• Title/Summary/Keyword: 초등 수학 교과서

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Perspectives on the Use of Elementary Mathematics Textbooks by the Pre-service Teachers (예비교사의 초등수학교과서 활용에 대한 관점)

  • Park, Mangoo
    • Journal of the Korean School Mathematics Society
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    • v.22 no.4
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    • pp.461-482
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    • 2019
  • The purpose of this study was to analyze the elementary pre-service teachers' perspectives on the use of the elementary mathematics textbooks by observing mathematics classes at the schools and to present suggestions on the use of textbooks in the mathematics classes. For this study, let 54 pre-service elementary school teachers observe a total of 54 classes (1,299 students) in the first through sixth grades at 15 areas in Seoul city. With the observations of the mathematics classes, the researcher analyzed the pre-service elementary teachers' perspectives on the use of resources including mathematics textbooks in the elementary mathematics classes. As a result of the study, the pre-service teachers recognized that mathematics textbooks are the main material for mathematics classes, but they think that they need to reconstruct the contents of the textbooks for effective teaching and learning mathematics. In addition, various additional materials need to be used in order to help students learn mathematics more effectively, including by differentiated materials. Also, instruments used in the classes were mainly consisted of TV and PPT data. Pre-service teachers were not much satisfied with the contents of the elementary mathematics textbooks. However, they did not feel the need for development of digital textbooks. The researcher suggested a long term research on how to use study materials such as textbooks within the overall mechanism of teaching and learning processes. Also, practical teacher education programs that include applications of textbooks at schools are necessary in order to improve the quality of mathematics teaching and learning.

The Meaning and Applications of Storytelling in Elementary Mathematics Education-Focused on Elementary Mathematics Textbooks (초등수학교육에서 스토리텔링의 의미와 적용 방안 -초등수학교과서를 중심으로-)

  • Park, Mangoo
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.3
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    • pp.413-430
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    • 2013
  • The purpose of this study was to analyze mathematical storytelling in Korean elementary mathematics textbooks and propose some applications for better storytelling, Storytelling strategies were introduced for enhancing students' understanding on mathematical concepts and improving students' attitudes toward mathematics. For this study, the researcher analyzed the 2nd grade mathematics textbook that employs storytelling strategies. The results are as follows. First, current storytelling textbook chapter is designed to appreciate students' intellectual autonomy. Second, current storytelling textbook chapter includes the storytelling that helps understand mathematical concepts and exercise mathematical skills. Third, current storytelling textbook chapter is designed for enhancing students' interest and helping students' character education. The researcher suggested the followings. First, a long term field-based research should be continued for more improved mathematical storytelling materials. Second, a digital format storytelling also needs to be developed as an alternative strategy of mathematical storytelling, which reinforces interactions between teller and listeners.

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An Analysis of Contents on Statistics in Elementary Mathematics Textbooks According to 2009 Mathematics Curriculum for Elementary School (2009 개정 교육과정에 따른 초등 수학 교과서의 통계 영역 내용 분석 연구)

  • Park, Younghee
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.1
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    • pp.17-34
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    • 2016
  • The purpose of this study was to analyze the contents on statistics in elementary mathematics textbook according to 2009 school curriculum. And we analyzed the elementary mathematics textbook in the light of data collection, graph understanding level suggested by Cursio. Specially, we analyzed the contents within the framework of evaluation norm suggested in 2015 school curriculum. We expect that this study will be a fundamental reference for the development of textbook according to 2015 school curriculum.

A Comparative Study of Elementary Mathematics Textbooks in Korean and Chinese - Focused in Number, Addition and Subtraction- (한국과 중국의 초등수학 교과서의 내용과 전개방식 비교 - 수 개념과 덧셈 뺄셈 영역을 중심으로 -)

  • Kim, Pan-Soo
    • Journal of Elementary Mathematics Education in Korea
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    • v.15 no.3
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    • pp.599-617
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    • 2011
  • This study is aimed at finding some drawbacks of current elementary mathematics textbooks and to give suggestions for ongoing new textbooks according to 2009 revised curriculums, by comparing and analyzing Korean textbooks and chinese textbooks of People's Education Press. The areas are confined to number concepts, addition and subtraction for comparative analyzing. The results are followings: Korea textbooks have more verbal expressions, designated instructive activities for students to do, similar algorithm applied for enlarging mathematical concepts, bigger number concepts and number usage of operations, and monotonous number sense activities. Therefore Korean textbooks, compared to China's, is more weaker in areas such as encouraging student's interest, in challenging mathematics, and in forming fundamental mathematical concept.

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A Direction of a Complement of the Elementary School Mathematics History Described in the Texts - Focusing on Mathematical Transculture (초등학교 수학 교과서가 다루는 수학사의 보완 방안 -수학문화의 전이를 중심으로-)

  • Park, Jeanam
    • Communications of Mathematical Education
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    • v.28 no.4
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    • pp.493-511
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    • 2014
  • In this paper, we study the major mathematical history appeared in the elementary school mathematics textbooks. School mathematical history described in the texts reflects the axial age, and deals with mathematical transculture from the ancient Greek into Europe without the Islamic mathematics. We discuss about them through out the elementary school textbooks and give some directions for the problems.

A study on the analysis of elementary mathematics textbook's illustrations - Focusing on the second grade - (초등수학 교과서 삽화 분석 연구 -2학년 교과서를 중심으로-)

  • Kang, Shin-Po;Kim, Sung-Joon;Lim, Eun-Hee
    • 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.

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An Analysis about Narrative of Weights and Measures in Korean Elementary Mathematics Textbooks (한국 초등수학 교과서의 도량형 서술 내용에 대한 분석)

  • Lee, Jong-hak;Jeon, Youngju
    • Journal of the Korean School Mathematics Society
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    • v.22 no.3
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    • pp.183-197
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    • 2019
  • The purpose of this study is to support elementary teachers to use the teaching of weights and measures. To help the author of the next elementary mathematics textbook to be used as a reference for the quantitative narrative process. For this purpose, I focused on the contents of textbooks in terms of definition, a unit of measure, and calculation. As a result, first, as for the definition of weights and measures, it is taken as an example rather than as an explicit statement. Second, several problems were found in the metrology content and metric unit introduction order. Third, the computation between measurement units stood in simple computation rather than procedural knowledge. Fourth, it was concluded that the reason and groundbreaking of the grade-specific differences and the amount of a student's education are necessary.

Problems and Improvements in the Use of Grid Paper in Elementary Mathematics Textbooks (초등 수학 교과서에서 모눈종이 활용에 대한 문제점과 개선방향)

  • Ahn, Byoung Gon
    • Education of Primary School Mathematics
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    • v.22 no.1
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    • pp.13-27
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    • 2019
  • The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. In this study, we tried to find out the usability of grid paper boards which can be used more effectively than the grid paper among the teaching aids presented in the 'Development of teaching aids standards for math class' of Korea Foundation for the Advancement of Science & Creativity(2017). A questionnaire survey was conducted on the use of grid paper and grid paper board for teachers who actually use grid paper in elementary mathematics. As a result, we found out the achievement criteria of grid paper board utilization and investigated the study subject which is effective to use grid paper board. In particular, we have identified specific learning topics that are effective in each area and presented specific activities.

An effect of storytelling in elementary mathematics textbooks (초등 수학 교과서에서 스토리텔링에 대한 효과)

  • Ahn, Byoung Gon
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.1
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    • pp.19-35
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    • 2014
  • In this study, an experimental elementary school mathematics textbooks in use in the effects of the storytelling investigated. For this purpose, three different elementary schools teachers and students to a group of grades 3-4 mathematics textbooks for the effects of the storytelling questionnaire study. Survey, teachers were given an overall rating of storytelling in mathematics textbooks were positive recognition. Specifically, learning motivation and communication have significant positive recognition and learning of mathematics content that was helpful. The students are given an overall rating of storytelling textbooks showed a positive reaction. Grade 3 students were more positive than the four-year students. More specifically, mathematics is interesting storytelling. That public education was more fun than private supplementary education. But for storytelling low-level math students need measures showed insignificant changes.

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