Go to the main menu
Skip to content
Go to bottom
REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Journal for History of Mathematics
Journal Basic Information
Journal DOI :
The Korean Society for History of Mathematics
Editor in Chief :
Volume & Issues
Volume 17, Issue 4 - Nov 2004
Volume 17, Issue 3 - Aug 2004
Volume 17, Issue 2 - May 2004
Volume 17, Issue 1 - Feb 2004
Selecting the target year
The History of Uniform Structures
Journal for History of Mathematics, volume 17, issue 3, 2004, Pages 1~12
In the Analysis, there have been many cases of confusion on topological structure and uniform structure because they were dealt in metric spaces. The concept of metric spaces is generalized into that of topological spaces but its uniform aspect was much later generalized into the uniform structure by A. Weil. We first investigate Weil's life and his mathematical achievement and then study the history of the uniform structure and its development.
Historical Inspection of the Bieberbach Conjecture and the Lu Qi-Keng Conjecture
Journal for History of Mathematics, volume 17, issue 3, 2004, Pages 13~22
In this paper, we consider two conjectures, the Bieberbach Conjecture that was proved true and the Lu Qi-Keng Conjecture that was proved not true. We inspect them historically and introduce the interesting results. From them we find that the deep theory of mathematics comes from continuous conjectures.
On the Algebraic Concepts in Euclid's Elements
Journal for History of Mathematics, volume 17, issue 3, 2004, Pages 23~32
In this paper, Ive investigated algebraic concepts which are contained in Euclid's Elements. In the Books II, V, and VII∼X of Elements, there are concepts of quadratic equation, ratio, irrational numbers, and so on. We also analyzed them for mathematical meaning with modem symbols and terms. From this, we can find the essence of the genesis of algebra, and the implications for students' mathematization through the experience of the situation where mathematics was made at first.
A History and Meaning of the Number
Journal for History of Mathematics, volume 17, issue 3, 2004, Pages 33~42
is the real constant number that appears not only in calculus but also in a real life. The concept of the number
first appeared in an appendix of Napier's work on logarithms in 1618. The early developments on the logarithm became part of an understanding of the number
. In 1727, the number
was studied by Euler explicitly. It ton14 almost 100 years to understand the number
which we learn in high school nowadays. By studying the origin of the number
, we can guess that many mathemetician's research in our time will have significant meaning in the future although it looks like just some calculations of cohomology or K-theory etc.
An Analysis on the San-Sul-Kwa Textbook under the Rule of Japanese Imperialism(1909～1945)
Journal for History of Mathematics, volume 17, issue 3, 2004, Pages 43~60
The aims of the study were to analyze the San-Sul-Kwa textbook under the rule of Japanese Imperialism(1909～1945). It was analyzed that the contents of San-Sul-Kwa were selected for the purpose of national interests of Japanese as a ruling country through four times of amendment of education and many kinds of drill and practice in terms of number and operations were emphasized toward entire grades. However, some parts of textbook over the period seem to have had significant affects on mathematics education of Korea since the period.
A Study for the Values of the Nine Chapters on the Mathematical Art on Mathematics Educational Viewpoint
Journal for History of Mathematics, volume 17, issue 3, 2004, Pages 61~72
In this paper, we investigate several values of the Nine Chapters on the Mathematical Art on mathematics educational viewpoint. We study them with four points of view: mathematical approach through problems of real life, algorithmization of concept and type, significance of affective domain and application of arithmetic. The result shows that the Nine Chapters on the Mathematical Art have great meaning of today's Korean mathematics education and possibility of application.
Fundamental ideas in Mathematics Education and Using History of Mathematics
Journal for History of Mathematics, volume 17, issue 3, 2004, Pages 73~92
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.
A Study on Various Proofs of the Steiner-Lehmus Theorem
Journal for History of Mathematics, volume 17, issue 3, 2004, Pages 93~108
In this article we study on various proofs of the Steiner-Lehmus theorem(any triangle that has two equal angle bisectors is isosceles). We suggest 6 geometric proofs and 3 algebraic proofs of the theorem in detail, analyze these proofs, extract related theorems, proof ideas.
Knowledge Construction on Mathematics Problem Solving
Journal for History of Mathematics, volume 17, issue 3, 2004, Pages 109~120
This study investigated three pre-service teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of pre- service teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.