• East Asian mathematical journal
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• v.32 no.2
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• pp.153-174
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• 2016

The purpose of this study is to provide an opportunity for better understanding and application of 2009 revised elementary school mathematics textbooks through focus group's investigations on the elementary mathematics teacher's guide books. First, We survey previous studies on the teacher's guide books to make the frame of investigation. Next, We compose focus group(8 teachers) for 3~4th grades, and analyze the teacher's guide books according to ready-made frame: compliance of curriculum, accuracy and fairness of contents, selection and organization of contents. As results of investigation, system of organization of the teacher's guide books is needed. Goal, contents, teaching methods, and evaluations have to be consistent in describing mathematical terms. And errors in mathematics and mathematics education are examined more carefully. The teacher's guide books afford teachers many materials and informations to teach mathematics through classroom lessons. So more study on the teacher's guide books and developmental study for the model guidebooks is needed along with the revised curriculum and new textbooks.

• East Asian mathematical journal
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• v.32 no.4
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• pp.443-464
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• 2016

The purpose of ths study is to compare and analyze the sequence of teaching multiplication facts in the elementary school mathematics. Generally, the multiplication in the elementary school mathematics is composed of the followings; concepts of multiplication, situations involving multiplication, didactical models for multiplication, and multiplication strategies for teaching multiplication facts. This study is focusing to multiplication facts, especially to the sequence of teaching and multiplication strategies. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2009 revised curriculum) and the 9 foreign elementary mathematics textbooks(Japan, China, Germany, Finland, Hongkong etc.). As results of comparative investigation, the sequence of teaching multiplication facts is reconsidered on a basis of elementary students' mathematical thinking. And the connectivity of multiplication facts is strengthened in comparison with the foreign elementary mathematics textbooks. Finally multiplication strategies for teaching multiplication facts are discussed for more understanding and reasoning the principles of multiplication facts in the elementary school mathematics.

• Journal for History of Mathematics
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• v.27 no.3
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• pp.233-253
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• 2014

In this study, the kindergarten teachers and elementary school teachers were surveyed to see the level relevance of the kindergarten and primary school curriculums. As a result, first, the kindergarten curriculum was generally appeared appropriate to the level of kindergarten students. However, in practice, a significant amount of the first grade curriculum were taught in the kindergarten. Second, the variation of mathematical abilities among the begining students was very large, and this variation also affected the students' achievements. Third, both kindergarten teachers and elementary school teachers wished for adjustments of the level of mathematics curriculum.

• East Asian mathematical journal
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• v.33 no.2
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• pp.177-197
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• 2017

The purpose of this study is to investigate and analyze the understandings of elementary pre-service teachers about 'estimation' in the elementary mathematics. Together with this analysis, we identify elementary pre-service teacher's Mathematical Pedagogical Contents Knowledge(MPCK), especially focusing to Subject Matter Knowledge(SMK). In order to this goals, we investigate contents relating to 'estimation' from $1^{st}$ curriculum to 2009 revised curriculum and compare 'rounding up', 'rounding off', 'rounding' in the elementary mathematics textbooks. As results of investigations, 'estimation' has been teaching at the 'Measurement' domain from $3^{rd}$ curriculum, but contexts of measuring weaken from $7^{th}$ curriculum. 'Rounding up(off)' is defined three types in the textbooks from $1^{st}$ to 2009 revised curriculum. And we examine elementary pre-service teachers through the questions on these 'estimation' contents. On the analysis of pre-service teacher's understanding relating MPCK, four themes is summarized as followings; the understanding of '0' in the 'rounding up', the cognitive gap between 'rounding up' and 'rounding off', the difference of percentage of correct answers according to types of question in the 'rounding up', and the difference between the definition of 'rounding up' and the definition of 'rounding'.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.69-92
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• 2018

In this study, we analyzed whether 2015 revised elementary school mathematics curriculum 's standards statements reflect the direction of 2015 revised curriculum. For the objectivity of analysis, 128 achievement standards statements were analyzed based on content - centered statements, activity - centered statements, and performance - centered statements by Seo Young - jin 's (2013). As a result of the analysis, it can be seen that the 2015 revision elementary mathematics curriculum achievement standards statements do not contain enough information to expand the mathematical competence of students. To complement this, the achievement standards statements should include more elements than 'content + function', and other criteria should be developed to clearly communicate the meaning of the achievement standards statements. And it is necessary to supplement the expression of 'function' in the achievement standards in order to improve the expression of the elementary school mathematics curriculum achievement standards statements.

• 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.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.655-676
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• 2008

This paper analyzed contents related to statistics in the 7th elementary mathematics curriculum in conjunction with main changes in the recent revised curriculum. This paper then provided detailed analyses of textbooks and workbooks in terms of main contents, instructional methods of graphs, and comprehension of graphs required to students in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that the issues and suggestions stemming from this analysis are informative in constructing new textbooks and workbooks.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.11-28
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• 2002

The purposes of this study were to analyze elementary school mathematics textbooks developed in accordance with the 7th national amended curriculum and to find implications for the development of a new revised curriculum to meet the needs of the knowledge-based society. Elementary school mathematics textbooks and accompanying practice books were analyzed. Teacher's manuals were also studied to examine the intentions of the textbook developers. The two major questions were sought. First, to what degree do elementary school mathematics textbooks and practice books match with the intentions of the national curriculum\ulcorner Second, how do elementary school mathematics textbooks and practice books facilitate student's learning for understanding mathematics\ulcorner The findings were as follows. First textbooks, practice books, and teacher's manuals appeared not to reflect the intentions of the 7th amended curriculum to the full extent. Second, characteristics and roles of textbooks, practice books, and teacher's manuals were not clearly defined and therefore, they were not very feasible for teaming for understanding mathematics. The recommendations for a new revised curriculum were suggested. First, regarding the contents presented in the textbooks, the idea of structure of subject matter need to be considered in order to help students to understand connections of concepts and relationships between concepts and functions in mathematics. Second, more ill defined problems should be presented to develop problem solving ability in real life contexts in students. Third, contents for relearning and enrichment need to be reorganized to reflect students' real ability. Fourth, uses of the concrete and the manipulative need to be more realistically suggested. Fifth, more prototypes of performance assessment tasks, scoring rubrics, and portfolios need to be presented in a more teacher-friendly manner. Sixth, characteristics and roles of textbooks and practice books need to be more discernible.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.161-178
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• 2011

For the students who live in the knowledge-information oriented society, thinking rationally and training mathematical communication ability are necessary. I represented three ways of teaching-learning related to mathematical communication in revised 2006 curriculum of elementary mathematics. In this study, based on three matters from devised curriculum, I have done survey-analysis of mathematical representation and characteristics of contents of major theses about mathematical communication published after 2007 curriculum revision, for further mathematical communication teaching.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.229-255
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• 2020

In this study, considering the OECD's DeSeCo and 2030 projects, the curriculum to develop competency was expected to be more emphasized, and the evaluation standards of the 2015 revised mathematics curriculum for elementary school in Korea and the Australian curriculum were analyzed in depth. To this end, the capabilities newly emphasized in the OECD 2030 Project were examined in detail and examined how the Australian elementary school mathematics curriculum included capabilities in achievement standards and content descriptions. The achievement standards of elementary school mathematics curriculum in Korea and Australia were matched, and the contents of number and arithmetic domain were compared and analyzed, and the skill verbs included in the achievement standards were analyzed and compared to see how their competencies were reflected in the achievement standards. Based on the results of the analysis, implications for improving math achievement standards were derived to faithfully reflect the capabilities into the mathematics curriculum.