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算數 數學敎育의 表記에 對한 考察 : 同義語 中心 mainly about synonyms
孫鎔圭 진주교육대학교 1976 論文集 Vol.12 No.1
There has been interest in the formal aspect of mathematics education; especially symbolism which has changed in accordance with development In this discipline, In fact, no other discipline attaches greater importance to logical thought, and repudiates vagueness of symbolism as does mathematics education. The main purpose of the present study was to examine the occurrence of the synonyms and equivocal word involved in the symbolism of mathematics education, Also, several problems of symbolism in Korean mathemetics education were included in present study, Results and special problem investigated in the present study were summarized as follows. 1. An equivocal word meant that an identical symbolism was expressed as different subatanes, whereas a synonym meant that different symbolisms were expressed as one, identical substance in the following prepositions, the symbolism was examined in relationship between substance and cognition. (1) A substance exists prior to cognition. (2) A substance is realized through cognition. In the first proposition, it was inferred that a synonym came out when different symbolisms were applied to express and identical substance- prior to cognition. In the second proposition, it was inferred that different symbolisms expressed different substances into which different cognitions made an identical substance. Generally, symbolisms came out in the second case. But these symbolisms was included in the first case if they .had an identical meaning. These were actully called synonyms. 2. For last thirty years Korean mathematicians not only borrowed American and Japanese mathematical symbolism, but also arbitrarily put it into Chinese and Korean; consquently making many synonyms and equivocal words. These symbolisms whih were hinderance to mathemetics education, were classified into various categories and analyzed by means of modern symbolisms. 3. In order to get over the difficulty in teaching modern mathemetics, it was a necessary and urgent tack to unify the ambiguous symbolisms and to exchange sensori-perceptual terminology into mathematical terminology.
孫鎔圭 晋州敎育大學校 科學敎育硏究所 1977 科學敎育硏究 Vol.3 No.-
Arithmatic and mathmatics are a science treat, with establishment of axioms, which are foundation of a approriate theories and undefined term, and adding a searies logic on it. Therfor, a logical guidance for study is neccesary in arithmatic to develop logical way of thinking. An object of arithmatic lesson is to develop a ablilty of lngical ways of thinking instead of formal logic guidance. Contents of the guidance of logic for primary school children are classified briefiy words and symbols applied in development of logic. To familiar with correct deducingmethods using term and symbols. Objects of this studies are to increase effectiveness of arithmatic study with a emphasis of points in each categories mentioned above. Extent of consideration in this studies are; 1) Concept of logic 2) Guiding points of logic That is, appropriate using of the meanings of term and symbols, correct understanding of conditions and logical development from it, clearness of basic sources, making a foundation from thinking of a set, making a correct deducing with cosideration of deducing method, gradual magnification of concepts and rule.