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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 25, Issue 4 - Nov 2012
Volume 25, Issue 3 - Aug 2012
Volume 25, Issue 2 - May 2012
Volume 25, Issue 1 - Feb 2012
Selecting the target year
Approximate Solutions of Equations in Chosun Mathematics
Hong, Sung-Sa ; Hong, Young-Hee ; Kim, Chang-Il ;
Journal for History of Mathematics, volume 25, issue 3, 2012, Pages 1~14
Since JiuZhang SuanShu(九章算術), the basic field of the traditional mathemtics in Eastern Asia is the field of rational numbers and hence irrational solutions of equations should be replaced by rational approximations. Thus approximate solutions of equations became a very important subject in theory of equations. We first investigate the history of approximate solutions in Chinese sources and then compare them with those in Chosun mathematics. The theory of approximate solutions in Chosun has been established in SanHakWonBon(算學原本) written by Park Yul(1621 - 1668) and JuSeoGwanGyun(籌書管見, 1718) by Cho Tae Gu(趙泰耉, 1660-1723). We show that unlike the Chinese counterpart, Park and Cho were concerned with errors of approximate solutions and tried to find better approximate solutions.
Philosophical Implication of Turing's Work -Concentrated on Halting Theorem-
Park, Chang-Kyun ;
Journal for History of Mathematics, volume 25, issue 3, 2012, Pages 15~27
This paper aims to examine Alan Turing's life at the centenary of his birth and to discuss a philosophical implication of his work by concentrating on halting theorem particularly. Turing negatively solved Hilbert's decision problem by proving impossibility of solving halting problem. In this paper I claim that the impossibility implies limits of reason, and accordingly that the marginality in cognition and/or in action should be recognized.
The syntax of Linear logic
Cheong, Kye-Seop ;
Journal for History of Mathematics, volume 25, issue 3, 2012, Pages 29~39
As a product of modern proof theory, linear logic is a new form of logic developed for the purpose of enhancing programming language by Professor Jean-Yves Girard of Marseille University (France) in 1987 by supplementing intuitionist logic in a sophisticated manner. Thus, linear logic' s connectives can be explained using information processing terms such as sequentiality and parallel computation. For instance, A
B shows two processes, A and B, carried out one after another. A&B is linked to an internal indeterminate, allowing an observer to select either A or B. A
B is an external indeterminate, and as such, an observer knows that either A or B holds true, but does not know which process will be true. A
B signifies parallel computation of process A and process B; linear negative exhibits synchronization, that is, in order for the process A to be carried out, both A and
have to be accomplished simultaneously. Since the field of linear logic is not very active in Korea at present, this paper deals only with syntax aspect of linear logic in order to arouse interest in the subject, leaving semantics and proof nets for future studies.
ICM from the foundation to the suspension of the old IMU
Kim, Sung-Sook ; Khang, Mee-Kyung ;
Journal for History of Mathematics, volume 25, issue 3, 2012, Pages 41~52
The Great War of 1914-1918 had dramatic consequences for all aspects of European society. Academia, and the field of mathematics, was no exception to the changes which occurred following the conflicts conclusion. After the First World War, which left Germany, the Austro-Hungarian Empire, Bulgaria and Turkey defeated, the Treaty of Versailles imposed harsh revisions to the old order. Many new nations emerged and the map of Europe was redrawn. The victorious powers also created the International Research Council (IRC) in 1919, and the International Mathematical Union (IMU) was founded under the IRC' s umbrella in 1920. At that time Germany, Austria, Hungary and Bulgaria were excluded from participation and the IMU maintained an open anti-German policy. However, as time passed this policy became more sharply criticized and in 1928 ICM, the nonparticipants were invited to join. Having declined, controversy persisted until in 1931 the IRC was replaced by the International Council of Scientific Unions, and the IMU disappeared for over two decades until it was reestablished in 1951. During the time of the first tenure of the IMU it is argued by many that politics entered into the world of international mathematical cooperation. In this paper we study the real effects the Great War had on the international mathematical community and its mathematicians.
Development of the concept of complex number and it's educational implications
Lee, Dong-Hwan ;
Journal for History of Mathematics, volume 25, issue 3, 2012, Pages 53~75
When imaginary numbers were first encountered in the 16th century, mathematicians were able to calculate the imaginary numbers the same as they are today. However, it required 200 years to mathematically acknowledge the existence of imaginary numbers. The new mathematical situation that arose with a development in mathematics required a harmony of real numbers and imaginary numbers. As a result, the concept of complex number became clear. A history behind the development of complex numbers involved a process of determining a comprehensive perspective that ties real numbers and imaginary numbers in a single category, complex numbers. This came after a resolution of conflict between real numbers and imaginary numbers. This study identified the new perspective and way of mathematical thinking emerging from resolving the conflicts. Also educational implications of the analysis were discussed.
The analysis of mathematics teachers' teaching behavior for fostering creativity
Lee, Bong-Ju ;
Journal for History of Mathematics, volume 25, issue 3, 2012, Pages 77~95
The purpose of this study is to draw implication for the teacher education program in association with creativity through analysing teaching behavior for fostering creativity of the mathematics teachers at the primary and secondary schools. In order to do so, a survey was performed by sampling primary, middle, and high school teachers. According to the results, there is significant difference in teachers' behavior for fostering creativity in the perspective of school classification (primary and secondary school), but not gender, region, and career of teachers. In other words, there is significant difference in teaching behaviors for fostering creativity between primary and secondary school teachers, herein the score of teaching behavior of former is higher than latter. Furthermore, the result of teachers' recognition survey on the possibility of fostering students' creativity via education shows that the teachers of primary schools are more relatively positive than those of secondary schools on the matter.
The Characteristics of Study of Middle School Students Appeared in 2010, 2011 National Assessment of Educational Achievement
Jo, Yun-Dong ;
Journal for History of Mathematics, volume 25, issue 3, 2012, Pages 97~117
Our government has used the result of National Assessment of Educational Achievement(NAEA) with one of data to check and improve the existing curricula and educational policies. The reason to devote these efforts is for the purpose of boosting the students' academic ability. Here, one of works based on the growth of the students' academic ability is to grasp what contents they are vulnerable to. Next work is to improve the methods to teach the appropriate content. So, in this paper I grasped the tendencies of the whole students and male/female students in middle school to appear in the results of 2010, 2011 NAEA. On the basis of those I grasp what contents the whole students and male/female students are vulnerable and I suggest the implications of teaching and learning for those contents.
Trend analysis of secondary school mathematics teacher certification examination
Byun, Ji-Soo ; Choi, Byung-Ok ;
Journal for History of Mathematics, volume 25, issue 3, 2012, Pages 119~140
This study analyzed the questions related to the content knowledge of mathematics subject for the middle and high school teacher employment examination conducted from the school year of 2009 to 2012 based on the evaluation scope of the mathematics subject content knowledge and evaluation contents which were presented by the Korea Institute for Curriculum and Evaluation(KICE). To achieve the objectives of this study, a total of 105 questions were collected with respect to the questions that appeared on the test over the last 4 years which aimed to evaluate the level of applicants' knowledge related to the contents of mathematics subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 9 subjects. Based on the results, suggestions were presented in relation to the operation of the mathematics curriculum for the department of mathematics education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 9 subjects related to the content knowledge of mathematics. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of analysis on the evaluation content items suggested that 149 items out of 256 items did not appear in the teacher employment examination for 4 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test of content knowledge related to mathematics or the evaluation scope and evaluation content items.
Using History of Mathematics for Prospective Mathematics Teachers
Jung, Hae-Nam ;
Journal for History of Mathematics, volume 25, issue 3, 2012, Pages 141~157
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.