중동과 이슬람 세계 수학 문화의 수용 규준 연구

박제남(Jeanam Park),남호영(Hoyoung Nam) 한국이슬람학회 2022 한국이슬람학회논총 Vol.32 No.2

In this paper, we analyzed how the subject content, theory of knowledge, and international mindedness dealt with in the IB DP mathematics course <Mathematics: analysis and approaches> accept Islamic culture. We claim that IB mathematics (1) minimizes or omits the achievements of Islamic mathematicians, and (2) ignores ancient Egyptian and Old Babylonian mathematics, the roots of modern mathematics. IB Mathematics refers to Chinese, Japanese, Indian, or European mathematicians, ignoring the roles of great mathematicians such as al-Khowarizmi, al-Karaji, Ibn al-Haytham, Omar Khayyam, and al-Kashi. IB mathematics education gives deep mathematical and cultural values to ancient Greece from the point of view of the axial age, and attributes the calculus values of ancient Babylonia and Fatimid Dynasty to Newton and Leibniz in Europe. We discussed how it is desirable to accept Middle East and Islamic mathematical culture from a critical point of view.

황금비와 수학교육 담론

박제남 ( Jea Nam Park ) 한국수학교육학회 2014 수학교육논문집 Vol.28 No.2

The purpose of this paper is to offer a history of golden ratio, the criterion raised by Markowsky, andmisconceptions about golden ratio. Markowsky(1992) insists that the golden ratio does not appear in the great pyramidof Khufu. On the contrary, we claim that there exists the golden ration on it. Elementary and middle school textbooks, and domestic history books deal with the great pyramid of Khuff and the Parthenon by examples of thegolden ratio. Text books make many incorrect statements about golden ratio; so in teaching and learning the goldenratio, we recommend the design-composition of dynamic symmetry, for example, industrial design, aerodynamic,architecture design, and screen design. Finally we discuss the axial age how to affect the school mathematics withrespect to the subject of Thales and the golden ratio.

수리논술 평가목표의 분류 및 실제에 관한 연구

박제남 ( Jea Nam Park ) 인하대학교 교육연구소 2011 교육문화연구 Vol.17 No.3

In this paper, we propose on the taxonomy of evaluation objectives for mathematical writings in the middle and high school mathematics. Also, we classify mathematical writing forms into two groups: suggestion-style and proof-style depending on the student`s response, and finally we give some examples for each of the groups.

중등 수학교과서가 다루는 수학사의 비판과 대안

박제남 ( Jea Nam Park ),장동숙 ( Dong Sook Jang ) 한국수학교육학회 2015 수학교육논문집 Vol.29 No.2

The purpose of this article is to discuss some of the most commonly repeated misconceptions on the history of mathematics described in the secondary school mathematics textbooks, and recommend that we should include mathematical transculture in the secondary school mathematics. School mathematical history described in the texts reflects the axial age, and deals with mathematical transculture from the ancient Greek into Europe excluding the ancient Egypt, Old Babylonia, and Islamic mathematics. We discuss about them through out the secondary school textbooks and give some alternatives for the historical problems.

미분방정식 지도에 대한 소고

박제남 ( Jae Nam Park ),장동숙 ( Dong Sook Jang ) 한국수학교육학회 2014 수학교육논문집 Vol.28 No.3

In this paper we introduce mathematical modellings in teaching and learning differential equations which were adopted by 2009 revised curriculum. The textbook of ‘Advanced Mathematics II’ published in 2014 with one publisher includes the content of the second order differential equation by the power series method. This paper discusses the issue of the power series and gives an alternative method to explain problems of differential equation. Also, we found that the textbook of ‘Advanced Mathematics II’ used the mechanical system not electrical system in solving differential equation problems. Thus this paper suggests a method using an electric circuit in teaching and learning the first order differential equation. Finally we suggest some terminologies in the teaching and learning of differential equations.

초등학교 수학 교고서가 다루는 수학사의 보완방안: 수학문화의 전이를 중심으로

박제남 ( Jea Nam Park ) 한국수학교육학회 2014 수학교육논문집 Vol.28 No.4

점토판 BM 85194와 플라톤의 기하적 가정 : 메논 86e-87b

박제남(Jeanam Park),오서영(Seoyoung Oh) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.4

플라톤은 메논과의 대화에서 너무 간결한 기하적 용어를 사용하고 있기 때문에 86e-87b의 해석은 다양하게 전개되어 왔다. 우리는 86e-87b의 해석을 모두 다섯 가지 : “① 주어진 도형, ② 원 내부의 선분, ③ 닮음만큼 모자라는 도형, ④ 잡아 늘인, 그리고 ⑤ 조건의 해석”에 주안점을 두어 제시하려한다. 우리는 기하학의 비전문가인 메논의 수학적 지식을 염두에 두었다. 또한, 플라톤은 소년과의 대화에서 포괄적 지식인 루트2 의 해석적 및 기하적 성질을 알고 있으면서 대화를 주도하였듯이 메논과의 대화에서도 플라톤은 포괄적 지식인 ‘지름의 원주각이 직각’ 또는 보다 일반적으로 ‘중심각은 원주각의 두 배’라는 사실을 알고 대화를 이끌었다고 우리는 추정한다. 이와 같은 추정을 위해서는 플라톤이 ‘지름의 원주각이 직각’이라는 수학적 성질을 인지했을 가능성에 대한 간접적인 증거가 확보되어야한다. 따라서 원주각과 관련이 있는 ‘히스(Heath)의 추측’ 그리고 고대 이집트 및 고 바빌로니아 수학을 기반으로 플라톤의 인지 가능성을 주장하였다. 이와 같은 주장 하에서 메논과의 대화에서 플라톤이 사용한 도형을 제안하였다. The interpretation of 86e-87b has been developed in a wide variety of ways, since Plato used very simple geometric terms in conversation with Meno. We focused on the interpretation of 86e-87b as all five points: ‘① a given figure, ② a line inside a circle, ③ same or similar ④ stretching out, and ⑤ condition’. We have kept in mind the mathematical knowledge of the non-expert of geometry, Meno. Also, we claim that as Plato led dialogue with the understanding of the analytic and geometric property of root 2 as the comprehensive knowledge, in his dialogue with the boy, Plato led the conversation in dialogue with Meno, knowing that the angle in the semicircle is right , or more generally the central angle is double of the angle at the circumference as the comprehensive knowledge. To do this, there should be indirect evidence of the possibility that Plato recognized the mathematical property of the the angle in the semicircle is right . Therefore, we have presented the possibility of Plato s recognition based on Heath s conjecture and the ancient Egyptian and Babylonian mathematics, which are related to the angle of circumference. Under these assertions, we presented a diagram that Plato used in dialogue with Meno.

이슬람 아트 디자인

박제남(Park, Jeanam),김상훈(Kim, Sanghun) 한국이슬람학회 2017 한국이슬람학회논총 Vol.27 No.2

In this paper, we introduce two methods of bisecting the Old Akkadian square band in relation to Islamic art design and examine the historical meaning of each method. In addition, examples of the use of the Old Akkadian square band were explored and analyzed in the Jameh mosque(Isfahan), Tillya Kari madrasa(Samarkand), Barak-Khan madrasa(Tashkent) and various walkway blocks(Tashkent). The Old Akkadian square band is a good material for the convergence education of Ancient Near East history, mathematics, and arts. And it can provide an opportunity to understand Islamic culture in middle and high school education. Moreover, Uzbekistan s sidewalk block can be used as a topic for artistic or mathematical gifted students by combining with the concept of wallpaper group.

Controversial History of Pi in Ancient Egypt, Old Babylonia, and Ancient Greek Mathematics

박제남,Park, Jeanam The Korean Society for History of Mathematics 2020 Journal for history of mathematics Vol.33 No.4

We examine how the formulas of the area and the circumference of a circle related to pi in the ancient Egyptian and the Old Babylonian fields of mathematics have been controversial. In particular, the Great Pyramid of Khufu, Ahmes Papyrus Problem 48 and Moscow Mathematical Papyrus Problem 10 have raised extensive controversy over π. We propose the pi-theory of the Great Pyramid of Khufu as a dynamic symmetry based on Euclid's rectangle. In addition, we argue that the ancient Egyptian or Old Babylonian mathematics influenced Solomon's Molten Sea, Plato and Archimedes' pi.

대학 수시모집은 수능 이후에 해야

박제남,Park, Je-Nam 한국대학교육협의회 2008 大學敎育 Vol.154 No.-