• 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.

• 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.

• The Mathematical Education
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• v.43 no.4
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• pp.337-347
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• 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.

• Journal for History of Mathematics
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• v.31 no.3
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• pp.127-150
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• 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.

• The Mathematical Education
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• v.4 no.1
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• pp.16-28
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• 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.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.495-507
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• 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.

• East Asian mathematical journal
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• v.32 no.3
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• pp.301-310
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• 2016

Lookback options, in the terminology of nance, are a type of exotic option with path dependency whose the payoff depends on the optimal (maximum or minimum) underlying asset's price occurring over the life of the option. In this paper, we exploit Mellin transform techniques to find a closed-form solution for European lookback options in Black-Scholes model.

• Communications of the Korean Mathematical Society
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• v.32 no.3
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• pp.503-509
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• 2017

We in this note consider a generalized ring theoretic property of quasi-commutative rings in relation with powers. We will use the terminology of weakly left quasi-commutative for the class of rings satisfying such property. The properties and examples are basically investigated in the procedure of studying idempotents and nilpotent elements.

• Bulletin of the Korean Mathematical Society
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• v.27 no.2
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• pp.183-188
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• 1990

The notion of a Dirichlet set has been studied for several decades. Such sets are named in honour of Dirichlet's Theorem [4, pp.235] which, in modern terminology, simply says that every finite set in R is a dirichlet set. In this paper, we present a structure theorem which characterizes all D-sets on the real line. We also use our structure theorem to give a new proof of a known criterion for proving that a set fails to be a D-set.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.309-316
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• 2006

This study examined the ambiguous using the terminology of statistics at mathematics textbook of highschool in Korea and proposed the correct using of sampling error and sampling distribution of sample mean with consistency. And this paper proposed that the concept of error have to teach in context of sampling action in school mathematics.