• Title/Summary/Keyword: <수학II> 교과서의 수학사 활용

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An Analysis of the Patterns of Using History in Textbook Developed under the 2015-Revised Curriculum (2015 개정 교육과정에 따른 <수학 II> 교과서에 나타난 수학사 활용 유형 분석)

  • Kim, Eun Suk;Cho, Wan Young
    • Communications of Mathematical Education
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    • v.33 no.4
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    • pp.471-488
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    • 2019
  • This paper aims to examine how mathematical history is used in textbooks according to the 2015-Revised Curriculum. We analyze the distribution and characteristics of making use of the mathematical history in the nine textbooks, using the framework suggested by Jankvist (2009) on the whys and hows of using historical tasks. First, the tasks related to mathematical history in the textbooks are mostly used as an affective tool, while few tasks are used as a cognitive tool. Second, most of the historical tasks of the type of an affective tool are introducing the anecdotes of mathematicians or in the history of mathematics, and only one case is trying to show human nature of mathematics by illuminating the difficulties mathematicians were faced with. Third, all the mathematical history tasks used as affective tools and goals are illumination materials, while only two out of the ten tasks in the category of a cognitive tool are illumination materials, yet eight others are modular ones. Considering the importance and value of using mathematical history in the math education, this paper recommends that more modular materials on mathematical history tasks in the category of cognitive tools and goals should be developed and their deployment in the textbooks or courses should be promoted.

Inducing Irrational Numbers in Junior High School (중학교에서의 무리수 지도에 관하여)

  • Kim, Boo-Yoon;Chung, Young-Woo
    • Journal for History of Mathematics
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    • v.21 no.1
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    • pp.139-156
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    • 2008
  • We investigate the inducing method of irrational numbers in junior high school, under algebraic as well as geometric point of view. Also we study the treatment of irrational numbers in the 7th national curriculum. In fact, we discover that i) incommensurability as essential factor of concept of irrational numbers is not treated, and ii) the concept of irrational numbers is not smoothly interconnected to that of rational numbers. In order to understand relationally the incommensurability, we suggest the method for inducing irrational numbers using construction in junior high school.

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