• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.333-351
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• 2016

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 5th and 6th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. The results were as follows. First, the number of STEAM elements in mathematics 5-1, 5-2, 6-1, 6-2 are 151(18.4%), 212(25.9%), 211(25.7%), 246(30.0%), respectively. The 6th Grade than in 5th Grade can be seen a few plenty. Second, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 617(75.2%) and this elements are seen the most. The number of representative art and cultural art is 445(54.3%) and 172(20.9%), respectively. The number of technology-engineering and science is 158(19.2%) and 45(5.5%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.291-301
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• 2023

In this study, the STEAM elements and convergence types which appeared in the creative and convergent activities in authorized elementary school science textbooks for 5^th and 6^th graders were analyzed. For this study, creative and convergence activities presented in 9 different science textbooks for 5^th and 6^th graders were selected and the STEAM elements and convergence types were analyzed by each publisher, grade-semester, and science field. The results of this study are as follows. First, there was a large variation by publisher in the total frequency of STEAM elements and the frequency of each element in creative and convergence activities. Second, the ratio of convergence type consisting of two elements was very high, and the higher the number of fused elements, the lower the ratio appeared in overall. Third, the art (A) element had the highest frequency in all grade-semesters, and the technology (T), engineering (E), mathematics (M) elements differed in the distribution of frequency by grade-semesters. Fourth, the engineering (E) element in the 'integration' field, and the art (A) element in the fields of 'movement and energy', 'material', 'earth and universe', and 'life' had the highest frequency.