved.

• 한국수학사학회지
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• 제19권3호
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• pp.1-20
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• 2006

조선(朝鮮) 시대 수학에 관계된 행정 업무는 취재(取才)에 의하여 뽑힌 중인(中人) 산원(算員)들에 의하여 이루어졌다. 이들은 호조(戶曹)에 속하며, 직위는 계사(計士), 별제(別提), 훈도(訓導), 교수(敎授)이다. 산원(算員)들의 교육과 취재를 위하여 훈도(訓導)와 교수(敎授)들의 역할은 매우 중요하다. 주학선생안(籌學先生案)과 주학입격안(籌學入格案)을 통하여 훈도(訓導)와 교수(敎授)를 조사한다.

• 한국수학사학회지
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• 제2권1호
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• pp.9-27
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• 1985

Islam toot a great interest in the utility sciences such as mathematics and astronomy as it needed them for the religious reasons. It needeed geometry to determine the direction toward Mecca, its holiest place: arithmetic and algebra to settle the dates of the festivals and to calculate the accounts lot the inheritance; astronomy to settle the dates of Ramadan and other festivals. Islam expanded and developed mathematics and sciences which it needed at first for the religious reasons to the benefit of all mankind. This thesis focuses upon the golden age of Islamic culture between 7th to 13th century, the age in which Islam came to possess the spirit of discovery and learning that opened the Islamic Renaissance and provided, in turn, Europeans with the setting for the Renaissance in 14th century. While Europe was still in the midst of the dark age of the feudal society based upon the agricultural economy and its mathematics was barey alive with the efforts of a few scholars in churches, the. Arabs played the important role of bridge between civilizations of the ancient and modern times. In the history of mathematics, the Arabian mathematics formed the orthodox, not collateral, school uniting into one the Indo-Arab and the Greco-Arab mathematics. The Islam scholars made a great contribution toward the development of civilization with their advanced the development of civilization with their advanced knowledge of algebra, arithmetic and trigonometry. the Islam mathematicians demonstrated the value of numerals by using arithmetic in the every day life. They replaced the cumbersome Roman numerals with the convenient Arabic numerals. They used Algebraic methods to solve the geometric problems and vice versa. They proved the correlation between these two branches of mathematics and established the foundation of analytic geometry. This thesis examines the historical background against which Islam united and developed the Indian and Greek mathematics; the reason why the Arabic numerals replaced the Roman numerals in the whole world: and the influence of the Arabic mathematics upon the development of the modern mathematics.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권4호
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• pp.439-457
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• 2006

This research was to understand the features of mathematization and didactical phenomenology, in a way that was not a routine calculation of equation, rather a complete comprehension by the reinventing historical principles of the equation. To achieve the purpose of this study, one-mate middle school student participated in the study. Interview and observation were used for collecting data during the student's performance. The results of research were: First, the student understood the mathematical concepts from a real life and developed the abstract concepts from it, which were very intimately related with his life. Second, the skill and formula definition were accomplished with the accompanying predicted and consequently derived mathematical concepts. Third, through the approach of using the history of mathematics, he became more interested in what he was doing and took lessons with confidence. Forth, the student performed his learning based on the historical reinventing principle under the proper guidance of a teacher.

• 한국수학사학회지
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• 제32권3호
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• pp.97-108
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• 2019

This paper is an outgrowth of a study on recent papers and presentations of Hong Sung Sa, Hong Young Hee and/or Lee Seung On on Gugo Wonlyu which is believed to be written by the famous Joseon scholar Jeong Yag-yong. Most of what is discussed here is already explained in these papers and presentations but due to brevity of the papers it is not understood by most of us. Here we present them in more explicit and mathematical ways which, we hope, will make them more accessible to those who have little background in history of classical Joseon mathematics. We also explain them using elementary projective geometry which allow us to visualize Pythagorean polynomials geometrically.

• 한국수학사학회지
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• 제18권1호
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• pp.49-66
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• 2005

과거에 계산 도구의 주종을 이루었던 수판과 산대의 역사를 간략하게 알아본다. 그리고 산대셈과 수판셈의 원리와 방법을 곱셈과 나눗셈을 중심으로 구체적인 예를 통해 소개하고 비교한다. 이를 통해 수판셈의 원리는 산대셈으로부터 전승되었음을 확인하고, 수판의 교육적 가치를 모색한다.