Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

An Analysis of Korean Language Learners' Understanding According to the Types of Terms in School Mathematics

수학과 용어 유형에 따른 한국어학습자의 이해 분석

  • Do, Joowon (Seoul Yongam Elementary School) ;
  • Chang, Hyewon (Department of Mathematics Education, Seoul National University of Education)
  • Received : 2022.08.26
  • Accepted : 2022.09.26
  • Published : 2022.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to identify the characteristics and types of errors in the conceptual image of Korean language learners according to the types of terms in mathematics that are the basis for solving mathematical word problems, and to prepare basic data for effective teaching and learning methods in solving the word problems of Korean language learners. To do this, a case study was conducted targeting four Korean language learners to analyze the specific conceptual images of terms registered in curriculum and terms that were not registered in curriculum but used in textbooks. As a result of this study, first, it is necessary to guide Korean language learners by using sufficient visualization material so that they can form appropriate conceptual definitions for terms in school mathematics. Second, it is necessary to understand the specific relationship between the language used in the home of Korean language learners and the conceptual image of terms in school mathematics. Third, it is necessary to pay attention to the passive term, which has difficulty in understanding the meaning rather than the active term. Fourth, even for Korean language learners who do not have difficulties in daily communication, it is necessary to instruct them on everyday language that are not registered in the curriculum but used in math textbooks. Fifth, terms in school mathematics should be taught in consideration of the types of errors that reflect the linguistic characteristics of Korean language learners shown in the explanation of terms. This recognition is expected to be helpful in teaching word problem solving for Korean language learners with different linguistic backgrounds.

본 연구의 목적은 수학 문장제 해결에 기초가 되는 수학과 용어의 유형에 따른 한국어학습자의 이해 특성 및 오류유형을 파악하여 한국어학습자의 문장제 해결에 효과적인 교수·학습 지도 방안 마련을 위한 기초 자료를 제공하는 것이다. 이를 위해 학교에서 별도의 한국어 수업을 듣는 한국어학습자 4명을 대상으로 교육과정 등재 용어와 교과서에 사용된 교육과정 미등재(정의/무정의) 용어에 대한 구체적인 개념이미지를 분석하는 사례 연구를 하였다. 연구 결과 첫째, 한국어학습자가 수학과 용어에 대하여 적합한 개념정의를 정립할 수 있도록 충분한 시각화 자료를 활용하여 지도할 필요가 있다. 둘째, 한국어학습자의 가정 내 사용 언어와 수학과 용어에 대한 적합한 개념이미지 형성 사이의 구체적인 관계를 파악할 필요가 있다. 셋째, 능동형 용어보다 의미 이해에 어려움을 겪고 있는 피동형 용어에 주의하여 지도할 필요가 있다. 넷째, 일상의 의사소통에 어려움이 없는 한국어학습자의 경우에도 수학 교과서에 사용되는 교육과정 미등재 일상어에 대하여 지도할 필요가 있다. 다섯째, 용어에 대한 설명에서 나타난 한국어학습자의 언어적 특성이 반영된 오류 유형을 고려하여 수학과 용어를 지도해야 할 것이다. 이러한 인식은 언어적 배경이 다른 한국어학습자의 문장제 해결 지도에 도움이 될 것으로 기대된다.

Keywords

References

  1. Ministry of Education (2015). Mathematics curriculum. 2015-74(Book 8). Ministry of Education.
  2. Ministry of Education (2018a). Mathematics 3-1. Chunjae Education.
  3. Ministry of Education (2018b). Mathematics 3-2. Chunjae Education.
  4. Ministry of Education (2022). 2022 Multicultural education support plan for equality as a starting line. Ministry of Education.
  5. National Institute of Korean Language (2022). Retreved April 14, 2022, from Standard Korean language dictionary.
  6. Kim, H. & Ko, H. (2021). A classification analysis of students from multicultural families based on their mathematics achievement over time. The Mathematical Education, 60(2), 191-207. https://doi.org/10.7468/MATHEDU.2021.60.1.191
  7. Kim, H. (2008). A note on the terms and notations introduced in middle school mathematics. School Mathematics, 10(2), 223-257.
  8. Nam, J. & Chang, H. (2022). An analysis of 6th graders' concept images about perimeter, area, surface area, amd volume. Journal of Elementary Mathematics Education in Korea, 26(1), 41-61. https://doi.org/10.54340/kseme.2022.26.1.3
  9. Do, J. (2021). An analysis of characteristics of the perception for mathematics learning of Korean language learners in 6th grade of elementary school. The Mathematical Education, 60(4), 529-542. https://doi.org/10.7468/MATHEDU.2021.60.4.529
  10. Park, K. (2011). A discussion on suitability of registering terms in elementary school mathematics curriculum and using terms in elementary school mathematics textbooks in Korea. The Journal of Educational Research in Mathematics, 21(4), 361-378.
  11. Park, K. & Yim, J. (2005). A critical examination of undefined mathematical terms used in elementary school mathematics textbooks of Korea. The Journal of Educational Research in Mathematics, 15(2), 197-213.
  12. Park, J. & Noh, J. (2017). A teaching method for students in muiti-cultural family to improve mathematical performance capability with math word problems. The Journal of Korean Language and Literature, 59, 351-382.
  13. Seo, D., Kwon, S., & Lee, J. (2019). A study on the improvement of vocabulary in elementary school mathematics textbooks. Korea Foundation for the Advancement of Science and Creativity BD-1907-0002.
  14. Song, R., Noh, S., & Ju, M. (2011). Investigation of the teaching practice in mathematics classroom with immigrant students. School Mathematics, 13(1), 37-63.
  15. Jang, Y. & Choi-Koh, S. (2009). A case study on the instructional dimensions in teaching mathematics to the elementary school students from multi-cultural backgrounds. The Mathematical Education, 48(4), 419-442.
  16. Jang, C. (2011). The Korean language eductioan method for the child of the muiticultural families : Around the expression education of the lower grades of primary school. Journal of Multi-Cultural Contents Studies, 11, 357-389.
  17. Ju, M., Moon, J., Jung, S., Cho, S., Estrella, I. A., & Song, R. (2020). An explorative study about development of mathematics instructional materials for bilingual students. Journal of Curriculum Evaluation, 23(2), 75-99.
  18. Cho, Y. & Lee, O. (2010). An analysis of the results of a mathematics diagnostic test taken by multicultural Koreans in their first of school year of elementary school. The Journal of Educational Research in Mathematics, 20(2), 103-119.
  19. Cho, H. (2021, December 22). [Multicultural column a world together] Basic language and learning language. The World Daily. http://www.segye.com/newsView/20211222514074?OutUrl=naver
  20. Choi, M. (2012). Difficulties in Learning Mathematics among Students from Multicultural Families and the Research of Teaching Method [Master's Thesis, Korea National University of Education].
  21. Choi, H. & Chang, H. (2019). A study on teaching methods of mathematics using SIOP model for KLLs. Journal of Elementary Mathematics Education in Korea, 23(3), 305-321.
  22. Korea Educational Development Institution. (2021). Data analysis on educational statistics, K-12. Korea Educational Development Institute.
  23. Bingolbali, E., & Monaghan, J. (2008). Concept image revisited. Educational Studies in Mathematics, 68, 19-35. https://doi.org/10.1007/s10649-007-9112-2
  24. I, J. Y. & Chang, H. (2014). Teaching mathematics for Korean language learners based on ELL education models. ZDM, 46(6), 939-951. https://doi.org/10.1007/s11858-014-0631-x
  25. I, J. Y., Chang, H., & Son, J. W. (2019). Rethinking the Teaching Mathematics for Emergent Bilinguals: Korean Teacher Perspectives and Practices in Culture, Language, and Mathematics. Springer Nature.
  26. Ilany, B. S. & Margolin, B. (2010). Language and mathematics: Bridging between natural language and mathematical language in solving problems in mathematics. Creative Education, 1(3), 138. https://doi.org/10.4236/ce.2010.13022
  27. Tall, D. & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12, 151-169. https://doi.org/10.1007/BF00305619