• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.61-80
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• 2007

Korea and Japan are close countries having a mutual influence on history and have similar cultural and educational circumstances. The purpose of this study was to compare and analyze the textbooks for elementary school mathematics between Korea and Japan. First, it established the theoretical backgrounds through the precedent research comparing the mathematic textbooks between South Korea and North Korea, Korea and India, Yanbian in China, Japan( Fraction part in numeral field. The Plane Figures). Next, it compared and analyzed two countries'(Korea and Japan) textbooks regarding the structural system and concept of units on the basis of the theoretical research. And it included more specific and detail contents in comparison of Korean with Japanese mathematic textbooks focused on the 5, 6th grade.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.451-467
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• 2017

This study examined how the distributive principles(DP) works in our elementary school textbooks and work books to figure out the implications for developing the elementary mathematics curriculum and textbooks. For this purpose, Chinese and Japanese elementary textbooks were reviewed and five criteria for the analysis of Korean textbooks and workbooks were prepared by the review. The analysis showed that Korean textbooks and work books are inefficient to handle DP in many ways. Based on these findings, this study suggested that the DP should be codified into the curriculum and explicitly dealt with in elementary math textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.1-15
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• 2009

This research is to provide a useful reference for the future revision of textbook by comparative analysis with the textbook in the 4th grade of elementary school in Japan. The results from this research is same as follows: First, Korean curriculum is emphasizing the reasonable problem-solving ability developed on the base of the mathematical knowledge and skill. Meantime, Japanese puts much value on the is focusing on discretion and the capability in life so that they emphasize each person's learning and raising the power of self-learning and thinking. The ratio on mathematics in both company are high, but Japanese ensures much more hours than Korean. Second, the chapter of Korean textbook is composed of 8 units and the title of the chapter is shown as key word, then the next objects are describes as 'Shall we do$\sim$' type. Hence, the chapter composition of Japanese textbook is different among the chapter and the title of the chapter is described as 'Let's do$\sim$'. Moreover, Korean textbook is arranged focusing on present study, however Japanese is composed with each independent segments in the present study subject to the study contents. Third, Japanese makes students understand the decimal as the extension of the decimal system with measuring unit($\ell$, km, kg) then, learn the operation by algorithm. In Korea, students learn fraction earlier than decimal, but, in Japan students learn decimal earlier than fraction. For the diagram, in Korea, making angle with vertex and side comes after the concept of angle, vertex and side is explained. Hence, in Japan, they show side and vertex to present angle.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.453-473
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• 2018

In this study, we analyzed the contents of speed concept presented in Korean, Japanese, Singapore, and American elementary mathematics textbooks, and drew implications for the teaching of speed concept in elementary schools. We developed a textbook analysis framework by theoretical discussions on the characteristics of the speed concept based on the proportional relationship and the previous researches on the speed in elementary mathematics. We analyzed the textbooks of four countries and drew some suggestions for improving the teaching of speed concept in Korean elementary schools.

• Education of Primary School Mathematics
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• v.25 no.3
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• pp.251-278
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• 2022

The purpose of this study is to obtain implications for mathematical education by analyzing how the multiplication and division of decimal numbers are presented in the elementary mathematics textbooks in Korea, Japan, Singapore, and Finland. Compared to the fact that students often have misconceptions about multiplication and division of decimal numbers, there have been not many comparative studies in recent elementary mathematics textbooks. For this study, we selected elementary mathematics textbooks those are widely used in Japan, Singapore, and Finland along with Korean elementary mathematics textbooks. We chose the textbooks because the students in the selected countries have scored high in international achievement studies such as TIMSS and PISA. The analysis was examined in terms of elementary mathematics curriculum related to multiplication and division of decimal numbers, introduction and content, real-life situations, use of visual models, and formalization methods of algorithms. As a result of the study, the mathematics curricula related to multiplication and division of decimal numbers includes estimation in Korea and Finland, while Japan and Singapore emphasize real-life connections more, and Finland completes the operations in secondary schools. The introduction and content are intensively provided in a short period of time or distributed in various grades and semesters. The real-life situations are presented in a simple sentence format in all countries, and the use of visual models or formalization of algorithms is linked to the operations of natural numbers in unit conversions. Suggestions were made for textbook development and teacher training programs.

• 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.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.505-525
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• 2021

In this study, we investigated how multiplication by 2-digit numbers had been taught in elementary mathematics textbooks of Korea, Japan, Singapore, and USA. As a result of analysis, we found as follows. Korean textbooks do not teach the multiplication by 10 and the multiplication by power of 10, but Japanese, Singapore, and US textbooks explicitly teach related content. In the '×tens' teaching, Japanese and American textbooks teach formally the law of association of multiplication applied in the process of calculating the partial product of multiplication. The standard multiplication algorithm generally followed a standard method of recording partial product result according to the law of distribution, but the differences were confirmed in the multiplication model, the teaching method of the law of distribution, and the notation of the last digit '0'. Based upon these results, we suggested some proposals for improving the multiplication teaching.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.57-74
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• 2024

This paper analyzed the programming education specialized lessons presented in two types of elementary school mathematics textbooks according to the revised Japanese curriculum in 2017. First, this paper presented in detail how each activity is connected to Korean mathematics areas, what elements of mathematics can be learned through programming education, how each activity is structured, and how the actual programming according to the textbook activities is structured. In Japanese textbooks, geometry and measurement areas were presented the most among Korean mathematics content areas, and mathematical elements such as sequences, rules, and algorithms were most implemented for learning. Digital learning tools that make up actual programming present more elements than those presented in the textbooks and are presented in great detail so that students can do actual programming. Lastly, in blocks, motion, control, and calculation blocks were used a lot. Based on these research results, this study provides implications when conducting programming-related education in Korea.

• Journal for History of Mathematics
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• v.22 no.4
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• pp.83-96
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• 2009

It is very important to study the history of text books for the present and the future study of text books. In this paper, we study the history of compilation of arithmetic text books on Gwangmu-Yunghee periods in Korea. Also we investigate some arithmetic text books on those periods and introduce some contents and some problems and solutions in those books.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.375-396
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• 2022

In this paper, to provide an idea for the 2022 revised mathematics curriculum by restructuring the content of the 2015 mathematics curriculum, the content elements of recurring decimals of textbooks, which showed differences in the curriculum of Korea and Japan, were analyzed. As a result of this study, in Korea, before the introduction of the concept of irrational numbers, repeating decimals were defined in the second year of middle school, and the relationship between repeating decimals and rational numbers was dealt with. In Japan, after studying irrational numbers in the third year of middle school, the terminology of repeating decimals is briefly dealt with. Then, when learning the concept of limit in the high school <Mathematics III> subject, the relationship between rational numbers and repeating decimals is dealt with. Based on the results of the study, in relation to the optimization of the amount of learning in the 2022 curriculum revision, implications for the introduction period of the circular decimal number, alternatives to the level of its content, and the teaching and learning methods were proposed.