• Communications of Mathematical Education
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• v.13 no.1
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• pp.183-192
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• 2002

자기 주위의 상황과 그 물체에 대한 직감(intutive feeling)을 뜻하는 공간감각은 수학교육의 기본적인 구성요소로서, 수학과 과학에서 다른 영역을 공부하기 위한 도구로 사용될 수 있고, 주위의 구조와 대칭성을 볼 수 있게 도우며, 모든 수학에서 창의적 사고를 지원한다. 우리나라에서도 2000학년도부터 연차적으로 실시되는 제 7차 수학과 교육과정의 도형여역에 ‘공간감각 기르기’를 신설하여 그 중요성을 강조하였다. 따라서, 본 논문에서는 미국의 공간감각 지도의 변천과 우리나라 제 7차 교육과정의 공간감각 영역의 학습 내용을 비교, 우리나라 7차 교육과정의 공간감각영역의 학습내용을 살피고, 현행 7차 교육과정에 의거 초등학교 2학년의 공간감각 영역의 교수 ${\cdot}$ 학습과정을 실제 적용, 이후 아동의 학습 추이를 살펴봄으로써, 앞으로 우리나라 초등학교 아동의 공간감각 형성을 위한 여러 가지 지도방법을 제시하고자 한다. 결론 및 제언에서는 이러한 수업으로 얻어진 결과를 토대로 하여 제 7차 교육과정에서 공간감각 영역의 적용에 대한 시사점을 몇 가지 기술하였다.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.215-229
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• 2002

초등학교에서 7차 교육과정은 2002학년도부터 모든 학년에서 운용이 시작된다. 우리는 새로운 교육과정의 기본 방향을 ‘학습자 중심교육과정’ 이라 하고, 이에 대한 실천방안으로 초등수학교육에서는 ‘활동중심’ 교육과정의 전개를 특징으로 하고 있다. 특히 활동 중심교육에서 가장 중요한 것은 활동의 대상이 되는 교구의 활용이라 할 수 있다. 이러한 교구들 중에서 가장 일반적인 것은 조작교구이므로 이러한 조작교구의 종류와 특징, 성질을 이해하고 활용하는 것은 매우 중요하다. 그러나 실제 학교현장에서는 이러한 자료 활용에 대한 준비와 연구 미흡으로 실천하는데 어려움을 겪고 있는 것이 현실이다. 이에 본 연구에서는 보다 효과적으로 조작교구를 활용 할 수 있는 방안을 제7차 교과서의 내용을 중심으로 탐색하여 구체적인 예를 들어 교수 ${\cdot}$ 학습활동에 도움을 주고자 한다.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.123-137
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• 2014

In this paper, the format of the Korean 2011 & the Japan 2008 elementary school mathematics curriculum are compared especially centered on elements, areas, objectives, and lesson time numbers. Through this comparison, suggestions can be obtained as follows. First, grade-group system which does not meet the actual elementary mathematics education needs to be reconsidered. Second, the area name 'number and operation' needs to be reduced into the area name 'number and calculation'. Third, using the area name 'pattern' needs to be reconsidered. Fourth, using the area name 'probability' needs to be reconsidered. If 'possibility' which some event occurs is seen as ratio, it can be contained area 'quantity relationship'. Fifth, containing the nature of mathematics into the school mathematics objectives needs to be reconsidered. Sixth, it is necessary to enhance the phase of mathematics in elementary education.

• School Mathematics
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• v.17 no.1
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• pp.1-18
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• 2015

The mathematical processes are strongly emphasized in 2009 revised national curriculum for mathematics and are expected to be complemented and extended in 2015 revised one. This study aims to investigate how much the processes are being implemented in mathematics classroom and select some elements which need complementation. To do this, we selected the mathematical practices of CCSSM as a reference, because it plays the corresponding role in the United States to the mathematical processes in Korea. We recognized common elements and different elements between the two and analyzed. Considering those, we searched the possibility of newer mathematical process and analyzed the 4th grade mathematics textbooks in relation to questions for mathematical practices. We provided the results of analyses and several suggestions for revising mathematics curriculum and textbooks.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.361-375
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• 2022

In this study, the vocabularies in elementary mathematics textbooks for grade 1-2 were analyzed according to 9-degree of semantic system. Also, the types of vocabulary were analyzed using general academic words, mathematics specific concept words, and mathematics general concept words. As a result, percentages of 1-degree and 2-degree vocabulary was the most in both grade 1 and 2 mathematics textbooks. It also shows that some of general academic words were 3-degree vocabulary and some of mathematics specific concept words were either unregistered or 1-degree vocabulary. In particular, general academic words, which are 3-degree vocabulary, may be unfamiliar to 1^st and 2^nd grade students. Therefore, students should be given the opportunity to guess and understand the contextual meaning of general academic words from the given contexts in textbooks. The frequency of use of mathematics general concept words in grade 2 textbook increased significantly compared to grade 1 textbook. Since mathematics general concept words are academic and technical vocabulary they should be taught explicitly. Based on the results of this study, implications for vocabulary instruction in mathematics textbooks were discussed.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.55-72
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• 2002

초등학교에서 제 7차교육과정은 2002학년도부터 모든 학년에서 운용이 시작된다. 우리는 새로운 교육과정의 기본 방향을 ‘학습자 중심교육과정’이라 하고, 이에 대한 실천방안으로 초등수학교육에서는 ‘활동중심’ 교육과정의 전개를 특징으로 하고 있다. 특히 활동 중심교육에서 가장 중요한 것은 활동의 대상이 되는 교구의 활용이라 할 수 있다. 이러한 교구들 중에서 가장 일반적인 것은 조작교구이므로 이러한 조작교구의 종류와 특징, 성질을 이해하고 활용하는 것은 매우 중요하다. 그러나 실제 학교현장에서는 이러한 자료 활용에 대한 준비와 연구 미흡으로 실천하는데 어려움을 겪고 있는 것이 현실이다. 이에 본 연구에서는 보다 효과적으로 조작교구를 활용 할 수 있는 방안을 제 7차교과서의 내용을 중심으로 탐색하여 구체적인 예를 들어 교수 ${\cdot}$ 학습활동에 도움을 주고자 한다.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.83-94
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• 2019

Current mathematics curriculum of South Korea suggests that students learn mathematics in school with calculators except that the aim of the math lessons is to achieve calculation skills, but we can't be sure that elementary school students use calculators in math lessons of school. Actually we don't have enough data to identify how many elementary school students use calculators in math lessons. The aims of this study are to compare the ratio of elementary school students using calculators in math lessons of school between 20 countries and to analyse the relation between using calculators in math lessons and the achievements of math through $4^{th}$ grade mathematics test of TIMSS 2015. The results of this study are two. One is that generally $4^{th}$ grade students did not use calculators in math lessons. The other result is that generally there is no relation between using calculators in math lessons and the achievements of the math test through $4^{th}$ grade mathematics test of TIMSS 2015. Only in Hong Kong SAR, students without using calculators have higher achievements than students using calculators. In England and USA, students using calculators have higher achievements than students without using calculators. Finally, researcher in this study suggests some implications on using calculator in elementary schools.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.129-149
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• 2020

This study reports the results of analyzing the learning opportunities about the plane figures provided by the first and second grade mathematics textbooks. The plane figures that students learn during this period are important in that it serves as the basis for the later geometric education. With assumptions that mathematics learning is related to the problem of meaning and that meaning-related activity can be viewed as a symbolic activity, it adopts and uses the perspectives and tools of semiotics to analyze the learning opportunities provided by the mathematics textbook. The analysis of the semiotic process of the textbook activities revealed the significance of learning opportunities and helped to distinguish the seemingly similar learning opportunities. Based on the results of the analysis, I discussed the link between learning opportunities provided by grade 1 and grade 2 mathematics textbooks. Finally, the paper concludes with suggestions and conclusions and suggestions for further research.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.121-141
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• 2016

In Korea where there is the national curriculum and teachers depend highly on textbooks, the school mathematics is based on curriculum and textbooks. Especially considering responsibility that textbooks should reflect the curriculum properly, it is necessary to analyze the connection of mathematics curriculum and textbooks in order to review and improve the quality of our mathematics education. This research analyzes the connection of curriculum and textbooks for 5~6 grades and aims to have some implications for revision of the textbooks when application of elementary mathematics textbooks based on the 2009 revised national curriculum is completed to all grades. Following the preceding research for 1~2 and 3~4 grades, this research sets 5~6 grades as a subject of analysis and has four contents of analysis; analysis of textbooks based on restructured achievement criteria, analysis of connections between unit objectives of textbooks and the reconstructed achievement criteria, analysis of textbooks related to mathematical terms and symbols, and analysis of textbooks related to mathematical process. The result of analysis has some implications to develop textbooks based on the 2015 revised national curriculum.