• Communications of Mathematical Education
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• v.36 no.1
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• pp.171-199
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• 2022

In this study, we review contents to supplement the descriptions of the history of mathematics in the 2015 mathematics textbooks and teacher guides for the elementary school level and offer our opinion on them. For this purpose, we conducted a literature review on 24 types of 2015 mathematics textbooks and teacher guides for the elementary school level. The results of this study are as follows: A total of 10 topics were found whose contents were supplemented with descriptions. They were the "Arithmetic of the Ancient Egyptians," the "A'h-mosè Papyrus in Mathematics Textbooks of the Ancient Egyptians," "The Old Akkadian Square Band in Mesopotamia," "The Relationship of the Old Babylonians in Mesopotamia with the Angle," "The Pi of the Ancient Egyptians and the Old Babylonians," "The Square Roots 2 of the Ancient Egyptians and the Old Babylonians," "The Relationship of the Islamites with the Decimal Fraction," "Two Arguments for the Roots of the Golden Ratio," "The Relationship of Archimedes with the Exhaustion Method," and "The Design of Flats." Then, their specific supplements were suggested. It is expected that this will overcome the perspective of the history of the Axial Age and acknowledge and accept the perspective evidencing the transfer of mathematical culture from Ancient Egypt and Old Babylonia to Ancient Greece and Hellenism, and then through Central Asia to Europe.

• KDI Journal of Economic Policy
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• v.10 no.1
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• pp.133-173
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• 1988

최근 과학기술(科學技術)의 영향을 받아 급변하는 국내외의 환경을 감안할 때, 과학교육(科學敎育)의 중요성은 심각히 인식되고 있으며 특히 수학교육(數學敎育)은 그 비중이 크다고 할 수 있다. 따라서 수학교과과정(數學敎科課程)의 편성(編成)은 매우 중요한 위치에 있으며 현재 문교부(文敎部)에서도 중(中) 고등학교(高等學校)의 수학교과서(數學敎科書)를 새로이 개편하는 작업을 진행하고 있다. 이러한 국가적으로 중요한 작업이 체계적(體系的)인 연구(硏究)와 제도적(制度的)인 개선(改善)을 바탕으로 이루어져야 한다는 생각 아래에서, 각급학교(各級學校)의 교과과정(敎科課程), 행정(行政) 및 제도(制度), 교과서(敎科書) 집필(執筆) 및 지도평가방법(指導評價方法)에서 나타나는 문제점(問題點)을 파악하고 개선방향(改善方向)을 모색하는 데에 본고(本稿)의 목적이 있다. 수학교육(數學敎育)의 목적을 이해하는 데에는 수학(數學)의 특성(特性)을 파악함이 가장 중요하다고 생각된다. 이 특성(特性)의 근원을 산수(算數)와 기하(幾何)의 발단(發端)에서 찾아보았으며 각급학교(各級學校)의 학과내용(學科內容)을 수학(數學)의 역사적(的) 발전단계(發展段階)와 현대수학(現代數學)의 특징(特徵)에 비추어 분석하여 보았다. 그 결과 각급학교(各級學校) 교과과정(敎科課程)이 일관성있게 배열되지 않은 면이 있고 하위(下位)의 능력평가(能力評價)에 치우친 감이 많아, 다음 단계의 교육에 지장을 초래하면서도 오히려 학생들이 수학(數學)을 어렵게 생각하게끔 만드는 원인들을 찾을 수 있었다. 이러한 문제를 개선하기 위해서는 장기적(長期的) 연구(硏究)를 할 수 있는 전문연구집단(專問硏究集團)과 활성화된 교사(敎師)의 재훈련제도(再訓練制度)의 필요성과 아울러 인시제도(人試制度), 지도방법(指導方法), 평가방법(評價方法)의 개선(改善)이 이루어져야 하겠다.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.39-57
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• 2021

In this study, mathematical analysis is conducted by focusing to the 'size' of the 'point' and the 'line'. The textbook descriptions of the 'point' and the 'line' in the geometry content area of middle school mathematics 1 by the 2015 revised Korean mathematics curriculum and US geometry textbooks were compared and analyzed between. First, as a result of mathematical analysis of' 'the size of a point and a segment', it was found that the mathematical perspectives could be different according to 1) the size of a point is based on the recognition and exclusion of 'infinitesimal', and 2) the size of the segment is based on the 'measure theory' and 'set theory'. Second, as a result of analyzing textbook descriptions of the 'point' and the 'line', 1) in the geometry content area of middle school mathematics 1 by the 2015 revised Korean mathematics curriculum, after presenting a learning activity that draws a point with 'physical size' or line, it was developed in a way that describes the 'relationship' between points and lines, but 2) most of the US geometry textbooks introduce points and lines as 'undefined terms' and explicitly states that 'points have no size' and 'lines have no thickness'. Since the description of points and lines in the geometry content area of middle school mathematics 1 by the 2015 revised Korean mathematics curriculum may potentially generate mathematical intuitions that do not correspond to the perspective of Euclid geometry, this study suggest that attention is needed in the learning process about points and lines.

• The Mathematical Education
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• v.58 no.2
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• pp.225-237
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• 2019

The picture of the mathematics curriculum should carry the complex role of relieving the difficulties of mathematics while conveying the core of the mathematics contents well. This study examined the precedence of picture and text harmony and the importance of emotional expression. The discussion of children's picture books became an important reference in this process. The understanding of the child's psychology and cognitive characteristics in the long history of picture books and the insight into the relationship between text and pictures will be important guidelines for elementary school textbooks. Based on these previous studies, this study found some impressive examples of Chinese, Japanese, Indian, and American textbooks on the two complementary relationships between paintings and texts and emotional expressions of paintings. If necessary, we compared these textbooks with Korean textbooks. Through this analysis, this study draws some implications for Korean textbook drawing and textbook production process. That is, the process of reading the picture and interpreting its meaning should be treated as part of the study of mathematics. The mathematical concepts to be dealt with or the sentence description of the problem should be concurrent with the design of the picture. The monotonous expressions and dialogues of characters in textbooks should be avoided, and the personality and emotions of characters should be more abundant and freely expressive.

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.497-508
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• 2005

The investigation of the curriculum in other countries provides meaningful implications to reflect our own curriculum. Since Korea is now under the curriculum revision, international comparative research was conducted with the curricula of Singapore and India to elicit some implications. These two countries were especially chosen because their curricula have not been actively investigated yet. Singapore mathematics curriculum starts the tracking based on students' mathematical ability from the 4th grade, and provides different curricula for the three tracks. This differentiated curriculum provides rich implications to next Korean curriculum which aims to classify the contents based on students' mathematical achievements. Indians, who have contributed significantly in the history of mathematics, have unique mathematics curriculum, remote from so called 'canonical curriculum'. After the U.S. announced the Curriculum and Evaluation Standard for School Mathematics in 1989 and the Principles and Standards for School Mathematics in 2000, many countries benchmarked these NCTM documents, and Korea was no exception. Since each country has their own school system, educational environment, and national mentality, it is not desirable to just adopt the curriculum of other countries. In this regard, Indians who have preserved their own mathematics curriculum can be a model. In sum, when we revise the curriculum, it is required to keep the balance between the open-mindedness to accept the strengths of other curricula, and the conservative attitude to preserve our own characteristics of the curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.17-37
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• 2015

In this paper, we compared and analyzed the Korean National Mathematics textbooks of the 2007 amendment curriculum and the Harcourt Math in America focused on fractions and decimals. To summarize the results of the analysis are as follows. First, both textbooks introduce fractions to the meaning of parts-whole concept, but the Harcourt Math is stronger than that of Korean Mathematics textbooks in the concept of unit fractions as a generator of fractions. Second, the fractions can be considered trivial materials - a fraction representing 1 whole, a fraction with it's denominator is 1 - were more clearly represented in our US textbooks than those of our Korean textbooks. Third, in the introduction of the term relating to the fractions, Korea is a strong point of view of the classification of fractions than the point of view of representation in comparison with the case of the United States. Fourth, the equivalent fraction and equivalent decimal concepts were described more detail in the United States of textbooks than those of the case of Korean textbooks. Finally, the approaches of fraction and decimal concepts were introduced more mathematically in the case of the United States than those of the case of Korean textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.105-122
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• 2014

In this paper, fraction division algorithms in Korean elementary mathematics textbooks are analyzed as a part of the groundwork to improve teaching methods for fraction division algorithms. There are seemingly six fraction division algorithms in ${\ll}Math\;5-2{\gg}$, ${\ll}Math\;6-1{\gg}$ textbooks according to the 2006 curriculum. Four of them are standard algorithms which show the multiplication by the reciprocal of the divisors modally. Two non-standard algorithms are independent algorithms, and they have weakness in that the integration to the algorithms 8 is not easy. There is a need to reconsider the introduction of the algorithm 4 in that it is difficult to think algorithm 4 is more efficient than algorithm 3. Because (natural number)${\div}$(natural number)=(natural number)${\times}$(the reciprocal of a natural number) is dealt with in algorithm 2, it can be considered to change algorithm 7 to algorithm 2 alike. In textbooks, by converting fraction division expressions into fraction multiplication expressions through indirect methods, the principles of calculation which guarantee the algorithms are explained. Method of using the transitivity, method of using the models such as number bars or rectangles, method of using the equivalence are those. Direct conversion from fraction division expression to fraction multiplication expression by handling the expression is possible, too, but this is beyond the scope of the curriculum. In textbook, when dealing with (natural number)${\div}$(proper fraction) and converting natural numbers to improper fractions, converting natural numbers to proper fractions is used, but it has been never treated officially.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.85-101
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• 2021

The purpose of this study was to make suggestions for improvement by analyzing the activity tasks in the clothing life area in middle school 「Technology & Home Economics」 textbooks of the 2015 revised curriculum. For this purpose, the multiple intelligence teaching-learning strategy analysis criteria were reconstructed and used for analysis. The activity tasks of the clothing life area of 「Technology & Home Economics I」 textbooks from 12 different publishers were analyzed based on the reconstructed analysis criteria, and the content validity was verified by 11 experts. The content validity, assessed by CVI was 0.94. According to the results, the logical·mathematical intelligence accounted for the highest proportion with 31.02%, followed by linguistic intelligence(23.81%), visual/spatial intelligence(17.08%), intrapersonal intelligence(14.71%), interpersonal intelligence(5.79%), bodily/kinesthetic intelligence(5.22%), naturalistic intelligence(2.37%), and musical intelligence(0.00%). The results showed that the teaching-learning strategies most frequently implemented in clothing life area were logical/mathematical intelligence, linguistic intelligence, visual/spatial intelligence, and intrapersonal intelligence. On the other hand, teaching-learning strategies related to interpersonal intelligence, bodily/kinesthetic intelligence, and naturalistic intelligence were used at a relatively low proportion. Therefore, it is recommended to expand the teaching-learning strategies of interpersonal, bodily/kinesthetic, naturalistic and musical intelligence, for a more balanced intelligence development of students.

• School Mathematics
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• v.5 no.4
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• pp.507-520
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• 2003

본 연구는 실질적인 의미에서 학생들로 하여금 수학을 더 잘 이해할 수 있도록 돕기 위해 테크놀로지를 학교 교실에서 직접 활용하는 방안에 대한 연구이다. 특히 여기서는 수학을 가르치고 배우는 과정에서 가상학습체계가 주요한 도구로서 적용되었다. 내용은 무게중심을 택했고 12명의 중학생을 대상으로 현직교사가 직접 지도하였다. 학생들은 수업초기에 교사에 의해 소개되는 학생중심 학습활동에 강한 관심과 호기심을 보였고 집중력이 아주 강했다. 전통적인 수업방식과는 달리 학생들이 참여하였고 테크놀로지를 이용하여 전통적인 방식의 교실에서 할 수 없었던 수업의 시작은 학생들의 호기심을 자극하는데 충분하였다. 전반적으로 테크놀로지 환경에서의 수업을 선호하였지만 아직 전통적인 방식인 칠판과 분필을 이용한 수업을 선호한 학생들도 있었다. 새로운 변화도 좋지만 새로운 환경에 친화적이지 않거나 테크놀로지를 이용한 수업의 빠른 진행이 학생을 오히려 혼란하게 만들기도 하였다. 마지막으로 교사는 가상학습체계를 교실에서 활용함에 있어서 현 교육과정과 교과서를 크게 개혁하지 않아도 잘 준비되고 계획된 테크놀로지의 활용에 대한 잠재력을 확인할 수 있었다. 우리는 현재 테크놀로지의 보급에 비해 그 활용도가 낮다는 것을 잘 알고 있고 기타 입학시험이라는 현실이 교육과정과 학습방법의 개혁을 현실적으로 추진하는 것이 어려운 일임을 잘 알고 있다. 그래서 현 상황에서 테크놀로지의 사용을 가능하게 할 수 있는 방법을 모색하였다. 이미 보급된 테크놀로지와 교사와 학생의 테크놀로지에 대한 이해가 앞으로 그 잠재력을 갖고 있다고 확인하였다.보다 낮은 일반세균수 값을 보여주었다. 봄철 시료에 있어서 소규모 도계장은 본 냉각 후 도계과정을 제외하곤 모든 도계공정 단계에서 대규모 도계장보다 높은 일반 세균수의 측정값을 보여주었다. 봄철 시료의 냉각말기의 냉각수 일반세균수는 소규모 도계장이 대규모 도계장보다 높은 측정값을 보여주었다.주었다.다.㏖/s/$m^2$에서는 이앙후 각각 18일로 두 품종 모두 늦어, 약광은 유묘기에 분화되었던 분얼아를 휴면으로 유도할 수 있음을 시사하였다. 4. 유효경비율은 1220~220 $\mu$㏖/s/$m^2$에서 다산벼는 47~55%, 화성벼는 100~72%로 다산벼가 화성벼보다 낮았다. 이것은 다산벼는 무효분얼이 많다는 것을 시사하는 것으로 품종 육성시 유효경비율을 높여야 할 것이다.타났고, \circled2 회복상태에서, 10 lu$\chi$인 경우 서간에 1.26 $\mu\textrm{V}$, 야간에 1.59 $\mu\textrm{V}$였고, 100 lu$\chi$인 경우 서간에 2.63 $\mu\textrm{V}$ 야간에 3.65 $\mu\textrm{V}$였으며, 400 lu$\chi$인 경우 서간에 2.52 $\mu\textrm{V}$, 야간에 3.67 $\mu\textrm{V}$로 나타났다.히, 흉선, F냥, 비장 등의 림프구에 초기 세포용해성 감염을 일으키는데, B

• Journal for History of Mathematics
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• v.21 no.2
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• pp.135-152
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• 2008

In this paper, we survey the thought of students for the reason of the study of mathematics, for mathematics, for the textbook of mathematics and the attitude appling mathematical knowledge in the real life and analyze that. We have a correct understanding how to study mathematics and that motivates study of mathematics to students. Student have a correct understanding how to use basic knowledge of mathematical theory in the real life and have for the study of mathematics. In this article, we investigate the reason for studying mathematics in the real life and analyze the way how to use basic knowledge of mathematical theories through actual examples. The reasons for studying math are divided into 3 categories: mathematics for obtaining common sense and wisdom, practical mathematics for application, and mathematics as a liberal art for promoting our characters and recreation. We investigate the reasons for studying mathematics in each category. By theses results, we make the effectual educational method for mathematics and investigate the effect.