Chines Journal Science Education

2000, , 215-224 2000, 8(3), 215-224

HPM 1

( 89 6 29 89 8 1 )

HPM

HPM

(1855) 1996 pp. 57-83

(1820-1869)
(1768-1817)
(1248) (1259)
1855

(1192-1279) 1988 1996

1993
216

1999a 2000 Tian, 1999

vs.
1985c p. 4

1993
(Relations
between History and Pedagogy of Mathematics,
HPM) 1998

vs.

1985c pp. 3-4

(1861)
(1855)

(1820-1869)

( 1985c p. 4
(1817-1863)
1985b p. 4
1985b pp.
1-3

1985c p. 4

1985b p. 4 1985c p. 249

 HPM 217

vs.

1985c p. 4

1985c p. 4

1299 1.
1839
1993
1985c
p. 195
2.
1993

1985c p. 205
3.

1985c pp. 208-209

4.

1985c p.215
1985c
p. 193 1993 p.875 1993
p. 882 1993
p. 887 1993 p. 912

1985c p. 194
1988 pp. 92-138
1997 pp. 7-47
1985c p. 194
218

5.
vs.
1985c p. 222
6.
(controversy)
1985c p.
236
7.

1985c pp. 241-242

1993 p. 767
1993 p. 774 1993 p.
775

1985c p. 195

1985c p. 195

1985c pp.
206-207
 HPM 219

1985c pp. 195

-197

1988 pp. 70
-73

1985c p. 197
1985c pp. 201-202

1985c p. 199

1985c
pp. 202-203
1985c p. 199

1985c pp.199-
200 1700 80x 0.25x2
0

1985c p. 201
220

224

1985c pp. 203-204

1985c p. 224

1985c p.
218

1985c pp. 229-230

1985c pp. 218-219

1993

1985c p. 230

1985c pp. 230-231

1985c p.
 HPM 221

− 147456 x + 17694720 = 0

1985c p. 244

1985c p. 244

1985c pp. 234-235

1996 p. 61

x 4 − 960 x 3 + 100800 x 2 = 0

Hitchcock (1996)
1985c p. 238

1985c pp. 238-239 1991 pp.73-79

1985c p. 239
222

1700 − 80 x − 0.25 x 2 = 0

vs.
− 1700 + 80 x + 0.25 x = 0
2

1993

1. HPM "Relations between History

and Pedagogy of Mathematics"

(International commission on Mathematics

Instruction) International
Study Group on the Relations between
History and Pedagogy of Mathematics

1998

Kim, Lee Sik

NSC 89-2511-S-003-031-
(88/08/01 - 89/07/31)
 HPM 223

15. (1993)

1. (1988) (pp. 37-124)

2. (1996) 16. (1998) HPM HPM

1(2) 1-4
3. (1993) 17. (1999a)
(pp.28-310) (pp. 179-204)

4. (1993) 18. (1999b)

(1192-1279)
(pp.729-869) (pp. 67-83)
5. (1993)
19. (2000)
(pp.873-941)
6. (1997) 1(2), 35-43
20. ( )

7. (1985a) 21. (1993)

(4)
8. (1985b) 22. (1996)
(5)
9. (1985c)
(6) 23. (1993)
10. (1985a) (pp. 355-383)
(5)
(pp.249-364) 24. (1991)
11. (1985a)
(5)
(pp.365-482) 25. Hitchcock, Gavin (1996). Dramatizing the Birth
12. and Adventures of Mathematical Concepts: Two
(1985c) Dialogues. In Ronald Calinger (Ed.), Vita
(6) (pp.1-189) Mathematica (pp. 27-46). Washington, D.C.:
13. (1855) MAA.
(1985c) 26. Horng, Wann-Sheng (submitted). Reading into
(6) (pp.191-250) Mathematical Texts: a multicultural perspective.
14. (1985c) 27. Tian, Miao (1999). Jiegenfang, Tianyuan, and
(6) Daishu: Algebra in Qing China. Historia
(pp.251-496) Scientiarum 9(1), 101-119.
224

Nam Byung Gil's Comments on the "Tian Yuan Shu"

versus "Jie Gen Fang": An HPM Perspective

Wann-Sheng Horng
Department of Mathematics, National Taiwan Normal University
Taipei, Taiwan

Abstract

In this article, I am going to give a preliminary observation on Korean mathematical texts in the
second half of the 19th century. I will focus on Nam Byung Gil's (1820-1869) Vu Yi He (A Study of
commentaries on "Tian Yuan Shu", 1855). It is a text basically devoted to a critical evaluation of
Chinese mathematician Li Rui's (1768-1817) restoration of the tradition "Tian Yuan Shu" in terms of the
Western "Jie Gen Fang". Apparently based on the adaptation that Li Rui, among others, made of the
Cardano's version of Western algebra, Nam Byung Gil, who knew Chinese mathematics well, was able to
react in a "meta-cognitive" manner. Specifically, he commented on commentaries. His experience of
studying the discipline is very interesting and illuminating, especially for teaching learners of introductory
algebra.

Key words: History of Mathematics, HPM, Tian Yuan Shu, Jie Geng Fang.