• 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.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.157-173
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• 2020

Although there are various form of statistical graphs in the real world, the statistical graphs in elementary mathematics textbooks are very formalized by the pedagogical constraints. In this study, I examine the frames of statistical graphs and their educational importance, and analyze the frames in Korean, Australian, and MiC textbooks. As a result, the frames of statistical graphs in elementary mathematics textbooks (1) draws students' attention to the components of the graphs, (2) plays a supplementary role in students' drawing graphs by hands, and (3) helps to apply school mathematics to statistical problem solving in real life. The frames of statistical graphs in Korean textbooks is the form of tables focusing on (1) and (2), but these of MiC textbooks has various forms focusing on (3). On the other hand, Austalian textbooks introduced the table-form frames of statistical graphs at the lower graders, but gradually changed to the axis-form frames as the grade level increased. Based on this, a recommendation was drawn on how to deal with the frames of statistical graphs in elementary mathematics textbooks.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.261-278
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• 2011

Definitions in elementary school mathematics textbooks are given to represent mathematical contents in terms of mathematical symbols and terms. In this study, we investigate the definitions in elementary school mathematics textbooks of the 7th and the revised 2007 curricula to comparatively analyze their contents and the way they are stated and suggest implications on teaching and learning mathematics.

• 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 the Korean School Mathematics Society
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• v.13 no.1
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• pp.143-161
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• 2010

The purpose of this paper was to analyze the example spaces related with the concepts of triangles in the 2nd grade Korean elementary mathematics textbooks, investigate the meaning of example spaces, and suggest the implications to teaching and learning geometrical concepts in the elementary schools. Mathematics textbooks are usually major materials in teaching and learning mathematics in Korea, and the content of the textbooks affects the quality of teaching and learning in the classroom. The results of the study showed that the Korean elementary textbooks provided examples with limited example spaces concerning the concepts of triangles. The researcher suggested that we should provide rich examples spaces, encourage learner-generated example spaces, and strengthen the connections of examples between in textbooks and in the classroom.

• 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.

• Journal of Science Education
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• v.44 no.3
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• pp.331-344
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• 2020

This study aims to find meaningful implications for the development of Korean elementary school math education courses and textbooks by comparing and analyzing the number and arithmetic areas of Korean and Canadian math textbooks in fifth and sixth grades. To this end, the textbook composition system of Korean and Canadian elementary schools was compared and analyzed, and the number and timing of introduction of math textbooks and math textbooks by grade, and the number in fifth and sixth grade and the learning contents of math textbooks were compared and analyzed. The following conclusions were obtained from this study: First, it is necessary to organize a textbook that can solve the problem in an integrated way by introducing the learned mathematical concepts and computations naturally in the context of problems closely related to real life, regardless of the type of private calculation or mathematics area. Second, it is necessary to organize questions using materials such as real photography and mathematics, science, technology, engineering, art, etc. and to organize textbooks that make people feel the necessity and usefulness of mathematics. Third, sufficient learning of the principles of mathematics through the use of various actual teaching aids and mathematical models, and the construction of textbooks focusing on problem-solving strategies using engineering tools are needed. Fourth, in-depth discussions are needed on the timing of learning guidance for fractions and minority learning or how to organize and develop learning content.

• School Mathematics
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• v.18 no.2
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• pp.375-396
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• 2016

This study considered Elementary school textbook and teacher's manual in Korea in terms of theories on counting. First we considered the meaning of counting in elementary school mathematics based on many preceding researches. And we compared textbooks in Korea with foreign textbooks in Singapore, China, USA. As a result, compared with Korea, these foreign textbooks reflect the theories on counting more actively. First of all, they consider counting to be an important basis for the four operations. Teacher's manual in Korea introduces the theories on counting, but the content was limited and thread was not clear. Based on these consideration, We discussed reflection of elementary school textbook in terms of theories on counting.

• School Mathematics
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• v.19 no.2
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• pp.385-403
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• 2017

This paper analyzed the units of capacity and weight in the mathematics textbooks in terms of units, relationship between the units, and the need of standard units. The results of this study showed that there were differences in the representation of the units, the notation of units, the types of units, and the representation of basic amount of units in the mathematics textbooks developed by the 5th, 6th, 7th, 2007 revised, and 2009 revised national mathematics curriculum respectively. The mathematics textbook developed by the 2009 revised mathematics curriculum was found to be generally consistent with the International System of Units (SI). However, the way of defining 1kg through the weight of water was found to be different from the SI. The relationship between the units was consistently described only with a written sentence in the previous mathematics textbooks, but the 2009 revised mathematics textbook presents questions and pictures to foster students' understanding of the relationship. Finally, activities and questions are required for students to recognize the universality and convenience of the standard units through the inconvenience of arbitrary units. Based on these results, this paper provides implications for the development of mathematics textbooks in the units of capacity and weight.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.167-183
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• 2012

In this paper I analyzed mathematics textbooks of elementary school in 1st curriculum. I found that they used the natural closed items and children's play. And they also delayed the introduction of the symbol and letters. Finally they had the system to practice what students learned repeatedly.