Abstract
In this study, the representations used in the definition of mathematical terms in elementary school math textbooks according to the 2015 revised curriculum were analyzed by type according to the meaning of German ‘representation'. The definition of 172 mathematical terms presented as learning elements in the curriculum was analyzed by classifying them into four types (darstellen, vorstellen, vertretten, and bedeuten) depending on the meaning of the German word ‘representation'. As a result, even mathematical terms with abstract meanings were often described in a specific direction or presented with examples. This is interpreted as an attempt to easily represent the concept in an easy and specific direction, taking into account the developmental stage of elementary school students. Therefore, it is necessary to understand the meaning of these representations and to help students understand them by accurately representing them in the appropriate direction according to the nature of each mathematical term.
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