• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.449-460
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• 2015

As a main body of a curriculum, a set of sentences stating mathematical contents plays an important role in teaching and learning mathematics. The contents sentences in the $7^{th}$ version, the 2007 version, and the 2009 version of elementary mathematics curricula were analysed. The elementary mathematics curriculum consists of about 200 contents sentences. The final endings of those sentences are the type of ability such as "to be able to ~". The elementary mathematics curriculum would be managed systematically by disassembling and restructuring those contents sentences. We should state students' activities more concretely by varying the final endings in the curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.481-506
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• 2019

Perpendicularity and parallelity are important concepts in Mathematics as well as real-life contexts. However, those concepts are rather reduced in 2015 revised curriculum compared to previous 2009 revised curriculum. This study firstly analyzed teaching method related to perpendicularity and parallelity in a series of mathematics textbooks of Korea, Singapore and Japan. Moreover, the unit of perpendicularity and parallel was redesigned in a way to understand the concepts meaningfully and to give opportunities for students to explore how to make perpendicular and parallel lines. The results showed that noticeable changes has been as the curriculum was revised in Korea. Also, three countries showed some differences in concepts definition and learning activities. This study is expected to suggest implications for how to teach perpendicularity and parallelity in elementary school mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.599-617
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• 2011

This study is aimed at finding some drawbacks of current elementary mathematics textbooks and to give suggestions for ongoing new textbooks according to 2009 revised curriculums, by comparing and analyzing Korean textbooks and chinese textbooks of People's Education Press. The areas are confined to number concepts, addition and subtraction for comparative analyzing. The results are followings: Korea textbooks have more verbal expressions, designated instructive activities for students to do, similar algorithm applied for enlarging mathematical concepts, bigger number concepts and number usage of operations, and monotonous number sense activities. Therefore Korean textbooks, compared to China's, is more weaker in areas such as encouraging student's interest, in challenging mathematics, and in forming fundamental mathematical concept.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.111-135
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• 2005

In this study I compared Korea's elementary school mathematics curriculum and its handbook with Japan's curriculum and its handbook. Based on that work, I induced some suggestions which is useful to develop mathematics curriculum in the future. First, the purposes of Korea's elementary school mathematics curriculum focused on the system of mathematics, scholastic ability and learning volition. On the other hand, Japan's curriculum concentrated on the utility of mathematics in daily life and the motive of learning mathematics. Secondly, purposes of mathematics education written in Japan's curriculum handbook, differing from Korea's, are closely divided into concrete items. Finally, purposes of mathematics education in each grade, written in Japan's curriculum handbook, are presented in outlined form according to general purpose of mathematics curriculum. The merit of this way is that the researcher could display flexibilities and creativities in making mathematics textbook.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.599-620
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• 2017

In this study, we analyzed how the speed concept has been handled in Korean elementary mathematics textbooks and suggested some didactical implications for revising the teaching of speed concept. To do this, we investigated the curriculum documents, textbooks and teacher's manuals from the first curriculum to the 2009 revision curriculum. The results show that the speed concept of the elementary mathematics in Korea has been based on the concept of average speed and that the approach of applying the value of ratio has been strengthening more than the aspect of proportional relation. So we suggested two didactical suggestions: 1) the teaching of the speed concept should start with uniform movements. 2) the reasoning of proportional relation should be more strengthened.

• School Mathematics
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• v.17 no.2
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• pp.257-272
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• 2015

This study is related to reinforcement of the continuity between Nuri curriculum and elementary mathematics curriculum emphasized by 2015 revised national curriculum. Considering that teachers tend to rely much more on textbooks than on curriculum, we analyzed the continuity between math-related activities of Nuri manuals for teachers and the elementary mathematics textbooks and aimed to suggest several ways for securing the continuity based on the result of analyses. To do this, we compared and analyzed Nuri manuals (for ages three to five) for teachers and the first and second grade mathematics textbooks in three aspects: mathematical contents, mathematical terms and symbols, and mathematical processes. We adopted the same analysis framework including continuity, discontinuity and reverse continuity as the study on the continuity between Nuri curriculum and elementary mathematics curriculum. As a result, the results of analyses were revealed in three aspects, respectively. We also discussed the results and suggested some implications for securing the continuity of Nuri manuals for teachers and the elementary mathematics textbooks and for revising curriculum and its materials such as textbooks, workbooks or manuals for teachers.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.211-218
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• 2010

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.1-16
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• 2015

This study is a comparative study on the Korean and Chinese elementary school mathematics curriculum. Korea and China have announced a new mathematics curriculum in 2011, and have recently carried out in the whole school year. Korea and China are the countries to manage the national curriculum. The comparison with China is significant because of the similarity of our tradition and culture. In addition, the influence of Chinese education has been increasing gradually. Thus, the curriculum comparison between China and Korea has a significant value. Through this study, I extract the significant implications of mathematics education in Korea. This study can be summarized as the following. First, I have analyzed the elementary mathematics curriculum document systems in Korea and China. Second, I compared the goals of mathematics education in Korea and China. Third, this study compared the content areas and learning in elementary school mathematics curriculum in Korea and China. Fourth, I have analyzed the teaching and learning methods and the assessment of Korea and China. Finally, we compared and analyzed the proposed points for action set out in elementary school mathematics curriculum courses in Korea and China. The results of this study are expected to provide significant implications for the new curriculum document structure and mathematical contents of Korea.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.157-172
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• 2010

본 연구는 현행 초등학교에서 이루어지고 있는 서술형 평가의 유형과 문제점을 분석해 보고 2007개정 교육과정에 따른 수학과 서술형 예시 평가 문항을 개발해 보는데 목표가 있다. 학교에서 시행되고 있는 평가 자료의 분석은 수학교과서, 국가수준 학업성취도 평가지, 서울시 교육청 보급 2010 장학자료집, 서울시내 학교에서 시행되고 있는 평가 문항을 분석해 보았다. 그리고 예시 서술형 평가 문항개발은 2007개정 교육과정에 따른 수학과 4학년을 대상으로 하였다. 평가 문항 분석의 결과는 문항 유형이 단순하고 교과서와 장학자료집의 수준을 벗어나지 못하고 있으며 창의성 영역의 평가는 거의 이루어지고 있지 않았다. 서술형 예시평가 문항의 개발은 수학과의 내용영역과 인지적 영역뿐 아니라 교육계의 화두가 되고 있는 창의성 영역까지 평가내용으로 포함시키고자 노력하였으며 영역별 1-2 문항을 개발하였다.

• Journal of Educational Research in Mathematics
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• v.21 no.1
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• pp.1-16
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• 2011

This study is to review division of whole numbers which is dealt in the revised elementary mathematics textbook and manual for teacher. The textbook and manual for teachers are most important documents to teach mathematics. And they are important to the would-be teachers who study the elementary mathematics with such documents. Therefore the textbook and manual for teachers should have no errors. But I found they have some errors and problems regarding division of whole numbers. In this paper, I discuss the problems and suggest the alternative plans.