CAJ | 학술논문

数学教学中引入数学史的理由是它可以作为一种激励学生学习数学的因素，也可以作为学生数学学习的认知工具，还可以有助于学生的文化理解；至于如何在数学教学中引入数学史，学者们已经提出了不少方法；尽管多数学者都肯定了数学教学中引入数学史的积极作用，但一些学者也提出了质疑；在今后的研究中应加强经验研究以及数学教育者与数学史家应密切合作。
수학교학중인입수학사적이유시타가이작위일충격려학생학습수학적인소，야가이작위학생수학학습적인지공구，환가이유조우학생적문화리해；지우여하재수학교학중인입수학사，학자문이경제출료불소방법；진관다수학자도긍정료수학교학중인입수학사적적겁작용，단일사학자야제출료질의；재금후적연구중응가강경험연구이급수학교육자여수학사가응밀절합작。
The reasons of using history in mathematics teaching and learning are that it can serve as a factor to stimulate students’ mathematics learning, a cognitive tool for students’ mathematics learning, and helps students’ cultural understanding. About how to use history in mathematics teaching and learning, scholars have put forward some methods. Although many scholars assumed positive role of using history in mathematics teaching and learning, some brought forward doubt. This paper thinks that, In following research, more experience researches should be done and mathematics educators and mathematics historians should cooperate close.