• 대한본초학회지
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• 제27권4호
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• pp.89-97
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• 2012

Objective : This study was carried out to clarify the origin of 94 genus for 125 species of herbal woody plants. Methods : The examined herbalogical books and research paper which published at home and abroad. Results : The generic names of 30.85% by ratin ; Ancient Greek and other language, 14.89% by the personal name, 12.77% by the growth characteristics, 8.51% by the shape of fruit and other related shape,, 6.38% by the place names, 5.32% by the colors have been named. Conclusion : According to the investigation which Origin of the Herbal Medicinal woody Plants Genus from Herbalogy textbook, The number of genus names which are originated from ratin ; Ancient Greek and other language by 30.85% was the most of all.

• 대한가정학회지
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• 제49권8호
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• pp.113-124
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• 2011

The aim of this study is to conduct an evaluation review of the contents of the career education unit in textbooks on technology and home economics for senior high school freshmen. This study adopted the "Objective & System of Career Education" established by the Korea Research Institute for Vocational Education & Training as the criterion for evaluating the content of career education, and targeted the unit, "Design of Vocation & Careers", which was included in six different textbooks on technology and home economics for senior high school freshmen involving five different publishers. The unit of "Design of Vocation & Careers" was mostly written in three subunits. An analysis of the textbooks by different, publisher showed that every aspect of the "Objective & System of Career Education" was appropriately covered in the unit. This was achieved by means of the elements of contents and illustrations.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권4호
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• pp.245-263
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• 2012

The Korean mathematical curriculum has been changed three times during the resent five years. It led to changes in textbook system. In the 2007 revised mathematics curriculum, workbook was developed focusing on student's self-oriented learning, effective practice in differentiated classroom, and mathematics problem solving considering individual difference. This paper examines the characteristics of the tasks and the way the tasks are organized in the textbooks and the workbook in accordance with the 2007 revised mathematics curriculum; comparing with the function section before and after the amendment. Researchers examine whether the textbook and workbook were accomplished the purpose with "cognitive expectation", "level of cognitive demand", "and "response types". Researchers revised framework of [Son, J. W. & Senk, S. (2010). How reform curricula in the USA and Korea present multiplication and division of fraction. Educ. Stud. Math 74(2), 117-142] to make them suitable for the function section at the seventh grade.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권3호
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• pp.239-259
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• 2008

This paper is to find and to suggest alternative ways of description on function chapters in the middle school mathematics so that the descriptions be more closely related to daily life. The research has two phases: one for belief on the usefulness, the other for cognitive ability to solve the practical problems. Results are as following. 1. Most descriptions of corresponding chapters have emphases on the usefulness of functions so as to enhance beliefs on the use of functions. 2. Most practical functions contain expressions of large constant term and large coefficients in magnitude while those are not in the descriptions of tektbooks, especially in case of using ruled papers. 3. For quadratic functions, most students do not detect the degree of the function from the data presented by pairs of values of x and y. And those are not dealt with in most of textbooks, which are given in the MIC textbook.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권3호
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• pp.185-196
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• 2007

In order to study the new curriculum, as well as to help teachers understand new textbooks well, the authors make horizontal comparisons between Editions A and B of Experimental Mathematics (2) textbook in ordinary senior high schools (Grades 10-12) of PEP Edition, which focuses on the topic of line slope. The interview was made with 11 selected teachers who are teaching the content in the light of Edition B. It was found that there are obvious differences in the introduction of concepts and the exercises. The interviews showed that teachers were familiar to the contents of Edition A and saw it reasonable, because few differences are found between Edition A and the old Edition. The teachers also viewed that though the contents of Edition B were easy and fit to self-educated, but its reasoning is not clear, and the examples are not enough so that the teachers need to add additional examples.

• East Asian mathematical journal
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• 제27권2호
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• pp.163-180
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• 2011

The purpose of this study is to look for the plan of reconstructing a textbook through error analysis and the process of its correction in numbers and operations of the first grade. The Research materials are collected and analyzed through the journal about every lessons, the recording sheets of students' activity, the recording videotapes during lessons, the individual interview and observation. This study investigated 4 errors which are useful for reconstructing textbook, the errors of understanding relation between numerical expression and number line, the errors of drawing-strategy, the errors of understanding relation between additive expression and subtractive expression, the errors of subtraction has to be regrouped. The errors are classified into some types and analyzed focusing on content of each error. Reinstructing are carried out based on material analyzed for correcting errors.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권1호
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• pp.49-67
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• 2021

In this study, the researchers analyzed the 2015 revised 3rd~6th grade Korean mathematics textbooks from the aspects of social justice in mathematics education. For this study, the researchers constructed a textbook analysis framework for social justice subjects, which categorized by social issues, economy education, democratic education, personality education, safety education, environmental education, and career education. As a result, the 2015 revised elementary mathematics textbooks were reflected the subject matter of social justice in the order of social issues, economic education and democratic education, personality education and environmental education, safety education and career education. Also, the subject of social justice appears in all 3rd~6th grade mathematics textbooks, but it is not explicitly dealt with by combining it with mathematical content. The researchers suggested that mathematics lessons should be developed including social justice issues aligned with elementary mathematics contents.

• 국제교류와 융합교육
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• 제1권2호
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• pp.48-67
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• 2021

본 연구는 국정도서로 개발되는 특수교육 기본교육과정 교과서의 질 관리를 위해 특수교사를 대상으로 교과서 사용 단계의 평가 체제 구축과 관련한 인식을 조사하고, 그 결과를 바탕으로 교과서 평가 체제 구축 방안을 제안한 것이다. 연구를 위하여 우선 국정도서의 질 관리 체제를 개발단계와 사용 단계로 나누어 살펴본 다음, 사용 단계의 질 관리 체제로서 사용 단계 평가 체제의 필요성을 제기하였다. 다음으로 사용 단계의 평가 체제 구축 방안을 모색하기 위해서 전국의 특수교사를 대상으로 모바일 메신저를 통해 평가체제 구축과 관련한 설문을 배포하고 그 중 설문에 참여한 159명의 응답을 분석하였다. 분석 결과, 기본교육과정 교과서를 사용하고 있는 특수교사의 교과서에 대한 만족도는 평균 3.3점이었으며, 사용 단계의 교과서 평가가 필요하다는 인식은 평균 4.02로 만족도보다 높았다. 사용 단계 평가 체제의 구축 방안에 있어서, 평가의 주체는 교사(98.7%), 독립된 플렛폼 구축(62.2%), 정기평가(49.4%), 척도형 문항과 개방형 문항을 혼합한 문항(50.6%)을 선호하였다. 또 평가 결과는 '사용자로 인증된 사람에게만 공개(55.1%)', 평가 결과반영 시기는 '차기 교과서 개발 시'가 가장 많았다(41.0%). 연구결과를 바탕으로 특수교육 기본교육과정 교과서의 사용 단계 평가 체제 구축을 위해서는 독립적인 평가 플렛폼을 구축하되, '교과서 사용성'을 규명하여 간단하고 명료한 질문을 통해 교과서 사용자 모두가 부담없이 평가할 수 있도록 하고, 질관리위원회 조직을 통해 평가 결과의 수정반영 여부를 심의할 것을 제안하였다. 또, 평가 플렛폼에 이미 개발된 교과서와 사용자인 교사가 제작한 다양한 콘텐츠를 탑재할 수 있도록 하여 개발-사용-평가 통합형 플렛폼을 운영할 것을 제안하였다.

• 대한수학교육학회지:학교수학
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• 제4권3호
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• pp.375-399
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• 2002

When a curriculum change is being an issue, the editorships and the promotive directions reflect to supplement the social requests. However it is often criticized that such changes in the textbook itself are not satisfactory enough as to coherent to the editoships. And we set the following research questions; (1) One of the most important changes in the new 7th curriculum is to encourage the students' activities. We checked if it is well suited in the new textbooks. (2) Often textbook itself is not important In class, while instructor or students want something else other than the one suggested in the textbook. We asked 187 teachers how they use the textbooks in class. To answer (1), we checked up the introductory - activity - contents with 7 categories, which are ${\circled1}$ of real life sources ${\circled2}$ in use of concrete manipulative ${\circled3}$ in use of computers or calculators ${\circled4}$ in use of historical resources ${\circled5}$ stimulating to recall a relevant previous knowledges ${\circled6}$ of coherence between the activity and the exploratory contexts. ${\circled2}$ were increased, rewarding to the decrease of ${\circled5}$, in the new textbooks, while changes in ${\circled3}$ and ${\circled4}$ were not enough to talk about increments. Especially slight decrease in ${\circled6}$ were detected and it seemed to attribute to the unmatchable use of ${\circled1}$ and ${\circled2}$ with the explanation of mathematical subjects, which also implies how difficult to match ${\circled1}$ and ${\circled2}$ with ${\circled6}$. Analyzing the reponses of (2), about 70% of the teachers used the introductory activities in the textbook, which led better attention of sudents, while 30% of teachers do not use it because they felt that its inroductory activities had not been adequate for their purposes. Teachers counted inadequacy reasons for not being helpful in class, lack of time or lack of support of students, etc. Those teachers use introductory activities invented of their own for classes. As some results of the study, we suggest firstly that authors of textbooks have to get more informations to provide ways to entcourage students' interest in mathematics classes. The ways must be practical and brain storming as well as More use of computers and calculators and mathematical history are expected. Secondly, we are emphasizing the feedbacks between the textbook authors and the users(teachers and students) through internet. Which, we anticipate, will get better communications between them and be a good foundations of continuous modifications of textbooks.

• 한국초등수학교육학회지
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• 제13권1호
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• pp.115-140
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• 2009

Freudenthal은 수학화를 핵심 개념으로 하는 현실주의 수학 교육론을 주창하였다. 수학화란 현실 안에 있는 여러 현상들을 수학적인 수단을 사용하여 조직함으로써 현실에 질서를 부여하는 활동을 말한다. 본 연구에서는 Freudenthal의 수학화 이론을 바탕으로 제 7차 초등 수학 교과서 5-가 단계의 넓이 단원을 재구성하여 실험적인 지도만을 작성한 다음, 이를 통하여 교수 실험을 실시함으로써, 수학화를 통한 넓이의 지도 방안의 효과와 더불어 학생들의 넓이 개념과 공식에 대한 이해 실태를 분석하였다. 그 결과, 넓이의 개념 이해 측면에서는 실험반 학생들이 우수하였으나, 넓이의 계산 측면에서는 유의미한 차이가 없는 것으로 나타났다.