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RISS 인기검색어
- 검색키워드
- 저자 : Siu Man Keung (검색결과 4 건)
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Back to the Future : From the University Lecture Room to the School Classroom
( Man Keung Siu ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.1
In his classic Elementarmathematik von hoheren Standpunkte aus Felix Klein pointed out a "double discontinuity", namely, the transition from school mathematics to university mathematics a beginning undergraduate goes through and later the transition from university mathematics back to school mathematics if the graduate becomes a school teacher. In Klein`s own words: "The young university student found himself, at the outset, confronted with problems which did not suggest, in any particular, the things with which he had been concerned at school. Naturally he forgot these quickly and thoroughly. ….. When, after finishing his course of study, he became a teacher, he suddenly found himself expected to teach the traditional elementary mathematics in the old pedantic way; and, since he was scarcely able, unaided, to discern any connection between this task and his university mathematics, he soon fell in with the time honoured way of teaching, and his university studies remained only a more or less pleasant memory which had no influence upon his teaching." This leads one to ask the question, "Will a tertiary graduate with academic distinction in advanced mathematics be a successful school teacher in mathematics?" The answer seems to be, "Maybe yes, but not always." Why not always? What kind of frame of mind and focal point of attention, and related to that what kind of subject knowledge, would a school teacher in mathematics do well to possess and to be nurtured in? We believe school teachers in mathematics should have research experience in mathematics, which, though similar in spirit as that of a researcher in mathematics, can be quite different in form and content, because a school teacher has to explain mathematics in a language and at a level of sophistication suitable to the mental development of school pupils. Mathematics learnt in the university provides the background and the general upbringing in the discipline, but it needs research experience of the kind mentioned above to enable a teacher to work on designing the teaching sequence in class and to better re spond to pupils` questions. We will illustrate with many examples gleaned from classroom teaching or historical sources. On the way the connection between school mathematics and university mathematics will be revealed, addressing the issue of Klein`s "double discontinuity".
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SIU, Man-Keung The Korean Society for History of Mathematics 2015 Journal for history of mathematics Vol.28 No.6
In 1613 the official-scholar LI Zhi-zao (李之藻) of the Ming Dynasty, in collaboration with the Italian Jesuit Matteo RICCI (利瑪竇), compiled the treatise Tongwen Suanzhi (同文算指). This is the first book which transmitted into China in a systematic and comprehensive way the art of written calculation that had been in common practice in Europe since the sixteenth century. This paper tries to see what pedagogical lessons can be gleaned from the book, in particular on the basic operations in arithmetic and related applications in various types of problems which form the content of modern day mathematics in elementary school education.
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Siu Man Keung 한국수학사학회 2020 Journal for history of mathematics Vol.33 No.5
HPM (History and Pedagogy of Mathematics) activities deal with integrating the history of mathematics with the teaching and learning of mathematics. As a teacher of mathematics the author will share his personal experience in the engagement of HPM activities during the past forty-five years with fellow teachers who are interested in such activities and who may wish to know how another teacher goes about doing it.
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Looking at HPM through an Old Chestnut: Sum of the Angles of a Triangle
숙문강,Siu, Man Keung The Korean Society for History of Mathematics 2013 Journal for history of mathematics Vol.26 No.5
Some teachers do not regard the computation of the sum of the angles of a triangle by using a cut-and-paste or paper-folding method as providing a proof that the sum of the angles of a triangle is equal to two right angles. Some even think that this way of working is not mathematics but more like an experiment in physics. Some see the method as no better than measurement of the angles by a protractor. The author will examine this issue in the teaching and learning of school geometry and more generally as a specific example from the perspective of HPM (History and Pedagogy of Mathematics).
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