• Education of Primary School Mathematics
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• v.25 no.4
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• pp.377-394
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• 2022

Criticism has been raised that the way of teaching weights in the 3rd and 4th graders of elementary school is different between the 2015 revised math curriculum and the 2015 revised science curriculum, causing confusion among elementary school teachers and students. This study tried to confirm the social recognition that should be considered in the process of didactic transformation which means transformation from knowledge to used into knowledge to taught and to compare the variations of didactic transformations differently according to didactic intentions. The research analyzes and synthesizes the root of the meaning of weight, weight in the international standard system of units SI, weight implemented in Korean mathematics curriculum and textbooks, Singaporean mathematics curriculum and textbooks, USA mathematics curriculum and textbooks, and Korean science curriculum and textbooks. Through this analysis, a pedagogical perspective on how to define and teach weight in elementary school as knowledge to be taught was derived.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.265-276
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• 2014

In this study, we aim to search the utilization plan of primary 3-4 mathematics textbooks for 'Flipped Classroom' practice. In the flipped classroom, students are required to manipulate more rigorous concepts, deal with realistic problems and various activities, and discussions. Researcher analyzed the new mathematics textbooks of primary 3-4 grade that is applied 2014. The criteria of analysis was made of the instructional model for 'Flipped Classroom' that was set up by previous researcher. To practice the flipped classroom, teachers need to design their classes carefully for using selectively many materials of the textbooks to make students participate discussion in the classroom actively and to consider their interests and levels.

• Education of Primary School Mathematics
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• v.21 no.4
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• pp.445-459
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• 2018

The purpose of this study is to provide a method to help elementary school students learn ratio-related concepts effectively through visual representations. This study was conducted to identify the differences in the composition of ratio-related concepts between Korean and Singaporean textbooks, reconstruct a unit of proportional expressions and distributions by using visual representations and confirm the differences in performance between an experimental and a comparison group of 6th grade students. While the experimental group mathematics lessons is from the reconstructed textbook, the comparison group lessons is from an existing textbook that does not include any reconstructive representations. A t-test of mean was applied to determine the differences between the experimental and comparison group. Analysis revealed significant differences in the mean between the experimental group and the comparison group, and the intermediate level group showed more improvement compared to the higher and lower level groups. An implication of this study is that the application of visual representations can assist students' understanding of ratio-related concepts.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.501-525
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• 2015

This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.433-456
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• 2017

The purpose of this study is to suggest the directions for the development and improvement of mathematics textbooks in Korea by examining these characteristics of German textbooks. As a result, German mathematics textbooks were free for unit order and names of units. German mathematics textbooks defined a function for various real life and natural phenomena, relation after intuitively knowing the correspondence between two variables through a graph. In addition, it exercises interpreting the characteristics and information of the graph, guides the activity of graphing various functional situations, and contents to convert various expression methods such as graphs, tables, relational expressions, mathematical terms and sentences. In the German mathematics textbooks, mathematical expressions of the functional relations of the materials in various contexts of daily life, and the activities of predicting and predicting the future, were made to feel the usefulness of mathematics. It has raised functional thinking and provided problems related to other subjects, thus enhancing connectivity with other disciplines. It also included open issues and issues that required mathematical communication.

• Education of Primary School Mathematics
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• v.10 no.2
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• pp.77-110
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• 2007

This study attempted to investigate how to students show high-level mathematical thinking in math classes. This paper describes how to setup the task for lead to a high - level of thinking out students and what efforts are required while a teacher tried to maintaining students's high-level cognition during the tasks implemented. The researcher as teacher analyzed the tasks of length measurement unit in 2-Ga elementary math textbooks, modified and created math tasks demanded students' high-level cognition, made instruction plans, and implemented those tasks maintaining the levels of cognitive demand of tasks. After that, the researcher reflected and analyzed the levels of cognitive demand of tasks of instruction and factors that cause to change intended high-level cognitive demand. After reflection, second roof of action research was conducted to 2-Na length measurement unit. This paper includes those results and reflections of practitioner.

• 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.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.213-231
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• 2023

The purpose of this study was to analyze and derive pedagogical implications from elementary mathematics textbooks that align with the revised 2015 curriculum. Specifically, the focus was on the chapters related to simplifying fractions, finding a common denominator, and performing addition and subtraction of Fractions with Different Denominators. The analysis revealed that the overall structure of these chapters was similar across the textbooks, but variations existed in terms of the main activities and the textbook organization. Furthermore, different textbooks employed various types and quantities of visual representations. When designing lesson directions and content, it is crucial to consider the strengths and weaknesses of each visual representation.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.241-256
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• 2019

In this paper, we analyzed the types of tasks presented in the 'Probability and Statistics' textbooks and how the cognitive competences required to perform the tasks provide students with opportunity-to-learn. To this end, the analysis of the 9 books of the 'Probability and Statistics' test textbooks according to the 2015 revised mathematics curriculum showed that the context-based tasks(CF type, RE type) ranged from 67.5% to 78.0% of the total number of tasks in each textbook, but the ratio of relevant and essential tasks related to real life is from 0.4% to 2.0%, it was found that most of the context-based tasks presented in the textbooks were disguised as real life materials. The cognitive competences of context-based tasks ranged from 29.6% to 50.0% in reproduction category, from 33.8% to 54.3% in connection category, and from 8.8% to 20.0% in reflection category. As a result, there was not enough opportunity-to-learn for students to experience reflective cognitive processes.

• School Mathematics
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• v.18 no.2
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• pp.349-373
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• 2016

Comparison of curriculum between various countries is a major research method for studying a course and content quoted on Korea's national curriculum. Therefore this research focuses on comparing and analyzing a new curriculum which Australia has announced on 2012 and conducting since 2015. From this research result, we found that Australia's curriculum achievement shows some unique characteristics. Such examples can be dealing a concept with real life context and proposing a mathematical content specifically. Also they introduce the definite integral by defining to the sum of series. There are other characteristics such as modelling motion, and numerical integration which Korea's highschool curriculum achievement doesn't deal with, and the content of vector calculus is handled more deeply. As a result of analyzing Australia's textbook, it fully deals with the supplementary notion to help understand mathematical definition. Hence further research will be needed later on to relieve the aspect of cognitive burden on Korean learners.