• Journal for History of Mathematics
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• v.18 no.3
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• pp.79-90
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• 2005

Before the First World War, French mathematicians were leading mathematical community in the world but after the war, there was a vacuum compared with Germany and England. So it was necessary to make everything new in France. Young mathematicians from Ecole Normale Superieur came together to form the Bourbaki group. Bourbaki advanced the view that mathematics is a science dealing with structures, and that it attains its results through a systematic application of the modern axiomatic method. French culture movements, especially structuralism and potential literature, including the Bourbakist endeavor, emerged together, each strengthening the public appeal of the others through constant interaction. In this paper, we investigate Bourbaki's role and their achievements in the twentieth century mathematics, and the decline of Bourbaki.

• The Pure and Applied Mathematics
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• v.25 no.1
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• pp.49-57
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• 2018

We have introduced two new notions of convexity and closedness in functional analysis. Let X be a real normed space, then $C({\subseteq}X)$ is functionally convex (briefly, F-convex), if $T(C){\subseteq}{\mathbb{R}}$ is convex for all bounded linear transformations $T{\in}B$(X, R); and $K({\subseteq}X)$ is functionally closed (briefly, F-closed), if $T(K){\subseteq}{\mathbb{R}}$ is closed for all bounded linear transformations $T{\in}B$(X, R). By using these new notions, the Alaoglu-Bourbaki-Eberlein-${\check{S}}muljan$ theorem has been generalized. Moreover, we show that X is reflexive if and only if the closed unit ball of X is F-closed. James showed that for every closed convex subset C of a Banach space X, C is weakly compact if and only if every $f{\in}X^{\ast}$ attains its supremum over C at some point of C. Now, we show that if A is an F-convex subset of a Banach space X, then A is bounded and F-closed if and only if every element of $X^{\ast}$ attains its supremum over A at some point of A.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.73-88
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• 2022

Mathematics is a way of thinking. To do mathematics means to think mathematically. In other words, mathematics education and mathematics literacy are related. In elementary and secondary school mathematics education in many countries, teaching of mathematics using textbooks is conducted mostly in their native language. So mathematics education takes place while reading, writing, listening, and speaking mathematics. Analysis of mathematics textbooks for the lower grades of undergraduate mathematics shows that most advanced countries in mathematics use excellent undergraduate mathematics textbooks written in their native language. However, the ratio of using imported textbooks from foreign countries is particularly high in the case of textbooks for mathematics majors at Korean universities. In this article, the effect of language used in university mathematics education is analized. In particular, the importance of high-quality leading-edge university mathematics textbooks in native language is introduced by analyzing the case of Bourbaki in France and 'War of language' at the Israel Institute of Technology. The innovation of French university mathematics education in the 20th century began with Bourbaki's 'Fundamentals of Mathematics', a French textbook written in his native language. Israel's Technion and the Hebrew University of Jerusalem continue to teach all subjects in their mother tongue. This has led to produce many Nobel Prize and Fields medal winners in these two countries. This study shows that textbooks and languages used in university mathematics education has affected mathematical literacy.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.73-84
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• 2000

This study, after careful consideration on Piaget's structuralism, showed the relationship between Bourbaki's matrix structure of mathematics and Piaget's structure of mathematical thinking. This, studying the basic characters that structure of knowledge should have, pointed out that 'transformation' and to it, too. Also it revealed that group structure is a 'development' are essential typical one which has very important characters not only of mathematical structure but also general structure, and discussed the problem that learners construct the group structure as a mathematical concept.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.43-56
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• 2003

In late 19C, German mathematician Felix Klein declaired "Erlangen program" to reform mathematics education in Germany. The main ideas of "Erlangen program" contain the importance of instructing the concepts of functions and groups in school mathematics. After one century from that time, the importance of concepts of groups revived by Bourbaki in the sense of the algebraic structure which is the most important structure among three structures of mathematics - algebraic structure. ordered structure and topological structure. Since then, many mathematicians and mathematics educators devoted to work with the concepts of group for school mathematics. This movement landed on Korea in 21C, and now, the concepts of groups appeared in element mathematics text as plane rigid motion. In this paper, we state the rigid motions centered the symmetry - an important notion in group theory, then summarize the results obtained from some classroom activities. After that, we discuss the responses of children to concepts of groups.of groups.

• Communications of Mathematical Education
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• v.26 no.4
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• pp.351-362
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• 2012

Until the 1950s, linear algebra was considered only as one of abstract and advanced mathematics subject among in graduate mathematics courses, mainly dealing with module in algebra. Since the 1960s, it has been a main subject in undergraduate mathematics education because matrices has been used all over. In Korea, it was considered as a course only for mathematics major students until 1980s. However, now it is a subject for all undergraduate students including natural science, engineering, social science since 1990s. In this paper, we investigate the early history of linear algebra and its development from a historical perspective and mathematicians who made contributions. Secondly, we explain why linear algebra became so popular in college mathematics education in the late 20th century. Contributions of Chinese and H. Grassmann will be extensively examined with many newly discovered facts.