• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.327-342
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• 2006

For completion of 5-days per week system, elementary mathematics curriculum is expended to twice a month. According to the enrichment of Jae-Ryang and After School Activity, educational environment is being changed. These changes require preparations to minimize school hours. Therefore, it is needed to make better the quality, quantity and the techniques of mathematics instruction. In this study, after teaching the level 5-Na and 6-Na, the result of assessment in section An assesment of 'Review Problem' is used to analyze passing of each question. As categorizing them into each domains, this article gives help to elementary school teachers to judge learner difficulties level of domains through analyzing the quality of instructor.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.465-486
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• 2010

Studying the definition and building a foundation about variables during elementary school is a crucial factor before students study the variable in depth in middle school. So, forming a basis for understanding variable in this period should be treated with importance, because it is the first step in forming a clear understanding of the concept of variables. According to analysis of the types of letters used in current textbooks, we can see that too much emphasis was placed on type 1(letter evaluated), type 3(letter used as an Object). By not utilizing the various types of letter usage we reduce the situation to one which is removed from the context and an automatous style of learning. Therefore, the purpose of this study was the development about early algebra learning materials which use diverse types of letters. We have analyzed the types of letters used from the 4-ga to 6-na mathematics textbooks and the 4-ga to the 6-na workbooks. To make learning materials for well-balanced letter use, we developed learning materials focused on early algebra with the 6-ga and the 6-na textbooks.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.543-567
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• 2008

The current 2007 Mathematics Curriculum in Korea emphasizes mathematical problem solving, advanced mathematical thinking and effective mathematical communicating. Therefore, in order to assess and evaluate these important thinking attributes, performance evaluation using descriptive and essay type of assessments are emphasized. In this paper, analysis of the elementary mathematics curriculum is used to develop descriptive assessment problems and grading rubrics that could be used objectively and consistently by teachers of the grade 6 school mathematics. The assessment problems were developed, pilot tested, revised, implemented and analyzed in detail to understand the overall effectiveness of the descriptive evaluation method in school mathematics.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.147-177
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• 2006

The 7th curriculum sets a basic direction based on learner centered teaching, with the aim of allowing students to develop their mathematical ability. Teachers' manuals are provided to help teachers fallow the basic direction and achieve the curriculum aims, but in practice they are not always helpful. Therefore, we reconstructed parts of a teachers' manual. This involved analyzing the contents of units 6, 7 and 8 of the elementary mathematics textbook 4 na to identify and outline the problems; introducing more detailed teaching methods and activities; and developing teaching learning materials. We tested the new version in several real classes and analysed the responses 6f teachers and students to examine the possibility of its practical use. The results suggest that the reconstructed version of the teachers' manual for units 6, 7 and 8 of textbook 4 na is of greater practical utility.

• School Mathematics
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• v.7 no.2
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• pp.103-121
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• 2005

This article compares and analyzes mathematics textbooks of North Korea, South Korea, China and Japan and draws meaningful ways for introducing the division algorithm of fractions. The analysis is based on the five contexts: 'measurement division', 'determination of a unit rate', 'reduction of the quantities in the same measure', 'division as the inverse of multiplication or Cartesian product', 'analogy with multiplication algorithm of fractions'. The main focus of the analysis is what context is used to introduce the algorithm and how much it can appeal to students. This analysis supports that there is a few differences of introducing methods the division algorithm of fractions among those countries and more meaningful way can be considered than ours. It finally suggests that we teach the algorithm in a way which can have students easily see the reason of multiplying the reciprocal of a divisor when they divide with fractions. For this, we need to teach the meaning of a reciprocal of fraction and consider to use the context of determination of a unit rate.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.57-75
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• 2011

This research aimed to explore the effects of collaborative writing activities in a mathematical context, specifically pertaining to areas such as numbers and operation, geometrical figure, and measurement in Mathematics: Level 5-b, on their mathematical achievement gain and disposition among Grade 5 students. To do this, out of a total of 62 students selected from two Grade 5 classes of J Elementary School in Dalseo-gu, Daegu City, who were found to be homogenic from the tests of math performance and dispositions, an experimental group(n=31) was designed and compared to a control group (n=31). Over a six week period from October to November in 2009, the experimental group was given collaborative writing lessons in math classes while the control group was given teacher-oriented regular lessons. The results were as follows. First, there was more or less considerable, though not significant, difference in overall mathematical achievement in the students experiencing collaborative writing activities when compared with the students in the control group. However, in terms of numbers and operation, a sub-category of mathematics, there was significant difference between the two groups. Second, the students experiencing collaborative writing activities were more positively affected in all sub-categories of mathematical disposition: confidence, flexibility, determination, curiosity, reflection, and value, than those in the control group. In summing up, the exposure of collaborative writing activities to mathematics learning was found to help students not only to have a concrete and proper grasp of the relevant problem solving process, which was observed from their mathematical achievement gain especially in the sphere of numbers and operation, but also to have their mathematical disposition set towards more positive direction, which was seen in all sub-categories of mathematical disposition measurement.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.97-124
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• 2012

The purpose of this study is to examine the effects of mathematics instruction using children's literature on students' mathematical communication and attitude. To conduct this research, a total of 59 6th grade students were selected from an elementary school in Seoul, and three different types of teaching methods using children's literature were applied to the treatment group, while a traditional teaching method was adopted to the comparison group. Children's literature was used in the actual classroom environment for about 20 minutes in the course of 10 weeks treatment, and the results were analyzed to find the effects of using children's literature during mathematics teaching on students' mathematical communication skills and attitudes toward mathematics. The results of the present study were as follows: First, with respect to mathematical communication aspects, the treatment group achieved significantly higher mathematical communication skills than that of the comparison group. That is to say, this result shows that students learning mathematics using children's literature seem to have more mathematical communication abilities than students in the textbook-based mathematics learning group. Secondly, the results of this study point out that students in the treatment group have more positive attitude toward mathematics as a result of learning that the other group of students focused on textbook-based mathematics learning. In conclusion, the current study demonstrates that mathematics teaching using children's literature made more significant impact on students' mathematical communication ability and attitudes toward mathematics than the comparative method focused on a traditional textbook-based mathematics teaching method.