• Journal for History of Mathematics
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• v.31 no.3
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• pp.111-126
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• 2018

At present, most of school mathematical terms in elementary and secondary curriculums of Korea are Sino-Korean words. 1964 Mathematical Editing Material, which aimed to unify mathematical terms into mainly Sino-Korean words, was considered a key factor for this situation. 1964 Editing Material depended heavily on 1956 Mathematical Terminology, which contains a lot of Korean native words and displays the school mathematical terms after 1945. There are many Korean native words in the Second Mathematical Curriculum. This shows that Korean native words of mathematics had been consolidated to some extent at that time. In North Korea, a lot of Korean native words are still used in mathematics. Some Sino-Korean words were recently changed to Korean native words in South Korea. 1956 Mathematical Terminology tells the method to make Korean native words of mathematics and will be an excellent guide for making Korean native words.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.391-406
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• 2013

Most of mathematical terms in Korean are Sino-Korean words. It is necessary to find the efficient ways to teach Sino-Korean mathematical terms to mathematics teachers and students who dot not know Chinese characters well and use only Korean alphabet in mathematics. Especially, we have to avoid the inappropriate Sino-Korean words which can cause misconceptions and can distinguish homophones by Korean alphabet. We may use native Korean terms to do that and the national curriculum can play an important role. In this paper, we investigate the way of improving mathematics terms in Korea with concrete examples.

• 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.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.73-88
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• 2022

Mathematics is a way of thinking. To do mathematics means to think mathematically. In other words, mathematics education and mathematics literacy are related. In elementary and secondary school mathematics education in many countries, teaching of mathematics using textbooks is conducted mostly in their native language. So mathematics education takes place while reading, writing, listening, and speaking mathematics. Analysis of mathematics textbooks for the lower grades of undergraduate mathematics shows that most advanced countries in mathematics use excellent undergraduate mathematics textbooks written in their native language. However, the ratio of using imported textbooks from foreign countries is particularly high in the case of textbooks for mathematics majors at Korean universities. In this article, the effect of language used in university mathematics education is analized. In particular, the importance of high-quality leading-edge university mathematics textbooks in native language is introduced by analyzing the case of Bourbaki in France and 'War of language' at the Israel Institute of Technology. The innovation of French university mathematics education in the 20th century began with Bourbaki's 'Fundamentals of Mathematics', a French textbook written in his native language. Israel's Technion and the Hebrew University of Jerusalem continue to teach all subjects in their mother tongue. This has led to produce many Nobel Prize and Fields medal winners in these two countries. This study shows that textbooks and languages used in university mathematics education has affected mathematical literacy.

• Education of Primary School Mathematics
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• v.25 no.2
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• pp.161-178
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• 2022

Korean uses a dual numeral system consisting of native and Chinese words. This dual numerical system is customarily selected in real life, mixed with two methods, or irregularly transformed. Therefore, the burden on both students and teachers is increased in the learning guidance process of numeral. This study recognized the need to improve the difficulty of learning guidance due to the dual numeral system. To this end, the context in which the numeral system method is selected, various modified cases, and related guidance contents of the current curriculum and textbooks were analyzed and organized. As a result of the analysis, there were characteristics of the selection and deformation of the numeral system method, which appears according to the actual situation using numerical. However, the criteria for characteristics were ambiguous and there were no specific guidance guidelines in the curriculum and textbooks. In this case, since the role of the teacher is more important, the teacher should be aware of the detailed characteristics of the actual situation related to the dual numeral system and let the student understand through experience and practice on various aspects of the use of the dual numeral system.