• Communications of Mathematical Education
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• v.37 no.4
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• pp.675-695
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• 2023

To learn mathematics effectively, understanding vocabulary is essential. Accordingly, as a way to present vocabulary for mathematics education, high-frequency vocabulary was extracted from the 2009 revised 1st and 2nd grade mathematics textbooks and the 2015 revised 1st and 2nd grade mathematics textbooks. At this time, mathematics textbooks were analyzed by grade and semester, and vocabulary with a common frequency of 5 or more was extracted. In order to use it effectively in school settings, common vocabulary for each grade and intensive vocabulary for each semester were presented. As a result of the study, 61 vocabulary words for first grade education and 121 vocabulary words for second grade education were selected. As a result of analysis by vocabulary level, various levels of vocabulary from grades 1 to 5 were used. As a result of analysis by vocabulary type, the proportion of academic words increased similarly, but the proportion of technical words was found to be highest in the first semester of the second year. Based on these results, the extracted vocabulary for mathematics education is used as a resource for vocabulary instruction for students' mathematics education in each grade to help students learn mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.185-205
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• 2013

In this study, to begin with, it was discussed to gather vocabularies which are expected to be vocabularies related to four fundamental rules of arithmetic and classify them according to kinds and groups, to demarcate vocabularies related to four fundamental rules of arithmetic for using in elementary school mathematics which are associated with addition, subtraction, multiplication, and division directly. Next, the basic vocabularies related to four fundamental rules of arithmetic were discussed. At this time, regarding vocabularies related addition, subtraction, multiplication, and division as coming from the verb add, subtract, multiply, divide respectively, vocabularies that contains the stem of each verb were considered as the basic vocabularies related to four fundamental rules of arithmetics. Following it, vocabularies which assist the operation and indicate the result of the operation were included, then, vocabularies related to four fundamental rules of arithmetic for using in elementary school mathematics were demarcated and presented according to the following criteria. First, a newly coined verb or derivative using the noun form of a certain verb as a root should not be used. Second, such vocabularies of which examples do not exist or rarely exist in textbooks/workbooks should not be used, even though they are registered in mathematics glossary book published by ministry of education or Korean dictionary published by the national institute of Korean language. Third, vocabularies which are not replaceable and vocabularies which have some didactical reasons for using them should be used.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.411-431
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• 2022

In this paper, implications for future curriculum compilation were sought by analyzing the process and results of compiling books for elementary school mathematics textbooks government published according to the 2015 revised curriculum. The 2015 revised elementary mathematics textbooks government published was operated with a systematic compilation system so that academia and school field experts across the country could demonstrate their expertise. As improvements in content, the unit and time to strengthen basic computational skills were increased, and the mathematical concept and principle introduction method and algorithm presentation method were improved, and the internal connection between contents was strengthened. The learning period was adjusted, such as moving and arranging contents that are difficult for students to understand to the upper semester or the upper grade. In the 1st and 2nd graders, the amount of reading was drastically reduced to suit the students' level of Korean, and sentences and vocabulary were improved, and instructions were briefly revised. As for editing and design improvements, illustrations of each unit's introduction and contextual pictures were presented in detail, and the characters in the textbook were consistently presented across all grades, giving children characters a role to actively participate in learning in the textbook. In the process of compiling, the media, the National Assembly, and civic groups raised opinions that sentences and vocabulary in first-year textbooks are more difficult than students' level of Hangeul education, that reducing textbooks makes it difficult for students to understand. Accordingly, efforts to improve textbook compilation and the results were viewed. Through the overall analysis as above, for future compilation of state-authored textbooks and certified textbooks, a plan to improve textbook compilation for students and teachers and a plan to operate compilation was proposed.