• Title/Summary/Keyword: 한국 수학사

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The Effects of a Mathematics History Lecture by a Mathematician on Elementary Mathematics Education (초등학생을 대상으로 한 '수학자 수학사 특강'의 학습효과)

  • Cha, In-Sook;Han, Jeong-Soon
    • Journal for History of Mathematics
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    • v.19 no.4
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    • pp.133-150
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    • 2006

  • 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.

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Didactical Meaning of using History of mathematics in Teaching and Learning Mathematics (수학과 교수-학습에서 수학사 활용에 교육적 함의: 수월성 교육을 중심으로 한 미적분 지도의 예)

  • Han, Kyeong-Hye
    • Journal for History of Mathematics
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    • v.19 no.4
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    • pp.31-62
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    • 2006

  • 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.

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