• 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.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.229-242
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• 2015

The purpose of this study was to investigate young children's nonsymbolic arithmetic ability according to task difficulty. The participants in this study comprised 43 2-year-old children and 48 4-year-old children recruited from 5 childcare centers located in Seoul, Korea. All tasks were composed of comparison, addition, subtraction, multiplication and division tasks. In addition, each arithmetic task varied with the ratio of the two quantities; low level(1:2), middle level(2:3), high level(4:5). The results revealed that 2 & 4-year-old children could perform a large numerical range of nonsymbolic arithmetic tasks without influences from previously learned mathematics. This finding suggests that children have a degree of numerical capacity prior to symbolic mathematics instruction. Furthermore, children's performance on nonsymbolic arithmetic tasks indicated the ratio signature of large approximate numerical representation. This result implies that large approximate numerical representation can be used in arithmetical manipulations.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.285-293
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• 2022

The COVID-19 outbreak, which took longer than expected, caused considerable damage to students' basic academic ability in mathematics. In this paper, a multiplication table practice application that can help students improve their basic multiplication arithmetic skills has been developed based on a cloud-service. The performance of the application was improved by integrating the Flutter framework, Google Cloud, and Google Sheets. As a result of applying this application to 72 6th graders in elementary schools located in K Metropolitan City, for one week. students' spending time required for solving multiplication table problems was reduced by more than 28% compared to the initial period, while students' learning data was able to be accurately collected without errors. It is hoped that the development case conducted through the Flutter framework in this study can lead to the development of other educational learning applications.

• Journal for History of Mathematics
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• v.12 no.2
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• pp.99-118
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• 1999

This study aims to find the significance of the ancient Egyptian arithmetic in mathematics education and to analyze the educational value by practical teaching of the Egyptian multiplication. In this study, we confirmed that application of historical materials in mathematics instruction enable students to awaken their interest, to offer the opportunities of exploration, and furthermore to develop their mathematical thinking ability.