• School Mathematics
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• v.10 no.2
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• pp.223-257
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• 2008

To understand terms and symbols correctly which is the basic factor of teaming mathematics is important for understanding and utilizing related mathematic contents. Since the definition of terms and symbols is the important starting point of learning mathematics, it has been studied a lot since the ancient times. This study investigates the transition of terms and symbols which was presented in our curriculum after Korea's independence and it also investigates terms and symbols which are used for the current middle school text books. As a result of studying the transition of the terms, more detailed and broader analysis should be done for the explanation, modification, deletion, and creation of the terms. And complements are needed for some of the terms and symbols. Also, some definition of the terms which are used in some of the current middle school text books should be explained in a way that is suitable for the students' capability. And some errors and omissions of the terms need to be corrected. Furthermore, we need to compare our definition of terms with that of the other countries and modify them if it is necessary. Also, It is better to put guidelines about the interpretation of terms and symbols in the curriculum to reduce the confusion which can be produced by the variety of explanation of the definition of terms and symbols.

• School Mathematics
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• v.18 no.3
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• pp.611-623
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• 2016

This study explored the problems of definitions and choices of terms and notations and proposed a few tasks for improvement of them included , , of high school mathematics based on 2009 revised mathematics curriculum and textbooks. We explored the problems on the features of the methods and contents of definitions of terms and notations in the viewpoint of the possibilities of difficulties on students' understanding, and proposed several criteria for choices of terms and notations in curriculum. And we proposed several tasks to improve the problems as follows: we need to implement much analyses and discussions on terms and notations and to open the results, to make the criteria for the examinations of mathematics textbooks in the viewpoint of therm and notation, to consider the differences of the methods of definitions among primary, middle, and high schools, and to consider the changes of terms and notations and the methods for introduction of them in textbooks.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.165-180
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• 2011

Mathematical symbols concisely represent mathematical contents related to terms by describing their mathematical meanings implicitly. All symbols in elementary school mathematics textbooks are stated as to be read so that elementary school students could understand their mathematical meanings. The same is somewhat true as in middle school mathematics textbooks, however it is often the case that some symbols are difficult to be read and understood because their statements are unclear or different. In this study, we analyze problems and suggest implications on teaching and learning mathematics based on the statements and understanding of reading symbols in middle school mathematics textbooks.

• KLA journal
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• v.12 no.1
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• pp.17-21
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• 1971

이 원고는 날로 변화 발전하는 도서관학 및 봉사개념의 변화에 따라 1966년에 편간된 용어집의 수정증보와 더 나아가서는 용어사전으로서 개정할 필요성이 관계에서 논의되어온 바 본회 전문위 용어분위에서는 작업을 결의하고(69.7.8) 연구에 착수하여 지난해에 Documentation 분야의 시안을 게재한 바 있고 이번에 총류 및 일반적인 용어에 대한 해설을 실었다. 이 원고를 읽으시고 좋은 의견을 사무국으로 보내주시기 바란다.

• Magazine of the Korea Concrete Institute
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• v.11 no.1
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• pp.26-29
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• 1999

• Communications of Mathematical Education
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• v.36 no.4
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• pp.559-587
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• 2022

The purpose of this study is to derive implications for the development of the next curriculum and textbooks by comparing and analyzing the textbooks of the 2015 revised high school mathematics curriculum <Mathematics for Economics> and social studies curriculum <Economics>. In the <Mathematics for Economics> textbooks, economic terms and function notations should be introduced. Additionally, the use of graphs for economic-related functions is different from the use of graphs in mathematics in the <Mathematics for Economics> textbooks. For these reasons, the usage of economic terms, function notations, and function graphs covered in the <Mathematics for Economics> textbooks were compared and analyzed with the usage in the <Economics> textbooks. In the <Mathematics for Economics> textbooks, economic terms that are highly related to mathematics are defined and presented. Contrary to the conventions of mathematics and economics, the function notations in the <Mathematics for Economics> textbooks were used inconsistently because uppercase and lowercase letters were mixed in the function notations. Function graphs in the <Mathematics for Economics> textbooks had differences in the range of values represented by the variables regarding axes and scaling. The <Mathematics for Economics> textbooks did not provide a mathematical interpretation of the translation or slope. In the course of <Mathematics for Economics>, it is necessary to specify considerations for teaching and learning, and assessment in the curriculum to promote students' understanding of mathematics and economics. The descriptions in the curriculum document and textbooks of <Mathematics for Economics> should be supplemented to provide learning opportunities for mathematical interpretation of economics-related contents.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.211-237
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• 2017

Depending on the type of textbook, the word and mathematical notation expression used in high school mathematics textbooks varied and there were also some differences on the mathematical definition and the content description methods. Not only the composition of textbooks but also various expressing ways of textbooks have significant impacts on teaching and learning of teacher and student. The diversity of expression had pros and cons like both sides of a coin. There is a positive aspect that we can pursue pedagogical diversity. Simultaneously there is a negative aspect that the possibility of acting as a learning burden exists in the viewpoint of the student and the equality of evaluation may be undermined. In this study, Preferentially we focused on analyzing the actual situation rather than judging what is more appropriate about the diversity of words and notation expressions used in mathematics textbooks which is based on the current curriculum. For this purpose, we analyzed 56 kinds of mathematics textbooks based on the 2009 revised mathematics curriculum, and presented four aspects(terms expressing, notations expression, mathematical definition, content description method) with examples about differences of the various expressions used in textbooks including 'terms and notations'.

• KLA journal
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• v.37 no.5 s.300
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• pp.47-54
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• 1996

한글 주제명표목의 구조를 확립하는데 필요한 기본원칙을 제시하였다. 불연산기호를 사용하게 되면 주표목과 세목간을 구분할 필요가 없어진다. 일부 표목에서는 지명이 세목으로 사용되고 도 다른 표목에서는 지명이 주표목으로 사용되는 등 혼란이 있었다. 자동화 시대에, 어떤 용어가 탐색어의 첫번째 이치에 오는가 하는 것은 중요한 문제가 아니다. 시대구분을 제외하고는 모든 세목을 독립된 표목으로 사용해야 할 것이다. 접속사'와(과)' 또는 복판점(ㆍ)으로 결합된 표목과 도치표모의 형식은 주제명표목에서 사용되지 않는다. 표목과 관련된 용어간을 연결하는 수단으로 색인시스템에서 사용해 온 기호를 도입 하였다.

• TTA Journal
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• s.90
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• pp.25-30
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• 2003

• TTA Journal
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• s.89
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• pp.33-40
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• 2003