• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.491-503
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• 2013

In this paper we analyse how school mathematics terminologies have been changed from the syllabus period to the 2007 curriculum. For this we survey the school mathematics terminologies which have been used since the syllabus period on the 2007 curriculum basis, analyse changes in expression of those, and look through to the characteristics of mathematics terminologies for each curriculum period.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.197-213
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• 2005

There are not a few mathematical terms used as the undefined terms in school mathematics. The purpose of this study is to investigate critically the undefined mathematical terms in elementary school mathematics textbooks of Korea. As the result, the following suggestions are proposed. Firstly, It is not proper to use the terms which mathematics curriculum does not allow to use in elementary school math as the undefined terms in elementary school mathematics textbooks. Secondly, everyday-based undefined terms must be defined in elementary school mathematics textbook if their mathematical meanings are different from their everyday-based meanings. Thirdly, we need to consider the consistency when we use the undefined terms in elementary school mathematics. Fourthly, undefined terms should be define newly when the contexts in which they are used are changed or expanded. Finally, in elementary school mathematics textbooks, it is needed to define some purely mathematical undefined terms that there is no evidence which shows students grasp well their meaning.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.291-308
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• 2017

In 1946, many native korean mathematical terms are coined newly by the ministry of education of USAMGIK(the United States Army Military Government in Korea) through referring to the opinions of various circles. In native korean mathematical terms created at the time, many of them are coined, either by using native korean words corresponding to the meaning of chines characters, or by abbreviating newly coined native korean mathematical terms. However, in less than 20 years, about half of native korean mathematical terms made in 1946~1947 has been went back to chines character mathematical terms, and most of those chines character mathematical terms has been used up to now from then. Although, in the teaching and learning of mathematics, the discomfort of chinese characters mathematical terms is pointed out and it is claimed that the use of native korean mathematical terms is helpful, it is not everything to hurry to use native korean mathematical terms. Attempts to convert chinese characters mathematical terms into native korean mathematical terms should be prudent. When a certain native korean mathematical term is used, if it must be used only because it is a native korean mathematical term, then the term has no choice but to fail. In this paper, we propose the following three implications as conclusions for the successful use of native korean mathematical terms in this viewpoint. First, attempts to coin native korean mathematical terms should be continued. Second, it is necessary to identify the survival power of well-preserved native korean mathematical terms. Third, it is necessary to identify the failure factors of native korean mathematical terms which does not survive today.

• Journal of Educational Research in Mathematics
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• v.21 no.4
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• pp.361-378
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• 2011

Since textbooks are developed according to the curriculum, it might be said that the terms registered in curriculum can serve as guidelines for terms used in textbooks. But it really is not. In this study, so that terms registered in curriculum can serve as guidelines for terms used in textbooks, inconsistencies between them would be found out and improved. To this end, suitability of selecting and using terms are discussed, focusing on terms registered in curriculum and terms used in textbooks. In fact, there are significant differences between the terms registered in curriculum and the terms in textbooks, because there is not any criteria in selecting and using terms. In this study the five criteria with respect to registering terms in curriculum are proposed. Everyday language should not be registered. Naturalized terms should not be registered. Terms used in only elementary mathematics, but are already well-established should be registered. Same term used in diverse context should be registered only once. Terms which can be used without definition should be designated. Three criteria in regard to using terms in textbooks are proposed. Terms registered in curriculum must be used. Same term used in diverse context should be redefined in every context. Terms that are not certified and are not absolutely necessary must not be used.

• School Mathematics
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• v.7 no.1
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• pp.1-15
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• 2005

In this paper, some characteristics of actual state of school mathematics terms in north Korean mathematics textbooks, which were issued in 2000-2002, are discussed. In north Korea, terms are expressed in north Korean orthography. Many Chinese style terms are translated into pure Korean terms, but there are still so many Chinese style terms. It is known that there is deep gap between north and south Korean terms. But actually it is not. This means that integration of north and south Korean terms can be easily realized. It is known that translating Chinese style terms into pure Korean term can be useful in mathematics teaching and learning, but north Korean experiences tell that we should act with prudence in doing so. We need sufficient discussion in case of north Korean terms which are totally different with south Korean terms. Semantical analysis is needed with preference survey.

• School Mathematics
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• v.12 no.1
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• pp.61-77
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• 2010

Understanding of mathematical terms plays one of the key factors in understanding and utilizing related mathematical contents. In order to understand such terms well, it is necessary to define and use them appropriately. In this study, we first investigate specific instances of inappropriate using or representing mathematical terms in elementary school mathematics textbooks from a mathematical point of view and a consistent point of view. We then suggest implications for using and representing such mathematical terms appropriately.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.137-159
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• 2005

As what exactly understands a meaning of mathematics terms, is a starting point of mathematical thinking, it plays a very important role in the mathematics learning. What understood mathematics terms which were defined here, includes not only the terms of comprising its definition, but also all of the understanding in context, situation, intention and purpose, which came to give its definition. Due to this reason, it needs to be examined how much students are correctly understanding about mathematics terms which appear in the texts, and to seek for its cause for the terms which are felt to be difficult. Accordingly, this study investigated into mathematics terms which are used for the field of geometry in the elementary school mathematics textbooks, and tried to analyze students' understanding level about each term.

• The Science & Technology
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• v.26 no.6 s.289
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• pp.85-86
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• 1993

국제정세의 변화와 오랜 통일에의 염원에 따라 남북한 상호간에 많은 교류가 예상되고 있다. 그러나 해방 후 분단 반세기 동안 남한과 북한은 전혀 교류가 없는 상태에서 서로 다른 길을 걸어왔기 때문에 모든 분야에서 상당한 이질감을 느낄 수 밖에 없다. 수학의 경우에도 분야에 따른 연구상황은 물론, 용어면에서도 많은 차이를 보인다. 우리가 별 노력없이 일본식 한자용어와 영어용어를 그대로 수용하고 있는 경향인데 반하여 북한에서는 한글화 작업에 많은 노력을 쏟아와 대부분의 수학용어들이 우리 고유의 한글로 정착되어 있다. 현재 우리의 감각에는 생소하고 어색한 단어들도 많지만 북한의 좋은 한글용어를 보완, 수정하는 등 중요 자료로 받아들여 우리의 수학용어를 체계화시킴으로써 통일된 앞날의 우리 수학발전에 기초로 삼아야 할 것이다.

• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.429-444
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• 2012

As one of the trials for a systematic approach to mathematics terms which occupies an important place in teaching and learning mathematics, compositions of listed terms in 2011 elementary mathematics curriculum in Korea are discussed in this study. To this end, listed terms are classified in view of three points and looked for their characteristics, from which implications are found out for elementary mathematics teaching and learning First of all classifications into grade-group and domain-specific terms, then into newly coined terms and terms from everyday life, and then into korean terms and chinese character terms and english terms are attempted. Next, terms with a kernel and terms without a kernel are distinguished, and in this process, term-sets are presented. Finally, object terms, operation terms, relationship terms, measure terms, conditions terms, graphics terms, name terms are classified. Based on these results, the following implications for elementary mathematics teaching and learning are suggested. First, it should be considered that many of the listed terms in 2011 curriculum are newly coined and chinese character terms. Second, the interconnections between terms should be considered. Third, a variety of roles and functions of the terms should be considered.

• Education of Primary School Mathematics
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• v.26 no.1
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• pp.15-28
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• 2023

Since mathematical concepts are learned through the meaning of mathematical terms in school mathematics, learners must understand and use mathematical terms appropriately. However, the meaning of mathematical terms used in real life may be perceived differently from elementary mathematics textbooks, and this difference may cause confusion in learners' understanding of mathematical terms. Therefore, this study was intended to compare and analyze the mathematical terms in elementary mathematics textbooks used in Korea and a Korean dictionary. The findings revealed that the meaning of the textbooks was similar or different, and the subject indicated by each meaning was different. In this case, in order to prevent confusion among learners, it is necessary to supplement and guide each meaning by recognizing the difference between the mathematical terms in elementary mathematics textbooks used in Korea and a Korean dictionary.