• Education of Primary School Mathematics
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• v.25 no.4
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• pp.313-328
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• 2022

The purpose of this study is to understand the characteristics of the questions presented in shapes area and Measurement area of elementary mathematics textbooks. For this purpose, the types of questions presented in shapes area and measurement area of elementary mathematics textbooks and their working functions were comparatively analyzed by area and by grade cluster. As a result of the analysis, the number of questions per lesson increased sharply in the 3rd and 4th grade cluster compared to the 1st and 2nd grade cluster in both shapes area and measurement area. In these two areas, the most common reasoning questions are presented. It is presented relatively more in measurement area than in shapes area. There was a clear difference between the types of questions presented in shapes area and measurement area. In common with the two areas, questions mainly were acted as a function to help students learn to reason mathematically, a function to help students to determine whether something is mathematically correct, and a function to help students learn to conjecture, invent, and solve problem. The characteristics of the questions identified in this study can provide teaching/learning implications for the design and application of the questions suitable for the guidance of shapes area and measurement area, and can be used as a reference material when writing mathematics textbooks.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.585-594
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• 2014

In terms of development for CMC computer science curriculum was started from 2006 year, and it was confirmed at 2013 year and adapting through 1 to 8 grade. CMC is focused on the "Develop computer fluency, not just computer literacy", "Develop thinking process skills, not just content mastery", and "Highlight the interconnectedness of knowledge, not just address a topic/subject in isolation" as a base of the curriculum. CMC have selected core factors which are Thinking process skills, Computer literacy integrated with fundamental concepts and thinking skills, Thematic integration, Spiral curriculum, and Scalability. Once CMC have been developed as a common computer curriculum by India government, both of computer training course and textbook development were conducted by government. In addition, they are trying to enforce the computer education. It suggests to Korea some significant points which were the necessity of Computer education as an independent subject and the requirement of Software education and Computational thinking as an educational content.

• The Journal of Korean Association of Computer Education
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• v.13 no.1
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• pp.19-26
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• 2010

The purpose of this study is to develop a subject integration robot programming instruction model to improve information gifted elementary students' creativity. For this goal, we have developed a subject integration robot programming instruction model and verified its effectiveness. The developed instruction model was applied to the 5th and 6th grade elementary school students. The developed model was applied to the experimental group and ordinary robot programming instruction model was applied to the comparison group. As a result, the model was significantly enhance students' creative disposition and creative cognitive abilities. According to these results, it has been proved that the subject integration robot programming instruction model is effective to the information gifted elementary students' creative disposition and creative cognition abilities.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.22-35
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• 2013

In this study, we analyzed the problems of grade 3~4 science textbooks developed for the 2007 revised national curriculum raised by elementary school teachers. 53 elementary school teachers were selected and asked to complete the open questionnaire to find out the problems they experienced or perceived when they taught the corresponding unit of the science textbooks. The responses were coded and categorized through researchers' cross analysis. The result revealed various problems in using the science textbooks in real classroom context. The problems were divided into three dimensions as inquiry activity aspect, science knowledge aspect, and science learning assessment aspect. Each dimension consisted of several categories. We explained the frequency and representative examples of the problems in each category. These can provide some guidelines and implications for new science textbook developers and science education policy makers.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.431-448
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• 2015

Elementary school teacher selection test has to be implemented for knowledge(MKT) to estimate and to be a step in the expansionary direction. For this, It has to be analyzed closely in terms of teacher's MKT first that questions set from selection tests until now. In this research, some standards were established by type of question, grade, contents field and subject from 84 mathematics questions set at examinations. And it was analyzed concretely by general tendency and produced the results of analysis related to elementary teacher's MKT in elementary school teacher selection test since year 2000. The results showed that descriptive and short answer type was mostly set(71.4%) in type of question and integrated grade type was mostly set(41.7%) in type of grade in elementary school teacher selection test. And in type of contents field, rated from highest to lowest, number and operations(31.0%), measurement(23.8%), figure(15.5%) were set. Textbook/manual(34.5%), solution of problem(26.2%), learning psychology(13.1%) in status of subject were followed in order, but there's no relationship with estimation. This research was based on a standard of precedent study and made an analysis of elementary mathematics questions of selection test since year 2000. Therefore, it has a meaning because of produced results from analysis related to elementary teacher's MKT.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.163-183
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• 2009

The purpose of this study was to provide useful information for teachers by analyzing mathematical communication emphasized through 'exploratory activity' and 'story corner' in elementary textbooks based on the revised curriculum. Two classrooms from the first grade and second grade respectively were observed and videotaped. Mathematical communication of each classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. The results showed that only one classroom focused on students' thinking processes and explored their ideas, whereas the other classrooms focused mainly on finding answer. Particularly, this tendency often appeared when implementing 'story corner' than 'exploratory activity'. The reason for this was inferred that teachers were not familiar with teaching mathematics in stories and that teachers' manual did not include concrete questions and students' expected responses. This paper included implications on how to promote mathematical communication specifically in lower grades in elementary school.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.305-321
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• 2015

This study started with wondering whether the nonproportional model used in unit assessment for 2nd graders is appropriate or not for them. This study aims to explore the applicability of the nonproportional model to 2nd graders when they learn about numbers. To achieve this goal, we analyzed elementary mathematics textbooks, applied two kinds of tests to 2nd graders who have learned three-digit numbers by using the proportional model, and investigated their cognitive characteristics by interview. The results show that using the nonproportional model in the initial stages of 2nd grade can cause some didactical problems. Firstly, the nonproportional models were presented only in unit assessment without any learning activity with them in the 2nd grade textbook. Secondly, the size of each nonproportional model wasn't written on itself when it was presented. Thirdly, it was the most difficult type of nonproportional models that was introduced in the initial stages related to the nonproportional models. Fourthly, 2nd graders tend to have a great difficulty understanding the relationship of nonproportional models and to recognize the nonproportional model on the basis of the concept of place value. Finally, the question about the relationship between nonproportional models sticks to the context of multiplication, without considering the context of addition which is familiar to the students.

• Journal of Science Education
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• v.38 no.3
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• pp.641-656
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• 2014

This study aimed at analyzing visual materials included in school science textbooks, specifically the textbooks for first semester courses of 3rd to 6th graders. The purpose was to provide directions for future textbooks by understanding the functions of the images in both pedagogical and social perspectives as well. The study was conducted by investigating the types, roles and socio-semiotic features of the images in science textbooks. The results were as follows. Firstly, the most used types of images in 2007 curriculum textbooks were photographs and drawn pictures. Uses of other visual aids than above were extremely rare. It was also found that as the educational level rises, the use of images for decorative functions drastically declined. The majority of the images were used in providing supplementary explanations or examples. This implies that the images effectively play the role of helping science education. In addition, more use of worksheets images was found, indicating that as educational level increases, students participate more actively in research sessions or data analysis. In socio-semiotic perspective, visual images showed high accessibility to students in 'Type of visual image', 'Function of visual image', 'Distance of shot', 'Horizontal angle of shot', 'Color moduation'. It was implied that there will a close correlation between the type, role and the socio-semiotic characteristics of visual images in textbooks. For example, photograph-type visuals were mostly used as supplementary references. And when applying the socio-semiotic analysis to photograph-type visuals, they showed 'real type', 'narrative-metaphor type', and 'shadow effect' among socio-semiotic features. Such correlations implied that knowing the type of the visual image may help determining the role of the image in the textbook to some extent, and also corresponding socio-semiotic characteristics. As a result, it was possible to infer how accessible certain visual images are to students. The above results have implications for the effective use of visual images in future textbooks.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.261-272
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• 2020

The purpose of this study was to compare the earth science curriculums of South Korea and North Korea. Aspects such as the content of the curriculums and the timing of learning were analyzed, in order to provide basic data that can be used to design a revised and integrated Korean curriculum. The objects of this study were South Korean Science textbooks from grades 5-9, and the high school Unity of Science and Earth Science I and II textbooks. Additionally, from North Korea, the junior middle school Natural Science 1 and 2 textbooks and the senior middle school Chosun Geography 2 and Geography 1 textbooks were analyzed. The results of this study obtained through an analysis that used the Trends in International Mathematics and Science Study (TIMSS 2019) grade 8 earth science assessment framework were as follows. First, South Korea needs to adopt iterative learning. Repetitive learning, which is effective for understanding what is being learned, is applied to only 1 by 8th grade. Second, South Korea needs to adjust the time when certain content is learned. This is because there is a disparity between when content is learned in comparison to North Korea, and the timing of learning of about 50% of the TIMSS standards have not been followed. Third, it is necessary to reflect the content present within the TIMSS that have not been learned. This can be a way to increase the nations' educational competitiveness in the international community. This paper proposed a comparative analysis of South korean and North Korean approaches to the earth science curriculum and conducted practical research to facilitate the construction of an integrated curriculum.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.31-42
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• 2011

The purpose of this study is to explore how elementary mathematics teachers' adaptations of a reform-oriented mathematics curriculum material in the USA, Everyday Mathematics, influence elementary students' opportunities to learn mathematics. I illustrate how elementary mathematics teachers alter the curriculum material and how such alterations influence their students' opportunities to learn mathematics in their mathematics classrooms. Results suggest that the teachers with Everyday Mathematics did not appear to maintain the cognitive demand of mathematical tasks as appeared in the curriculum material, as set up by the teacher, and as enacted in the classrooms. The results also show that the teachers seemed to omit components including important tasks and suggestions in the curriculum material. As a consequence, the students did not have an opportunity to think and understand mathematics conceptually and meaningfully; they were exposed and encouraged to learn mathematics procedurally.