• 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 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.