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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 19, Issue 4 - Nov 2006
Volume 19, Issue 3 - Aug 2006
Volume 19, Issue 2 - May 2006
Volume 19, Issue 1 - Feb 2006
Selecting the target year
Historical and Social Environments and the Structure of The Nine Chapters on the Mathematical Art
Kang, Shin-Won ;
Journal for History of Mathematics, volume 19, issue 4, 2006, Pages 1~12
The Nine Chapters on the Mathematical Art has dominated the history of Chinese mathematics. It served as a textbook not only in China but also in the neighbouring countries and regions. The book is anonymous like many Chinese classics. The Nine Chapters contains 246 problems and their solutions, some of which date back to before the Qin Dynasty
and it seems to have been written by various writers over many generations. In this paper, we will investigate the structure of the Nine Chapters from the view points of ancient social environments which entail eventually mathematics in the Nine Chapters.
Mathematical Rhymes in Oriental Mathematics and Their Didactical Implications
Chang, Hye-Won ;
Journal for History of Mathematics, volume 19, issue 4, 2006, Pages 13~30
The purpose of this study is to investigate the meaning and roles of rhymes in oriental mathematics. To do this, we consider the rhymes in traditional chinese, korean, indian, arabian mathematical books and the mathematical knowledge which they implicate. And we discuss the reasons for which they were often used and the roles which they played. In addition, we suggest how to use them in teaching mathematics.
Didactical Meaning of using History of mathematics in Teaching and Learning Mathematics
Han, Kyeong-Hye ;
Journal for History of Mathematics, volume 19, issue 4, 2006, Pages 31~62
In this article, the theoretical basis of applying mathematical his tory in lessons is inquired in various educational aspects. It also covers the psychological genetic principle, mainly concerning the childish development and states that it has to be compatible with the historico-genetic principle, which is suggested mainly concerning the development of data. In addition, it evolves the arguments about the meaning of mathematical history in math lessons based on the mentioned aspects besides that in ordinary math lessons. Next, the link between the apply of mathematical history and education for gifted children is examined. Last, cases of mathematic history applied to mathematic education is suggested mainly concerning the understanding of differential concepts.
Reasoning through scheme
Cheong, Kye-Seop ;
Journal for History of Mathematics, volume 19, issue 4, 2006, Pages 63~80
Along with natural and algebraic languages, schema is a fundamental component of mathematical language. The principal purpose of this present study is to focus on this point in detail. Schema was already in use during Pythagoras' lifetime for making geometrical inferences. It was no different in the case of Oriental mathematics, where traces have been found from time to time in ancient Chinese documents. In schma an idea is transformed into something conceptual through the use of perceptive images. It's heuristic value lies in that it facilitates problem solution by appealing directly to intuition. Furthermore, introducing schema is very effective from an educational point of view. However we should keep in mind that proof is not replaceable by it. In this study, various schemata will be presented from a diachronic point of view, We will show with emaples from the theory of categories, Feynman's diagram, and argand's plane, that schema is an indispensable tool for constructing new knowledge.
A Study on Leibniz's Ideas about Analysis
Kim, Sung-Joon ;
Journal for History of Mathematics, volume 19, issue 4, 2006, Pages 81~96
This paper aims to review Leibniz's analytic ideas in his philosophy, logics, and mathematics. History of analysis in mathematics ascend its origin to Greek period. Analysis was used to prove geometrical theorems since Pythagoras. Pappus took foundation in analysis more systematically. Descartes tried to find the value of analysis as a heuristics and found analytic geometry. And Descartes and Leibniz thought that analysis was played most important role in investigating studies and inventing new truths including mathematics. Among these discussions about analysis, this paper investigate Leibniz's analysis focusing to his ideas over the whole of his studies.
On Atomic Lattices
Lee, Seung-On ; Yon, Yong-Ho ; Hwang, In-Jae ;
Journal for History of Mathematics, volume 19, issue 4, 2006, Pages 97~106
The lattice originated from logic, not mathematics. Around 1880, Peirce thought that all the lattices were distributives, however
corrected the error around 1890. In 1993, Birkhoff used the term lattice for the first time that had a different meaning from today's lattice. This paper introduces Peirce, and studies correlation among atomic lattices, atomistic lattices, J-lattices, strong lattices and distributive lattices.
History of Morse theory
Park, Ki-Sung ;
Journal for History of Mathematics, volume 19, issue 4, 2006, Pages 107~116
This article reviews the exciting developments in Morse theory by S.Smale, Freedmann and others, including a proof of the generalized Poincare' Conjecture in the handle body theory. We study its relations with handle body theory _and geodesic theory.
Development and Application of Learning Materials of the Construction Unit in 7-B Grade Based on Clairaut's
Park, Myeong-Hee ; Shin, Kyung-Hee ;
Journal for History of Mathematics, volume 19, issue 4, 2006, Pages 117~132
For a meaningful learning of the Construction Unit in 7-B Grade, this study aims to develop teaming materials on the basis of Clairaut's
, which is grounded on a natural generation derived from the history of mathematics and emphasizes students' inquiry activity and reflective thinking activity, and to analyze the characteristics of learning process shown in classes which use the application of teaming materials. Six students were sampled by gender and performance and an interpretive case study was conducted. Construction was specified so as to be consciously executed with emphasis on an analysis to enable one to discover construction techniques for oneself from a standpoint of problem solving, a justification to reveal the validity of construction, and a step of reflection to generalize the results of construction.
The Effects of a Mathematics History Lecture by a Mathematician on Elementary Mathematics Education
Cha, In-Sook ; Han, Jeong-Soon ;
Journal for History of Mathematics, volume 19, issue 4, 2006, Pages 133~150
This study is to investigate the effects of a mathematics history lecture on elementary students' math learning. Pre- and post-tests were done for 33 6th grade students before and after 3-units of mathematics history lecture by a mathematician. The results show that the lecture improved students' interests and confidence on math. Especially, the tests present a positive change in students' attitudes on math and results in an increased curiosity on and willingness to study math. This study shows a consistent result with previous studies of teaming effects of introducing mathematics history in math. This study also highlights that even 3-units of math history lecture can significantly improve students' attitude and belief on math learning. Given the positive effects of math history lecture on students' math loaming, it is implicated that math history be included in the formal elementary math curriculum and more participation of math history experts in math.learning processes is needed.