• School Mathematics
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• v.15 no.4
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• pp.833-846
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• 2013

In this paper, the real state of using terms 'product', 'place value', 'nine-nine', and 'numeral' incorrectly or inconsistently in the area in Korean elementary school 1-2 grade math textbooks/workbooks are analyzed. Based on this analysis, the following four conclusions are presented. First, 'Product' should be defined in the ${\ll}$Math 3${\gg}$ textbook like 'sum' and 'difference'. Multiplication is introduced in the ${\ll}$Math 3${\gg}$ textbook/workbook, however, the result of that calculation is not referred to 'product'. Second, there is a need to reconsider the using the term 'place value' in 2nd elementary mathematics. In the ${\ll}$Math 3${\gg}$ and the ${\ll}$Math 4${\gg}$ textbooks/workbooks are not using the term 'place value' clearly. Third, the word 'addition nine-nine table' and 'subtraction nine-nine table' should not be used in the ${\ll}$Math 2${\gg}$ and the ${\ll}$Math 4${\gg}$ textbooks. Using the term 'multiplication nine-nine' and 'multiplication nine-nine table' in elementary school mathematics textbooks/workbooks instead of using the term 'nine-nine' and 'nine-nine table' respectively would be the possible cause of these inaccurate derivatives. Fourth, in 1st and 2nd elementary mathematics 'numeral' and 'number' should be used discriminately. There is a need to reconsider the using the term 'number' uniformly if possible.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.1
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• pp.29-47
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• 2017

The purpose of this study is to compare and analyze the inquiry tasks included in the elementary social studies with school library based instruction (SLBI) focused on the information literacy process and select teacher librarians' educational role under learning for social studies. For this purpose, national elementary curriculum of $4^{th}$, $5^{th}$ and $6^{th}$ social studies in the second term are analyzed. As results of analysis, the $4^{th}$ and $5^{th}$ students who take part in solving the inquiry tasks could compare and analyze illustrations, photographs and texts in their text books individually and present the results with speaking. The $6^{th}$ students could deal with their tasks using their experience, idea or information found from other resources and express the outcome orally according to the content of inquiry tasks. Therefore, teacher librarians could teach information literacy skills such as comparison, contrast, combination, distinction between opinions and facts, or prediction and inference of conclusion to the $4^{th}$ and $5^{th}$ elementary student. Teacher librarians can also participate in whole information literacy instruction for the $6^{th}$ students from building the solution strategies of tasks, collecting and using materials to completing and evaluating the results under the long term collaboration with the classroom teachers.

• School Mathematics
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• v.18 no.2
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• pp.425-440
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• 2016

Concept images play an important role in the acquisition of mathematical concept. However, sometimes concept images are derivatives of student's misconceptions. In addition, students always learn concept images despite teachers' efforts to teach concept definitions. Therefore, teachers need to know about all the concept images of a particular concept. This study aimed to analyze the concept image that students have about the triangle when they have already learned about the triangle in school. It was found that some students have different concept images about the triangle between Semo. Moreover, many students have misconceptions about vertices, sides, and angles. In particular, students think Gak denotes a side, although it means angle. Based on these results, I suggest that the curriculum and textbook require improvement.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.21-38
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• 2012

In this study, elementary mathematics textbooks from grade 1 to grade 6 of Korea and Yanbian Korean Autonomous Prefecture are compared. This study is limited to number area. In this study, textbooks of Korea are developed according to the 2007 curriculum and published between 2009 and 2011 and textbooks of Yanbian are published between 2009 and 2010. Seven implications for developing Korean textbooks can be drew from Yanbian textbooks as conclusions. First, it is necessary to consider using counters to teach place values. Second, it is necessary to consider reading inequalities in style of one to one correspondence between signs and words. Third, it is necessary to consider mentioning explicitly that it is possible to express the concrete whole which has a continuous quantity as natural number 1. Fourth, it is necessary to consider introducing term of fraction line that separates the numerator and denominator. Fifth, it is necessary to consider mentioning explicitly the properties of the fraction. Sixth, it is necessary to consider broadening examples to use decimals. Seventh, it is necessary to consider stating clearly that it is possible to make an additional place of decimals by adding a zero at the right end of the decimals.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.79-92
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• 2022

This study examines the propositional connections and markers for connecting propositions in the texts of the 3^rd- and 6^th-grade science textbooks developed under the 2015 Revised Science Curriculum. A selection of texts from Korean and social science textbooks were analyzed and compared to those from science textbooks as well. The propositional connections were classified into emphasis, elaboration, exemplification, listing, addition, order, correspondence, causal relation, condition, and purpose types. The markers for the relationship of propositions were classified as demonstrative, using conjunctive, using a comma, using distinctive linguistic elements, and no marker types. The results showed that the frequency of propositional connections in the texts of the 6^th-grade textbooks was lower than that of Korean and/or social science textbooks. However, the frequency of the propositional connections in the texts of the 3^rd-grade textbooks was found to be lower than that of the social science textbook but higher than that of the Korean textbook. The types of order, listing, condition, and causal relation were dominant in science as well as Korean and social science textbooks. Over 40% of the markers for the relationship of propositions were found to be the no marker type, with the ratio of the no marker type being especially higher in the categories of order and causal relation.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.207-225
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• 2017

With a significant role of textbooks in shaping students' opportunities to learn, textbook analysis is essential to reveal these opportunities to learn the concept of area and volume. This research aims to show how the Korean textbooks pace students' learning of area and volume across grades by scrutinizing the textbooks with students' developmental sequences, called learning trajectories. Tasks about area and volume in all Korean elementary textbooks (grade 1 to 6) are coded with the specific developmental stages suggested in learning trajectories. As a result, we find considerable misalignment between the textbooks and the learning trajectories. The textbooks provide opportunities to experience developmental progressions of area and volume later than ages suggested in the learning trajectories. In addition, learning opportunities are significantly concentrated in grade 5 for area and grade 6 for volume with heavy emphases on applying formulas of area or volume. The findings from this research provides important implications concerning design of textbooks as well as improving students' opportunities in the mathematics classrooms.

• The Mathematical Education
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• v.62 no.4
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• pp.551-567
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• 2023

Even and odd numbers are taught in elementary school mathematics, but the introductory activities, definitions, and properties of sum on even and odd numbers vary depending on which grade they are presented. The purpose of this study was to compare and analyze the activities related to even and odd numbers presented in Korean mathematics textbooks developed under the different curriculum revisions, and to further analyze the related activities in foreign textbooks to draw implications for the teaching of even and odd numbers. In Korean textbooks, from the time of the fourth mathematics curriculum until the 2007 revision, even and odd numbers were covered in the multiples and divisors unit of the fifth grade textbook, while since the 2009 revision, the first grade textbook has covered the topic along with teaching numbers up to 50 or 100. In addition, the definitions of even and odd numbers varied depending on the grade level and the nature of the unit being taught, and activities addressing the properties of sum were only presented in the mathematics textbook under the third curriculum along with a few mathematics workbooks. In foreign textbooks, even and odd numbers were introduced in Grades 1, 2, or 5, and their related activities varied accordingly. Based on these findings, this study discusses the implications for the teaching of even and odd numbers.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.183-201
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• 2005

Illustrations and letters are two components of school textbooks. In the case of low grades of elementary school, textbook's illustrations play an important role in learning because many parts of curriculums(lessons) are represented by the visual forms through illustrations. So elementary mathematics textbook's illustrations have to make clear mathematical concepts and principles by visual simplification and bring out of the interest and motivation of elementary school students' learning. In this paper, we analysed the external and content aspects of textbook's illustrations, focusing on the textbook of the second grade. We investigated number, kindness, size, ratio, and clearness of illustrations in regard to external aspects. On the aspects of content, we analysed the role of illustrations and the degree of agreement with contents. Also we classified types of error in the textbook's illustrations and presented examples of errors which was found.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.29-36
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• 2003

The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of teaming was decreased.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.513-530
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• 2009

In this paper, We analyse the contents of the national mathematical curriculum, the handbook of the curriculum, and elementary school mathematics textbook for the elementary school grade 1-2 focusing on 'number sense'. At first, we identify the meaning and the elements of number sense through analysing studies which are related to number sense. Number sense includes understanding the meaning of number, operation, and estimation, and the ability of applying numbers, operation and estimation on the context. Number sense consists of the elements of the contents and the elements of the processes. Secondly, with the elements of number sense which we have identified, we analyse the contents of the national mathematical curriculum, the handbook of the curriculum, and elementary school mathematics textbooks, and then criticize the contents. We find some problems as a result of the analysis : the range of number sense is unclear, the word 'number sense' is not used consistently, the elements used are limited, and the contents of the textbook are materialized inconsistently and poorly.