• 한국수학사학회지
• /
• 제31권3호
• /
• pp.111-126
• /
• 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.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제43권4호
• /
• pp.337-347
• /
• 2004

Korea and China have maintained close relationships since the ancient times along with Japan, which also shares the common Chinese culture. The three major players in Northeast Asia have been recognizing their increasing importance in politics, economy, society, and culture. Considering those relationships among the three countries, it's necessary to compare and investigate their mathematics terminology. The purpose of this study is to investigate the similarities and differences between the terminology of school mathematics in Korean, Chinese and Japanese. The mathematics terms included in the junior high school of Korea were selected, and the corresponding terms in Chinese and Japanese were identified. Among 133 Korean terms, 72 were shared by three countries, 9 Korean terms were common with China, and the remaining 52 Korean terms were the same as Japanese terms. Korea had more common terms with Japan than China, which can be explained by the influences of the Japanese education during its rule of Korea in the past. The survey with 14 terms which show the discrepancy among 3 countries were conducted for in-service teachers and pre-service teachers. According to the result of the survey, preferred mathematics terms are different from one group to the other, yet the Korean mathematics terms were more preferred in general. However some terms in Chinese and Japanese were favored in certain degree. This result may provide meaningful implications to revise the school mathematics terms in the future.

• 대한수학교육학회지:수학교육학연구
• /
• 제8권2호
• /
• pp.565-586
• /
• 1998

Like many other school subjects, terminology is a starting point of mathematical thinking, and plays a key role in mathematics learning. Among several areas in mathematics, geometry is the area in which students usually have the difficulty of learning, and the new terms are frequently appeared. This is why we started to investigate geometric terms first. The purpose of this study is to investigate geometric terminology in school mathematics. To do this, we traced the historical transition of geometric terminology from the first revised mathematics curriculum to the 7th revised one, and compared the geometric terminology of korean, english, Japanese, and North Korean. Based on this investigation, we could find and structuralize the following four issues. The first issue is that there are two different perspectives regarding the definitions of geometric terminology: inclusion perspective and partition perspective. For example, a trapezoid is usually defined in terms of inclusion perspective in asian countries while the definition of trapezoid in western countries are mostly based on partition perspective. This is also the case of the relation of congruent figures and similar figures. The second issue is that sometimes there are discrepancies between the definitions of geometric figures and what the name of geometric figures itself implies. For instance, a isosceles trapezoid itself means the trapezoid with congruent legs, however the definition of isosceles trapezoid is the trapezoid with two congruent angles. Thus the definition of the geometric figure and what the term of the geometric figure itself implies are not consistent. We also found this kind of discrepancy in triangle. The third issue is that geometric terms which borrow the name of things are not desirable. For example, Ma-Rum-Mo(rhombus) in Korean borrows the name from plants, and Sa-Da-Ri-Gol(trapezoid) in Korean implies the figure which resembles ladder. These terms have the chance of causing students' misconception. The fourth issue is that whether we should Koreanize geometric terminology or use Chinese expression. In fact, many geometric terms are made of Chinese characters. It's very hard for students to perceive the ideas existing in terms which are made of chines characters. In this sense, it is necessary to Koreanize geometric terms. However, Koreanized terms always work. Therefore, we should find the optimal point between Chines expression and Korean expression. In conclusion, when we name geometric figures, we should consider the ideas behind geometric figures. The names of geometric figures which can reveal the key ideas related to those geometric figures are the most desirable terms.

• 대한수학교육학회지:수학교육학연구
• /
• 제8권2호
• /
• pp.495-507
• /
• 1998

This article intends to review what problems the terms in calculus have and how those problems are caused. For this purpose We make examinations on the considerations in the analysis of mathematical terminology, which includes the problems of general and technical terms, the meaning and the boundary of words, their consistency, the name and meaning, concept and their concept images, translations and qwerty effects. And in chapter 3, We analyse the textbook which are currently used, through which I was able to find out that the terms in calculus have some problems, In other words, the key terms such as "differentiable", "differential coefficient", "differential" have their roots in the term "differential" but the term "derived function" is very distinct from other terms and thus obstructs the consistency of terms. And the central term "differential" is being used without clear definition. In particular, the fact that "differential", when used in its arbitrary definition, has the image of "splitting minutely" can be an obstacle to understanding the exact concepts of calculus. In chapter 4, We make a review on the history of calculus and the term "differential" currently used in modern mathematics so that I can identify the origin of the problem connected with the usage of the term "differential". We should recognize the specified problems and its causes and keep their instructional implications in mind. Furthermore, following researches and discussions should be made on whether the terminology system of calculus should be reestablished and how the reestablishment should be made.e terminology system of calculus should be reestablished and how the reestablishment should be made.

• 한국학교수학회논문집
• /
• 제5권1호
• /
• pp.43-51
• /
• 2002

This study is to compared with 7-ga mathematics textbooks of 13 types in the middle school by 7-th curriculum. A synopsis of the Analysis and comparison about the contents of these textbooks is as follows. -The order of contents almost is same about the title and contents in 13 types of textbooks. -It is very important that the definition of terminology should be simple and correct. I investigated the terminology in thirteen textbooks of material at 7-th curriculum. -Most of their textbooks present the motivation of learning mathematics with resource of life such as a story of mathematics and famous mathematicians. -The chapter about numbers and operations has the biggest volume of all. -The evaluation of lessons presents at the each end of chapters with many problems as levels.

• 한국학교수학회논문집
• /
• 제9권3호
• /
• pp.309-316
• /
• 2006

이 논문에서는 현재 중등학교 수학의 통계교육에서 다루고 있는 통계용어의 의미상 혼선과 애매한 내용을 수학교사를 대상으로 알아보고, 표본평균의 확률분포에 대한 지도 영역에 있어서 표집(sampling, 표본추출)의 문맥에서 표집오차(sampling error)와 표본평균의 표집분포(sampling distribution)라는 용어를 도입하여 일관성 있게 사용할 것을 제안하였다. 현행 중고등학교의 수학과의 통계의 용어 정의와 개념설명에 있어서, 교육부가 검정한 12종의 검정 교과서와 국정교과서 간에서도 차이는 물론 의미의 혼선과 함께 정의의 일관성의 부족은 통계를 교육하는 수학교사와 학생들에게 심각한 오개념을 형성하게 만들고, 그 애매함으로 인하여 통계학의 학문 자체에 대한 흥미와 태도의 정의적인 면에서 부정적인 영향을 주고 있음이 발견되었다 본 연구에서는 표본평균의 확률분포의 효율적인 지도를 위한 표본오차 대신에 표집오차를 사용할 것과 표집분포의 용어를 도입함으로서 통계용어의 정확한 사용을 동하여 교사와 학생들에게 통계용어의 올바른 개념의 형성과 이해는 물론 통계교육의 일관성과 계열성 유지의 필요성을 제기하였다.

• 한국수학사학회지
• /
• 제31권3호
• /
• pp.127-150
• /
• 2018

In spite of important researches and translational works of the Joseon mathematical treatises in the 80's and on, these results were almost out of reach to the school teachers as well as students due to the antiquity of their contents and the terms used. In order to make our traditional mathematics approachable to the middle and high school students, it will be educationally meaningful to reinterpret them tuned at the student's level using modern terminology and symbols. In this study, we reinterpreted 9 problems from Cheukryang Dohae, which is one of the representative mathematical books of Joseon Dynasty. We used the terminology and symbols from the school curriculum. We also reconstructed two of them using modern metrologies adapted to modern situations adding illustrations and photos, so that they are useful at the teaching site.

• 대한수학교육학회지:수학교육학연구
• /
• 제13권2호
• /
• pp.179-225
• /
• 2003

이 연구의 목적은 초ㆍ중ㆍ고등학교 수학 교과서를 포함한 수학과 교수-학습 자료에서 수학 용어 및 수학자ㆍ수학교육학자 인명의 정화성과 통일성을 기하기 위해, 기존의 수학과 편수 자료를 수정ㆍ보완하는 것이다. 1987년 편수 자료가 확정된 이주 두번의 수학과 교육과정 개정이 있었으나, 그에 따른 편수 자료의 수정 보완이 이루어 지지 않았다. 또한 기존의 편수 자료는 정확하지 않은 내용을 일부 포함하고 있이 교과서 개발과 실제의 수학 교수-학습에서 혼란을 초래하고 있다. 이러한 점을 고려할때 학교수학의 범위에서 최신의 자료를 참고하여 기존 편수 자료의 오류를 바로 잡고 표준화된 정보를 제공할 필요가 있다. 편수 자료 개정 연구를 수행하기 위하여 문헌연구와 조사 연구를 병행하였다. 1987년 편수 자료를 포함하여 이전에 편찬된 편수 자료와 교과서에서 사용되고 있는 용어, 기호, 인명을 종합적으로 검토하고, 학교수학 용어에 대한 기존의 연구를 분석하며 용어의 정비 방향과 인명의 표기 장안을 도출하였다. 문헌 연구를 통해 제안된 용어를 중심으로 설문지를 개발하고, 다양한 의견을 수렴하기 위한 전국적인 설문 조사를 실시한 후, 그 결과를 반영하여 최종적으로 편수자료에 포함될 용어를 확정하였다.

• 한국초등수학교육학회지
• /
• 제21권2호
• /
• pp.291-308
• /
• 2017

초등학교 고유어 수학 용어는 1946년에 군정청 문교부에서 각계의 의견을 들어 처음으로 만들어졌다. 당시에 만들어진 고유어 수학 용어의 대부분은 대개 한자의 뜻에 해당하는 고유어를 사용하거나, 그렇게 만든 것을 축약하여 만든 것이다. 그러나 20년도 지나지 않아 고유어 수학 용어의 반 정도가 다시 한자어 수학 용어로 환원되었고, 대부분 현재까지 그대로 사용되고 있다. 수학 교수 학습에서 한자어 수학 용어의 불편함이 지적되고 있고, 고유어 수학 용어의 사용이 도움이 될 것으로 주장되고 있지만, 고유어 수학 용어의 사용을 서두르는 것은 능사가 아니다. 한자어 수학 용어를 고유어 수학 용어로 바꾸는 시도는 신중해야 한다. 본 논문에서는 이러한 입장에서 성공적인 고유어 수학 용어의 사용을 위해 다음과 같은 세 가지 제언을 결론으로 제시한다. 첫째, 고유어 수학 용어를 만들려는 시도와 논의가 지속적으로 이루어져야 한다. 둘째, 현재 잘 존속하고 있는 고유어 수학 용어가 가진 생존력의 정체를 명확히 할 필요가 있다. 셋째, 현재 존속되지 않는 고유어 수학 용어의 실패 요인을 명확히 할 필요가 있다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제4권1호
• /
• pp.16-28
• /
• 1966

According to the modernization of mathematics education, new abstract concepts such as the concept of sets are introduced in many fields of it. The purpose of this thesis is to adopt the concept of sets to 'probability' which is included in the curriculum of high school matematics education. The considerations of the preceding chapter III, and their obvious generalizations to more complicated experiments, justify the conclusion that probability theory consists of the study of sets. An event is a set, its opposite event is the complementary set; mutually exclusive events are disjoint sets, and an event consisting of the simultaneous occurrence of two other events is a sets obtained by intersecting two other sets it is clear how this glossary, translating physical terminology into set theoretic terminology, may be continued. Furthermore, the important theorems of probability; Additional theorem, multiplication theorem, their applications and so on, are proved by the technical operations of sets. Thinking of the mathematics education introduced by the concept of sets is very important in future.