• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.193-210
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• 2009

This research were to develop and apply an educational program for 6th grade students in mathematics by using level orientated teaching method and to make an analysis of their effects on students' mathematics learning achievements and mathematical disposition. Those purposes is following: First, we develop the level orientated teaching method that fits to the low level and high level students and analyze the effect on students' mathematics learning achievements. Second, we analyze the effect on students' mathematical disposition by using level orientated teaching method. The biggest problem of applying level orientated teaching method is that all the groups should do the meaningful activity while just one group is on process. So we tried to keep the proposition that level orientated teaching method should be helpful to both high and low level students. The duration of the research was about 8 weeks from march 2 to may 22 and the level orientated mathematics program consists in lesson 1 "a fraction and a decimal" to lesson 3 "The range of numbers". The results of this study are as follows : First, there was significant effect to the students, develop level orientated mathematics program and using that program. Second, there was an affirmative effect to the students about mathematical disposition using level orientated mathematics program. To sum up conclusion of this study, the level orientated mathematics program has an affirmative effect on mathematics learning achievements and mathematical disposition. We expect further research about level orientated teaching method and use effective level orientated teaching method widely.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.299-321
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• 2020

PISA, organized by the OECD, started with the worries about what competencies students need in preparation for a changing future society. Starting with the first main survey in 2000, PISA, which was administered every three years, is preparing for the eighth cycle. PISA 2022 is a cycle in which mathematics becomes the main domain in 10 years, and the definition of mathematics literacy, mathematical framework, and illustrative examples were released. Therefore, in this study, the definition of PISA mathematics literacy and the trends on the mathematical framework were examined, and the characteristics of the illustrative examples introduced together with the PISA 2022 mathematical framework were analyzed. Through this, implications were drawn for the successful implementation of the 2015 revised curriculum and assessment.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.103-119
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• 2016

Fusion and consilience have been important in many aspects of our education and culture. In this flow 2015 revised National Curriculum aimed to cultivate students of abilities of imagining liberally and inventing scientifically and technically. However imagination including imagination in humanities has not been researched in mathematics education part until nowadays, so mathematics education using imagination of raising students with ingenious and harmonizing abilities is hard to discuss concretely. In this paper I studied the opinions of various scholars from ancient times to today, and discussed where imagination reveals itself in mathematics practices. With above results I discussed some possible shape of teaching and learning of mathematics using imagination. And finally we discussed that meanings in the humanities and social aspects.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.43-60
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• 2004

The aims of the study were to analyze the San-Sul-Kwa textbook under the rule of Japanese Imperialism(1909～1945). It was analyzed that the contents of San-Sul-Kwa were selected for the purpose of national interests of Japanese as a ruling country through four times of amendment of education and many kinds of drill and practice in terms of number and operations were emphasized toward entire grades. However, some parts of textbook over the period seem to have had significant affects on mathematics education of Korea since the period.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.99-115
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• 2009

One of remarkable characteristics of 2007 revised mathematics national curriculum is the emphasis of communication in classroom. It does not mean only listening students' comments. In other words, it is different from presentation of individuals' thoughts. In the paper, teaching and learning practices required teachers who want to establish classroom culture supporting harmonious communication in mathematics instruction.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.793-806
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• 2010

In this paper we study meaning and methods of analyzing problems related with equation of high school mathematics. By analyzing problem we can get two types of informations. Based on these informations we suggest some problem solving methods. Especially we try to extract second type information using analysis through synthesis. This second type information can help us to find new non-routine problem solving method.

• The Mathematical Education
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• v.62 no.3
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• pp.417-433
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• 2023

In the 2022 revised mathematics curriculum, a new content on 'Movement of a point' was added. Therefore, this study analyzed the contents of the movement of a point presented in Finnish mathematics textbooks as elements of spatial orientation. Analysis was conducted by dividing it into direction, distance, and route. As a result of the study, in Finnish textbooks, directions were expressed in various ways, such as linguistic, visual, and coded expressions. In the case of distance, activities to move as much as the distance or compare the distance were presented using the number of cells, length, steps, coordinate points, ratio, etc. In the case of routes, activities such as moving according to instructions, making routes, finding the route, and modifying the route were presented using unconditional movement and conditional movement. In particular, the movement of a point could be linked not only to various mathematical content areas such as 'number and arithmetic' and 'change and relationship', but also to digital literacy and programming education. Knowing that the movement of a point can be presented in various ways according to the direction, distance, and route, it is expected that it can be used to organize the contents of the 2022 revised mathematics textbook.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.211-237
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• 2017

Depending on the type of textbook, the word and mathematical notation expression used in high school mathematics textbooks varied and there were also some differences on the mathematical definition and the content description methods. Not only the composition of textbooks but also various expressing ways of textbooks have significant impacts on teaching and learning of teacher and student. The diversity of expression had pros and cons like both sides of a coin. There is a positive aspect that we can pursue pedagogical diversity. Simultaneously there is a negative aspect that the possibility of acting as a learning burden exists in the viewpoint of the student and the equality of evaluation may be undermined. In this study, Preferentially we focused on analyzing the actual situation rather than judging what is more appropriate about the diversity of words and notation expressions used in mathematics textbooks which is based on the current curriculum. For this purpose, we analyzed 56 kinds of mathematics textbooks based on the 2009 revised mathematics curriculum, and presented four aspects(terms expressing, notations expression, mathematical definition, content description method) with examples about differences of the various expressions used in textbooks including 'terms and notations'.

• The Mathematical Education
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• v.57 no.2
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• pp.157-177
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• 2018

The students in secondary schools have been taught calculus as an important subject in mathematics. The order of chapters-the limit of a sequence followed by limit of a function, and differentiation and integration- is because the limit of a function and the limit of a sequence are required as prerequisites of differentiation and integration. Specifically, the limit of a sequence is used to define definite integral as the limit of the Riemann Sum. However, many researchers identified that students had difficulty in understanding the concept of definite integral defined as the limit of the Riemann Sum. Consequently, they suggested alternative ways to introduce definite integral. Based on these researches, the definition of definite integral in the 2015-Revised Curriculum is not a concept of the limit of the Riemann Sum, which was the definition of definite integral in the previous curriculum, but "F(b)-F(a)" for an indefinite integral F(x) of a function f(x) and real numbers a and b. This change gives rise to differences among ways of introducing definite integral and explaining the relationship between definite integral and area in each textbook. As a result of this study, we have identified that there are a variety of ways of introducing definite integral in each textbook and that ways of explaining the relationship between definite integral and area are affected by ways of introducing definite integral. We expect that this change can reduce the difficulties students face when learning the concept of definite integral.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.75-90
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• 2024

This study analyzed the vocabularies presented in the 1st to 2nd grade elementary school mathematics field review textbook according to the 2022 revised curriculum using a 9th grade vocabulary system and improved them. The result of the analysis shows that the frequency of vocabulary that was not appropriate for the students' level was found to be 6.67% in the first semester of the first year and 12.17% in the second semester of the first year. For the first semester of the second year, it was 11.73%, and for the second semester of the second year, it was 14.19%. This shows that the frequency of vocabulary that may be difficult for students gradually increases. Based on the analysis results, vocabulary that had a high difficulty level but was not essential in the textbook was deleted, and essential vocabulary or vocabulary that was difficult for students was presented with pictures added or revised in more detail. In addition, words that can be modified with similar words with low lexical difficulty were replaced and presented. In this way, research on vocabulary difficulty can identify aspects of vocabulary used in textbooks and can help develop high-quality textbooks by appropriately modifying vocabulary for effective mathematics learning.