• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.87-94
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• 2003

The purpose of this paper was to review NCTM's Principles and Standards for School Mathematics, which is an updated version of the Curriculum and Evaluation Standards for School Mathematics (1989). With releasing the previous version, NCTM has affected mathematics education in other countries as well as in the United States. The Principles and Standards for School Mathematics was revised in line with current technology and requirement of students, who will live in the 21st century. However, many mathematics teachers and educators do not know about the contents of this new version even though most of them already know what the version is about. In this paper, the author addressed the contents of the version with his personal opinions and suggested some lessons from the version.

• School Mathematics
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• v.14 no.3
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• pp.377-394
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• 2012

The purpose of this paper is to analyze the elementary school mathematics textbooks according to the mathematics curriculum revised in 2007 which put emphasis on mathematics as a communication, and to find out the implication for improving the mathematics textbook of Korea. Mathematics textbooks are analyzed by five analysis criteria, which are suitability of communication activities, suitability of usage of terms and symbols, suitability of literary expressions, suitability of visual expressions and adequateness of mathematics and curriculum. As a result of analysis, it is found out that communication activities were generally reflected the intent of curriculum but there were incomplete terms usage and literary, visual expressions. So communication among authors, between authors and writers, authors and illustrators is necessary for improvement of mathematics textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.135-160
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• 2017

Since mathematics textbooks for 6th graders based on the 2009 revised national curriculum were applied to the site, there has been a note pointing out that the unit of 'ratio and rate' causes some learning difficulties. This implies the necessity of search for desirable methods of organizing the unit of ratio and rate in mathematics textbooks. This study analyzed and compared Korean and foreign mathematics textbooks on ratio and rate longitudinally and horizontally, respectively. For longitudinal analysis, we selected the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we took the mathematics textbooks of Japan, Singapore, Hong Kong, and Finland. In each textbook, the contents and the order in relation to ratio and rate, the definitions of terminology, and the methods for introducing related concepts are set as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about ratio and rate. Based on these results, we suggested some implications for writing the unit of ratio and rate in elementary mathematics textbooks.

• The Mathematical Education
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• v.62 no.4
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• pp.515-529
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• 2023

The purpose of this study is to analyze teachers' understanding of the number and operations area of grades 3 to 6 in elementary school mathematics curriculum and to derive implications for improving teachers' understanding of the mathematics curriculum. To this end, elementary school teachers were asked to develop items to evaluate curriculum achievement standards at each grade level, and then the teachers' understanding of the curriculum was examined based on the collected items. As a result of the study, there was a misinterpretation of the achievement standards in approximately 25% of the questions collected. Typically, cases where the content covered by each grade was confused when using textbooks as a standard, or cases where the difference between the content covered by the two achievement standards could not be completely distinguished were found.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.143-156
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• 2010

사회가 변화함에 따라 수학교육과정도 변화를 거듭하고 있으며, 이러한 변화에 잘 대처하기 위해서 교사는 수학교육의 방향에 대한 깊이 있는 성찰과 함께 수학, 교육학, 심리학 등 수학교육과 관련된 학문에 대한 이해가 필요하다. 이러한 교사에 대한 시대적인 요구에 능동적으로 대처하는 방안으로 Wittmann(1984)은 수학교과의 특성상 변하지 않는 요소들을 교수단위(Teaching Units)라 하고, 수학교육을 통합시키는 개념으로 교수단위이론으로 제시하였다. 교수단위는 수학에서 가르쳐야 할 내용들을 목적, 자료, 활동, 배경 등의 4요소에 따라 작은 단위로 조직화한 것으로, 이를 통해 수학연구자나 교사는 가르쳐야 할 내용에 대한 구조적인 이해와 체계적인 조직화를 도모할 수 있게 되어 나아가 사회의 변화에 대응할 수 있게 된다. 본 연구에서는 2007년 개정 수학과 교육과정 도형영역의 교수단위를 학년별로 추출하고, 추출된 교수단위의 특징과 제목을 분석하였다. 이를 통해 교수단위가 수학교육과정연구에 어떻게 활용될 수 있는지 그 방안을 모색해 보았다. 도형영역의 교수단위(TU)는 특징과 제목에 따라 '개념알기형', '개념적용형', '관계알기형'의 세 유형으로 분류할 수 있다. 현재의 도형영역 교육과정은 대체로 개념알기형, 개념적용형, 관계알기형의 순으로 구성되어 있으며, 개념적용형이 개념알기형보다 조금 더 많다. 이는 도형영역 교육과정이 학습한 개념을 다양한 방법을 통해 여러 활동에 적용시켜 봄으로써 도형의 개념을 좀 더 명확하게 알게 되는 초등학생의 발달단계를 고려하여 구성되었음을 알 수 있다. 이러한 교수단위(TU)는 수업자가 도형학습주제에 맞게 수업을 재구성하거나 학생들의 수준에 맞는 수준별 맞춤자료를 제작할 때 유용하게 활용될 수 있으며, 더 나아가 수학연구자들이 새로운 교육과정을 수립하고자 할 때 기초자료로 활용될 수도 있을 것이다. 교수단위는 고정불변의 것이 아니고 계속 보완되고 진화될 수 있는 모델이다. 따라서 앞으로도 많은 수학연구자나 현장교사의 참여로 교수단위가 보다 더 체계적이고 조직적으로 연구되어야 한다. 또한 추출된 교수단위를 교사나 학생들이 보다 편리하게 활용할 수 있도록 컴퓨터용 소프트웨어로 개발하려는 후속 연구가 필요하다.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.27-48
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• 2024

In order to prepare for changes in future society, cross-curricular learning is emphasized, and the need to link cross-curricular learning topics and subjects is increasing. However, there are few studies on how to deal with cross-curricular learning in mathematics education. This study analyzed the contents and methods of cross-curricular learning topics in subject-specific curriculum and mathematics textbooks. As a result of the study, the curriculum can be categorized into four types according to the variety of cross-curricular learning topics applied and the presence or absence of a main cross-curricular learning topic, and the mathematics curriculum belongs to the type where some cross-curricular learning topics are dealt with passively and there is no main topic. On the other hand, the analysis of 10 math textbooks for grades 5 and 6 according to the 2015 revised curriculum showed that, unlike the curriculum, various cross-curricular learning topics were applied in the textbooks, mainly environment and sustainable development education, safety and health education, career education, character education, and economic and financial education. In addition, in mathematics textbooks, cross-curricular learning topics appeared in various types such as materials, questions, explanations, illustrations, and in many cases, they appeared mainly as materials or illustrations. Based on these findings, implications were explored and suggested on how to integrate and apply cross-curricular learning topics in mathematics.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.181-204
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• 2014

This research aims to have some implications for revision of curriculum and textbooks by analysing connections between the 2009 revised national curriculum and its textbooks in elementary school mathematics. The results of analyses for 3~4 grades can be summarized in four aspects: Firstly, we noticed that the reconstructed achievement criteria were reflected properly in the textbooks except for use of calculators in 'Numbers and Operations'. Secondly, the analysis of connections between unit objectives of textbooks and the reconstructed achievement criteria suggests that 10 units must receive attention. Especially, the range of decimal numbers for adding and subtracting needs to be corrected. Thirdly, mathematical terms and symbols excluding 'unit fraction' were found in the textbooks. Finally, mathematical processes were also fully reflected in the textbooks. However 'simplifying' as a strategy for problem solving was only missing. This result shows good or poor connections between the curriculum and its textbooks, therefore it is expected to be used effectively to revise the national curriculum for mathematics and its textbooks.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.377-394
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• 2022

Criticism has been raised that the way of teaching weights in the 3rd and 4th graders of elementary school is different between the 2015 revised math curriculum and the 2015 revised science curriculum, causing confusion among elementary school teachers and students. This study tried to confirm the social recognition that should be considered in the process of didactic transformation which means transformation from knowledge to used into knowledge to taught and to compare the variations of didactic transformations differently according to didactic intentions. The research analyzes and synthesizes the root of the meaning of weight, weight in the international standard system of units SI, weight implemented in Korean mathematics curriculum and textbooks, Singaporean mathematics curriculum and textbooks, USA mathematics curriculum and textbooks, and Korean science curriculum and textbooks. Through this analysis, a pedagogical perspective on how to define and teach weight in elementary school as knowledge to be taught was derived.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.475-496
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• 2018

Although the multiplication of decimal fractions is expected to be easy for students to understand because of the similarity to natural numbers multiplication in computing methods, students show many errors in the multiplication of decimal fractions. This is a result of the instruction focused more on skill mastery than conceptual understanding. This study is a basic study for effectively developing a unit of multiplication of decimal fractions. For this purpose, we analyzed the curriculums' performance standards, significance in teaching-learning and evaluation, contents and methods for teaching multiplication of decimal fractions from the 7th curriculum to the revised curriculum of 2015 and the textbooks' activities and lessons. Further, we analyzed preceding studies and introductory books to suggest effective directions for developing teaching unit. As a result of the analysis, three implications were obtained: First, a meaningful instruction for estimation is needed. Second, it is necessary to present a visual model suitable for understanding the meaning of decimal multiplication. Third, the process of formalizing an algorithms for multiplying decimal fractions needs to be diversified.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.2
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• pp.247-272
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• 2019

The purpose of this study is to analyze the teaching of statistical graphs according to elementary mathematics curriculum. To do this, we set up three research questions as follows. First, what is the change in achievement standards related to the teaching of statistical graphs in elementary mathematics curriculum? Second, what is the change in the teaching of the drawing of statistical graphs in elementary mathematics curriculum? Third, what is the change in the teaching of understanding of statistical graphs in elementary mathematics curriculum? For the first research question, we analyzed the achievement standards related to the teaching of the statistics of the 2015 revised curriculum from the first curriculum. For the second research question, we analyzed how to provide students with the opportunity to draw graphs(number of drawings) and whether to present the basic frame of the graphs(frame provided). For the third research question, we analyzed questions in the textbooks based on the graph understanding; 'reading data', 'finding the relation between data', 'interpreting data', 'understanding the situation'. As a result of the analysis, the achievement standard in the curriculum has changed in the direction of fostering statistical thinking, and it has been changed to emphasize the interpretation of the graph so as to make the graph drawing easy. However, 'interpreting data' and 'understanding the situation' were still lacking.