• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.103-122
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• 2015

Problem posing activity was mentioned and enhanced in the newly revised mathematics curriculum in 2007. It is important to know which types of problem posing activities are involved in the textbook and workbook and what the results that students perform activities in the textbook and workbook during the regular classes are. This study surveys the types of problem posing activities in the 4-1 textbook and workbook revised in 2007, analyzes contents that students perform with related to problem posing activities of the textbook and workbook, and suggests some educational implications.

• School Mathematics
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• v.17 no.1
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• pp.99-118
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• 2015

The purpose of this study is to investigate teachers' perception of core competencies and affective aspects in mathematics. For this purpose, a nationwide survey was conducted. The survey questionnaire consists of three core competencies including problem solving, reasoning and communication, and two affective aspects including good human nature and attitudes. The survey results were further analyzed based on school level, teaching experience, location of schools, and types of high schools. As a result, four findings were identified. First, elementary school teachers tend to put more emphasis on core competencies and affective aspects than secondary school teachers do. Second, in elementary school level, longer teaching experience is correlated with more positive perception of core competencies and affective aspects. However, there was an opposite tendency in secondary school level. Third, teachers working at schools in metropolitan cities tend to emphasize core competencies and affective aspects more than those at schools located in mid-sized cities and rural areas. Fourth, the school types in high school didn't seem to affect the teachers' perception on core competencies and affective aspects.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.95-111
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• 2019

This study searched for the possibility of tangram activities through modifying the tasks of elementary school mathematics textbooks into content based open tasks. As a result of analyzing previous researches, it was confirmed the educational effect of the mathematical tasks transformation and the educational value of tangram activities. The analysis of the textbooks revealed that the tangram activities presented in the textbooks are likely to be at the level of play. It was tried to modify 2015 revised curriculum textbook-tasks into content based open tasks. Based on this study, it could be expected advantages of task modification such as improvement of teachers' expertise and expectation of diverse reactions of students.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.75-92
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• 2019

The 2015 revised mathematics curriculum encourages students to use graphs in newspapers and the Internet as materials when teaching graphs, and to experience a series of statistical problem-solving processes that collect, classify, organize, graph and interpret data. The graphs that the students learn through traditional textbooks were a single type of graphs. In particular, the graphs of the 5th and 6th grade groups were only increased in numbers, but the basic concepts were repeated in the 3rd and 4th grades. Fortunately, from the 2009 revision curriculum, it is possible to select the graph suitable for the situation while comparing the characteristics of some graphs. In most cases, the graphs used in the real world are presented in the form of a compounded infographics. The purpose of this study is to analyze and analyze the manifestations of information processing competence elements emphasized in the 2015 revised curriculum through the statistical project class using the informal graphic in the fifth grade of elementary school. And we suggested a concrete class plan.

• The Mathematical Education
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• v.62 no.4
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• pp.551-567
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• 2023

Even and odd numbers are taught in elementary school mathematics, but the introductory activities, definitions, and properties of sum on even and odd numbers vary depending on which grade they are presented. The purpose of this study was to compare and analyze the activities related to even and odd numbers presented in Korean mathematics textbooks developed under the different curriculum revisions, and to further analyze the related activities in foreign textbooks to draw implications for the teaching of even and odd numbers. In Korean textbooks, from the time of the fourth mathematics curriculum until the 2007 revision, even and odd numbers were covered in the multiples and divisors unit of the fifth grade textbook, while since the 2009 revision, the first grade textbook has covered the topic along with teaching numbers up to 50 or 100. In addition, the definitions of even and odd numbers varied depending on the grade level and the nature of the unit being taught, and activities addressing the properties of sum were only presented in the mathematics textbook under the third curriculum along with a few mathematics workbooks. In foreign textbooks, even and odd numbers were introduced in Grades 1, 2, or 5, and their related activities varied accordingly. Based on these findings, this study discusses the implications for the teaching of even and odd numbers.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.269-293
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• 2012

This study is intended to figure out how the 6th grade students carry out newly added standards regard to the problem solving in the revised mathematics curriculum in 2007 and 2009, which are 'finding useless information in a given problem', 'finding insufficient information in a given problem', and 'posing new problem by changing conditions of the given problem.' In order to achieve this goal, we examined the characteristics of 200 elementary students' problem posing. We constructed and used the survey sheet which consisted of 6 items relevant to 'finding useless information in a given problem', 'finding insufficient information in a given problem', and 'posing new problem by changing conditions of the given problem.'

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.361-375
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• 2022

In this study, the vocabularies in elementary mathematics textbooks for grade 1-2 were analyzed according to 9-degree of semantic system. Also, the types of vocabulary were analyzed using general academic words, mathematics specific concept words, and mathematics general concept words. As a result, percentages of 1-degree and 2-degree vocabulary was the most in both grade 1 and 2 mathematics textbooks. It also shows that some of general academic words were 3-degree vocabulary and some of mathematics specific concept words were either unregistered or 1-degree vocabulary. In particular, general academic words, which are 3-degree vocabulary, may be unfamiliar to 1^st and 2^nd grade students. Therefore, students should be given the opportunity to guess and understand the contextual meaning of general academic words from the given contexts in textbooks. The frequency of use of mathematics general concept words in grade 2 textbook increased significantly compared to grade 1 textbook. Since mathematics general concept words are academic and technical vocabulary they should be taught explicitly. Based on the results of this study, implications for vocabulary instruction in mathematics textbooks were discussed.

• School Mathematics
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• v.19 no.3
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• pp.513-531
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• 2017

This study aims to analyze and compare Korean mathematics textbooks on time and to induce its educational implications. Concretely, the mathematics textbooks from the 1st to the 2009 national revised curriculum were selected for the longitudinal analysis. In each textbook, the contents such as clock reading, units of time, and calculation of elapsed time among various contents about time were chosen. The learning elements and their teaching sequence, the teaching method (the introducing ways of each concept and principle), and the didactical representations are set as an analysis framework. The results of analysis revealed many characteristics and differences in ways of dealing contents about time. Based on these results, we suggested several implications for writing the unit of time in elementary mathematics textbooks and teaching about time in classrooms.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.323-338
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• 2010

In this study we analyzed the teaching units for the area of geometrical figures by the same method in the previous research of Kang, Wan and Kim, Nam Jun in 2010, where they extracted the teaching units based on the mathematics curriculum based on the theory of Wittmann (1984). Teaching units are a systematic organization of the essential contents for mathematics education according to 4 elements, objectives, data, functions, and backgrounds. In this study, the features and titles of the teaching units, extracted from the area of geometrical figures in revised mathematics curriculums in 2007, are analyzed and categorized as accepting of concept type, application of concept type, and acquiring of relation type. Their meanings for education are investigated, in addition, the way of their practical application to research of education for the area of geometrical figures. The teaching units are a model consistently compensated and evolved rather than fixed. It will be an important material for establishing new educational courses if the teaching units are more systematically studied by mathematics researchers and teachers in educational fields.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.33-52
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• 1997

We can explain open education by means of pulling down the straight and narrow viewpoint of our educational system. We should incorporate various thoughts and attempts to the most practical educational classrooms and learn to cope flexibly with the several educational problems. On the other hand, Britain for the last fifty years have adapted progressive method in most schools, but with no visible results. The children's fundamental mathematical abilities have not increased. Therefore, mathematical educators in U. S. and Britain proposed the following three facts: First, we need to find out precisely what is involved in applying mathematical skills to practical situations; Secondly, we need to find out why this kind of mathematical understanding is so difficult for so many children; And, finally, we need to know what methods can be used to help children attain this wider mathematical understanding. Thus, we have analyzed and studied the British primary mathematics textbooks < stage 1 >, < stage 3 >, < stage 4 > and < stage 5 > from the open educational viewpoint and the above proposals. As result, a central point was that British have well incorporated into their primary mathematics textbooks with the variety of programs using everyday problems.