• School Mathematics
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• v.14 no.4
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• pp.553-564
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• 2012

Story corners in elementary school mathematics practice activity books are newly given for students not only to have interests in mathematics, but to solve story problems related to already learned mathematical contents. In this study, we investigate the story corners in third grade mathematics practice activity books to analyze the contents according to their utilizations. We also suggest their implications. Based on our analysis, we have the following results. First, there are cases where the contents of the story are not related to the corresponding learning contents. Second, there are cases where some the contents or the posed problems related to the story are hard to be understood by students. Third, there are cases where the posed problems are not related to the corresponding learning contents.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.301-311
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• 2015

If the storytelling Mathematics is teaching Mathematics by making and telling stories on Mathematics, the storymaking with Mathematics is that teachers(or mathematicians) who wish to develop their opinions concerning about their interesting fields apply them into a real life. They can use mathematical consequences for their arguments. I'll call it 'storymaking'. It could let the general public know that studying Mathematics is useful. So this application is helpful to the popularization of Mathematics.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.163-183
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• 2009

The purpose of this study was to provide useful information for teachers by analyzing mathematical communication emphasized through 'exploratory activity' and 'story corner' in elementary textbooks based on the revised curriculum. Two classrooms from the first grade and second grade respectively were observed and videotaped. Mathematical communication of each classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. The results showed that only one classroom focused on students' thinking processes and explored their ideas, whereas the other classrooms focused mainly on finding answer. Particularly, this tendency often appeared when implementing 'story corner' than 'exploratory activity'. The reason for this was inferred that teachers were not familiar with teaching mathematics in stories and that teachers' manual did not include concrete questions and students' expected responses. This paper included implications on how to promote mathematical communication specifically in lower grades in elementary school.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.15-37
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• 2015

As the value and importance of mathematical communication was recognized, mathematical communication in mathematics education has been strengthened more and more. Written communication as well as verbal communication is emphasized. On the other hand, storytelling is introduced for elementary students to learn mathematical concept more naturally and easily in the 2009 revised curriculum. So, we noticed that they are familiar with story. In this study, we analyze the story writing activity levels with a focus on story writing, and how to think about it. And we offer some suggestions about mathematical story writing activity.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.443-465
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• 2014

Mathematics subject has been recognized as a subject in which we resolve some problematic situations through the logical and mathematical thinking according to mathematical concepts, principles, and rules. So we has focused on cultivating logical and mathematical thinking abilities when teaching and learning mathematics. However according to Bruner, we can use the narrative mode of thought which supplements the logical and scientific mode of thought when we think about logical and scientific matters, and we could make meanings by doing so. On the other hand, the Ministry of Education has announced recently that it would develope the textbooks of storytelling type of mathematics, and then many people have been interested in using stories in mathematics subject. The purposes of this article are to investigate the effects and the defects of using stories in mathematics subject, to probe the narrative characteristics of mathematics, and to inquire how using mathematics narrative can make students to make meaning about mathematics which compensates the defects of using stories in mathematics subject. And the main purpose is to inquire the implications of using mathematics narrative in teaching and learning mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.1-21
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• 2004

The purpose of this study is analyzing phenomenon of mathematical communication by students applied story shell. Also, this study is obtained teaching indicated in early standardized mathematics classes. It is served we realize the purpose of study and set study subject to be as follows. First, it finds out how to be described activities of students' mathematical communication in the mathematics class applied story shell. Second, it finds out what phenomenon is observed in a behavior side of the mathematics class applied story shell. It is developed 7 story shells for the 6th grade of the elementary school for about 4 months and when applying mathematics classes, it is analyzed the notes and recorded data to get in an each class and when applying mathematics classes. It is analyzed the notes and recorded data to get in an each class. The result of this study is as follows: First, in a mathematics class which applies story shell, students concentrate on the class when hearing and reading mathematics problem. So, they are able to understand a mathematical language included in the problem. Second, in a mathematics class which applies story shell, students participate actively at the mathematics class. And in complicate situation among the students it is served they justify own opinion and persuaded logically. The point which study hints to see such a result is as follows: First, in a mathematics class which applies story shell students have answered more quickly than the old times as hearing and reading the problem in a picture. Second, in a mathematics class which applies story shell, students were used to being the mathematics language intimately and there was to observe to express it by an equation. Third, in a mathematics class which applies story shell students attend to study activity with interest. Forth, in situation of complicate thought, students are persuading and explaining their opinions for the purpose of justification.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.57-63
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• 2014

Recently, some storytelling materials based on music or CAS tools have been introduced. Activities or concepts in art can be utilized as such material. In this article, we propose a mathematical storytelling material based on design scheme.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.361-380
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• 2016

This study aims to reflect on mathematical imaginations in learning mathematics and elementary students' mathematical imaginations. This was approaching a study of imagination not as psychological problems but as objects and methods of mathematics learning. First, children's mathematical narratives were analysed in terms of Egan(2008)'s basic cognitive tools using imagination, that is, metaphor, binary opposites, rhyme rhythm pattern, jokes humor, mental imagery, gossip, play, mystery. Second, how children's imaginations change under different grades was addressed.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.341-356
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• 2013

This research is about storytelling in middle school geometry. This study is basic research about actualizing mathematical teaching and learning based on storytelling that is raised for reforming school mathematics education. In order to develop the mathematics textbook model, development of procedures and methods were extracted from the literature. And mathematics textbook model were developed in accordance with the process and methods. Examples are presented in terms of the development of material with 'story as a communication tool', 'familiar story as a script' 'universality of the world or simulation of life as a story', 'story as a means to foster creativity: story making'. Through the results of this study, we are also able to check the possibility of storytelling in mathematics class. And this study will be the foundation for teaching and learning using storytelling.

• The Science & Technology
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• s.470
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• pp.83-85
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• 2008