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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 26, Issue 5_6 - Nov 2013
Volume 26, Issue 4 - Aug 2013
Volume 26, Issue 2_3 - May 2013
Volume 26, Issue 1 - Feb 2013
Selecting the target year
Chinese Mathematics in Chosun
Lee, Chang Koo ; Hong, Sung Sa ;
Journal for History of Mathematics, volume 26, issue 1, 2013, Pages 1~9
DOI : 10.14477/jhm.2013.26.1.001
It is well known that the development of mathematics in eastern Asia was based on Chinese mathematics. Investigating Chinese mathematics books that were brought into Chosun, we study how Chinese mathematics influenced Chosun mathematics. Chinese mathematics books were brought into Chosun in three stages, namely basic mathematics books in the era of King SeJong(1397-1450), Chinese mathematics books influenced by western mathematics in the 17th century and finally those with commentaries on mathematics of Song-Yuan era in the 19th century. We also study the process of their importations.
Three Authors of the Taisei Sankei
Morimitio, Mitsuo ;
Journal for History of Mathematics, volume 26, issue 1, 2013, Pages 11~20
DOI : 10.14477/jhm.2013.26.1.011
The Taisei Sankei(大成算経 in Japanese) or the Dacheng Suanjing(in Chinese) is a book of mathematics written by Seki Takakazu 関孝和, Takebe Kataakira 建部賢明 and Takebe Katahiro 建部賢弘. The title can be rendered into English as the Great Accomplishment of Mathematics. This book can be considered as one of the main achievements of the Japanese traditional mathematics, wasan, of the early 18th century. The compilation took 28 years, started in 1683 and completed in 1711. The aim of the book was to expose systematically all the mathematics known to them together with their own mathematics. It is a monumental book of wasan of the Edo Period (1603-1868). The book is of 20 volumes with front matter called Introduction and altogether has about 900 sheets. It was written in classical Chinese, which was a formal and academic language in feudal Japan. In this lecture we would like to introduce the wasan as expressed in the Taisei Sankei and three authors of the book. The plan of the paper is as follows: first, the Japanese mathematics in the Edo Period was stemmed from Chinese mathematics, e.g., the Introduction to Mathematics (1299); second, three eminent mathematicians were named as the authors of the Taisei Sankei according to the Biography of the Takebe Family; third, contents of the book showed the variety of mathematics which they considered important; fourth, the book was not printed but several manuscripts have been made and conserved in Japanese libraries; and finally, we show a tentative translation of parts of the text into English to show the organization of the encyclopedic book.
The Rebirth of the IMU and ICM
Kim, Daniel G. ; Kim, Sung Sook ;
Journal for History of Mathematics, volume 26, issue 1, 2013, Pages 21~32
DOI : 10.14477/jhm.2013.26.1.021
The outbreak of the First and the Second World Wars cast great shadow across the Europe including mathematical society. The IMU led by French mathematicians after the First World War ceased to exist because it was used politically. As Europe ran into the Second World War, all the international mathematical activities were ceased. Prominent mathematicians were put into camp by Nazi or moved to the United States of America. After the war, European mathematicians did not have capacity to represent the international mathematical society anymore. This led Stone and other American mathematicians to form the new IMU, which was independent of political ideology. This paper studies the birth process of the new IMU after the War and some major events that happened to ICM in 1950s.
A Historical Process Analysis and Extension of Division into Equal Parts in Middle School Geometry
Suh, Bo Euk ;
Journal for History of Mathematics, volume 26, issue 1, 2013, Pages 33~56
DOI : 10.14477/jhm.2013.26.1.033
This is a literature study about the concept of `Division into Equal Parts` in middle school geometry. First, we notice that the concept of the division into equal parts in middle school geometry is given in four themes, which are those of line segments, angles, arches and areas. Second, we investigate and analyse the historical backgrounds of these four kinds of divisions into equal parts. Third, the possibility of extension in terms of method and concept was researched. Through the result of this study, we suggest that it is desirable to use effective utility of history in mathematical teaching and learning in middle school.
A Study on the Usage of Mathematics Notes in Elementary School Classes
Jang, Yun Sun ; Kim, Sung Joon ;
Journal for History of Mathematics, volume 26, issue 1, 2013, Pages 57~83
DOI : 10.14477/jhm.2013.26.1.057
This study focuses on the use of mathematics notes in elementary school mathematics classes as a way of practicing mathematical communication, which was introduced as one of the main themes in the 2007 Mathematical Curriculum Revision. We investigate, through interviews with teachers and questionnaires, why and how mathematics notes are used and what are included in them, finding out various aspects of the use of mathematics notes such as the purposes, the necessities and the types. We draw some helpful suggestions for using mathematics notes in classes which has positive effects such as enhancing students` mathematical thinking and calculation ability. This study is to provide teachers with an appropriate information and basic materials on the use of mathematics notes.
A Historical Analysis of Barrow`s Theorem and Its Educational Implication
Park, SunYong ;
Journal for History of Mathematics, volume 26, issue 1, 2013, Pages 85~101
DOI : 10.14477/jhm.2013.26.1.085
This study is to analyse the characteristics of Barrow`s theorem on the historical standpoint of hermeneutics and to discuss the teaching-learning sequence for guiding students to reinvent the calculus according to historico-genetic principle. By the historical analysis on the Barrow`s theorem, we show the geometric feature of the theorem, conjecture the Barrow`s intention in dealing with it, and consider the epistemological obstacles undergone by Barrow. On a basis of this result, we suggest a purposeful and meaning-oriented teaching-learning way for students to realize the sameness of the `integration` and `anti-differentiation`, and point out the shortcomings and supplement point in current School Mathematic Calculus.
Mathematics Classroom in Departmentalized Classroom System: What are Required for Effective Establishment
Kim, Chang Il ; Lee, Bong Ju ;
Journal for History of Mathematics, volume 26, issue 1, 2013, Pages 103~118
DOI : 10.14477/jhm.2013.26.1.103
The purposes of this article are to discuss how mathematics classroom in the departmentalized classroom system can be established for effective education, and describe current efforts within departmentalized mathematics classrooms toward achieving this goal. A departmentalized mathematics classroom would be most effective in improving education if implemented after comprehensive preplan for the specificity of the subject and characteristics of students depending on their grades and levels in their unique school environment. Continued investigation for effective communication of teaching and learning methods in a mathematics classroom will be a key component to set a departmentalized mathematics classroom up and to improve the quality of education.