• Education of Primary School Mathematics
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• v.14 no.1
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• pp.27-41
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• 2011

This study is the consideration to 'The Data' and 'On Divisions' of Euclid which is the historical start of analysis and synthesis. 'The Data' and 'On Divisions' compared to Euclid's Elements is not interested. In this study, analysis and synthesis were examined for significance. In this study, means for 'analysis' and 'synthesis' were examined through an analysis of 'The Data' and 'On Divisions'. First, the various terms including analysis and synthesis were examined and the concepts of the terms were analyzed. Then, analysis was divided into 'external analysis' and 'internal analysis'. And synthesis was divided into 'theoretical synthesis' and 'empirical synthesis'. On the basis of this classification problem presented in elementary textbooks and the practical applications were explored.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.351-364
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• 2003

by A.C. Clairaut is the first geometry textbook based on the historico-genetic principle against the logico-deduction method of Euclid's This paper aims to recognize Clairaut's historico-genetic principle by inquiring into this book and to search for its applications to school mathematics. For this purpose, we induce the following five characteristics that result from his principle and give some suggestions for school geometry in relation to these characteristics respectively : 1. The appearance of geometry is due to the necessity. 2. He approaches to the geometry through solving real-world problems.- the application of mathematics 3. He adopts natural methods for beginners.-the harmony of intuition and logic 4. He makes beginners to grasp the principles. 5. The activity principle is embodied. In addition, we analyze the two useful propositions that may prove these characteristics properly.

• Journal for History of Mathematics
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• v.17 no.1
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• pp.33-42
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• 2004

In this paper, we identify the essential ideas of Fundamental Theorem of Arithmetic(FTA). Then, we compare these ideas with several theorems of Euclid's Elements to investigate whether the essential ideas of FTA are contained in Elements or not. From this, we have the following conclusion: Even though Elements doesn't contain FTA explicitly, it contains all of the essential ideas of FTA. Finally, we assert two reasons why Greeks couldn't mention FTA explicitly. First, they oriented geometrically, and so they understood the concept of 'divide' as 'metric'. So they might have difficulty to find the divisor of the given number and the divisor of the divisor continuously. Second, they have limit to use notation in Mathematics. So they couldn't represent the given composite number as multiplication of all of its prime divisors.

• Journal for History of Mathematics
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• v.16 no.3
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• pp.89-94
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• 2003

Though the concept of unique factorization was formulated in tile 19th century, Euclid already had considered the prime factorization of natural numbers, so called tile fundamental theorem of arithmetic. The unique factorization of algebraic integers was a crucial problem in solving elliptic equations and the Fermat Last Problem in tile 19th century On the other hand the unique factorization of the formal power series ring were a critical problem in the past century. Unique factorization is one of the idealistic condition in computation and prime elements and prime ideals are vital ingredients in thinking and solving problems.

• Journal of Educational Research in Mathematics
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• v.16 no.1
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• pp.1-23
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• 2006

It is regarded as critical to analyse and re-appreciate Euclidean geometry for the sake of improving school geometry This study, a critical analysis of demonstrative plane geometry in current secondary school mathematics with an eye to the viewpoints of 'Elements of Geometry', is conducted with this purpose in mind. Firstly, the 'Elements' is analysed in terms of its educational purpose, concrete contents and approaching method, with a review of the history of its teaching. Secondly, the 'Elemens de Geometrie' by Clairaut and the 'histo-genetic approach' in teaching geometry, mainly the one proposed by Branford, are analysed. Thirdly, the basic assumption, contents and structure of the current textbooks taught in secondary schools are analysed according to the hypothetical construction, ordering and grouping of theorems, presentations of proofs, statements of definitions and exercises. The change of the development of contents over time is also reviewed, with a focus on the proportional relations of geometric figures. Lastly, tile complementary way of integrating the two 'Elements' is explored.

• Journal of the Korean Institute of Landscape Architecture
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• v.30 no.2
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• pp.50-62
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• 2002

From modernism to post-modernism, the practice in the design field often reduced the complexity of environment and to remove variety. However, contemporary ideas of space have been changed. The current thought premise is that the environment is mutable and is evolving according to inner and outer forces and elements. Therefore, leading designers recognize that the environment is complex in itself while anticipating a new theory explaining on-going trends. The idea of fold formulated by Gilles Deleuze can provide a theoretical base for new environmental design in constrat to current design practices. The fold is a hybrid by accommodating complex relations within an object. It carries a dynamic world view through continual process and yields a topological space against absolute space like Euclid geometry. The characteristics of the fold can be paraphrased as rhizome, stratification and smooth space. Rhizome forms a non-hierarchial connection like networking in internet space. Stratification is a kind of superimposition of autonomous potential layers within a single object. Smooth space is a free space and event oriented space keeping non-linear form. This study tried to incorporate the idea of fold to environmental design methods and design process in order to make space which can correspond with complex environment and topological form. In the design process adapted to fold theory, rhizome analysis accepts the complexity of environment and stratification strategy embraces the possibility of accidental use. As a result, the designed park carries a monadic image and produces an ambiguous space. Lastly, smooth space makes topological space unlike Euclid geometry and is free space comosed by the user themselves. Transporting the idea of fold into environmental design could be an alterative way for indeterminate and flexible design to accept new identity of place. Therefore, this study accepts the concept of incidental morphogenesis to make space based on the complexity of environment. The designed space based on the idea of fold searches to create free event space determined by user rather than designated by designer.

• School Mathematics
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• v.5 no.4
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• pp.401-420
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• 2003

We have many problems in the teaching and learning of proof, especially in the demonstrative geometry of middle school mathematics introducing the proof for the first time. Above all, it is the serious problem that many students do not understand the meaning of proof. In this paper we intend to show that teaching the meaning of proof in terms of historic-genetic approach will be a method to improve the way of teaching proof. We investigate the development of proof which goes through three stages such as experimental, intuitional, and scientific stage as well as the development of geometry up to the completion of Euclid's Elements as Bran-ford set out, and analyze the teaching process for the purpose of looking for the way of improving the way of teaching proof through the historic-genetic approach. We conducted lessons about the angle-sum property of triangle in accordance with these three stages to the students of seventh grade. We show that the students will understand the meaning of proof meaningfully and properly through the historic-genetic approach.

• The Mathematical Education
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• v.49 no.1
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• pp.53-65
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• 2010

The congruent conditions of triangles' plays an important role to connect intuitive geometry with deductive geometry in school mathematics. It is induced by 'three determining conditions of triangles' which is justified by classical geometric construction. In this paper, we analyze the essential meaning and geometric position of 'congruent conditions of triangles in Euclidean Geometry and investigate introducing processes for them in the Elements of Euclid, Hilbert congruent axioms, Russian textbook and Korean textbook, respectively. Also, we give justifications of construction methods for triangle having three segments with fixed lengths and angle equivalent to given angle suggested in Korean textbooks, are discussed, which can be directly applicable to teaching geometric construction meaningfully.

• Proceedings of the KIEE Conference
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• 1987.07b
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• pp.1195-1198
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• 1987

This paper develops algorithms of element generation, addition, multiplication and inversion based on GF($2^m$). Since these algorithms are implemented by general purpose computer, these are more efficient than the conventional algorithms(Table Lookup, Euclid's Algorithm) in each operation. It is also implied that they can be applied to not only the normally defined elements but the arbitrarily defined ones for constructing multi-valued logic function.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.227-239
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• 2011

The circumcenter of a triangle is introduced in logic geometry part of 8th grade mathematics. To handle certain characteristics of a figure through mathematical proof may involve considerable difficulty, and many students have greater difficulties especially in learning textbook's methods of proving propositions about circumcenter of a triangle. This study compares the methods how the circumcenter of a triangle is explored among the Elements of Euclid, a classic of logic geometry, current textbooks of USA and those of Korea. As a result of it, this study tries to abstract some significant implications on teaching the circumcenter of a triangle.