• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.488-497
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• 2016

Given the potential of mobile applications to create new learning opportunities beyond the prevalent use of digital textbooks and Internet lectures, this study aims to derive types and themes of mobile application content that can be effectively integrated with the school curricula. Twenty primary school teachers participated in this study that examines teachers' perceptions about the advantages and disadvantages of printed and digital textbooks' modality, the advantages and disadvantages of mobile learning, and the themes relevant to develop mobile applications. Findings indicate that it is necessary to develop activity-centered applications for vertical use rather than theme-centered applications for horizontal use. In addition, while most ideas derived from teachers center on multimedia access, there was lack of ideas that leverage the affordances of mobile devices for collaborative interaction and location-awareness. Lastly, to promote the diffusion of mobile learning in school environments, this study suggests the need to overcome teachers' epistemology that perceives mobilization against inquiry activities.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.407-430
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• 2016

In this study, we analyzed and discussed the instruction method of multiplication tables in mathematics textbooks from four countries in Asia; South Korea, China, Japan, and Singapore. The conclusions of remarks are states as follows: First. The teaching period and elements should be subdivided more structurally so that the learner could understand the concept and principle of multiplication tables better. Second. The bundle model, the linear model, and the array model of multiplication need to be presented so that the learners could experience various situations related to multiplication. Third, The concrete explanation and the higher frequency of presenting the commutative rules of multiplication is suggested so that the learner could understand the concept of the rules well. Fourth. The context related to multiplication by 1 and 0 should be presented so that the learner could comprehend the character of multiplication by 1 and 0. Fifth. The activities which helping memorizing a multiplication table should be suggested when the memorization is needed.

• Education of Primary School Mathematics
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• v.23 no.3
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• pp.117-134
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• 2020

Based on the current curriculum, students learn the concept of fraction in the 3rd grade for the first time. At that time, fraction is introduced as whole-part relationship. But as the idea of fraction expands to improper fraction and so on, fraction as measurement would be naturally appeared. In that situation where fraction as whole-part relationship and fraction as measurement are dealt together, it is necessary for students to get experiences of understanding and exploring unit and whole adequately in order to fully understand the concept of fractions. Therefore, the purpose of this study is to analyze how to deal with unit fractions, how to implement activities to find the standard of reference from the part, and what visual representations were used to help students to understand the concept of fractions in elementary mathematics textbooks from the 7th to the 2015 revised curriculum. And we analyzed 60 3rd graders' understanding of finding and drawing the whole by looking at the part. Several didactical implications for teaching the concept of fractions were derived from the discussion according to the analysis results.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.101-122
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• 2010

Chinese Taipei won the first place at the mathematics achievement of TIMSS 2007. Especially, there was a significant difference in the percentage of correct answers between Chinese Taipei and Korea, and Chinese Taipei' percentage of correct answers was higher than Korea. This study compared the education system, mathematics instruction environment, and instructional activities of two countries. And for algebra, curriculum and textbooks were compared between two countries based on TIMSS 2007 framework. It was found that Chinese Taipei emphasized homework and test, and MCFL of that was low. Their textbook was formal, and induced the hasty abstraction, Also, some themes were introduced earlier than Korea and repeated across different grades.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.156-176
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• 1998

On the border between the Geography subject and the Science subject, much of the content area is found to be interrelated or shared in common due to the characteristics of each subject. This possibly causes a problem of which of the two subjects should treat these overlapping areas with more responsibility and importance, and, as a result, might cause teachers to neglect the areas and result in insufficient treatment of the areas on both sides. In other words, these overlapping area can be overlooked on both subjects. On the other hand, as the science subject treats these areas more deeply and widely in both quantity and quality, the geography subject might lose its original content area to the science subject and accordingly lose its characteristics as an independent subject. To conclude, the following suggestions must be taken into consideration when we develop and organize the environment-related unit in the geography subject. First, the various real cases damaged by pollution, the efforts and steps to avoid being polluted, the inquiry questions and activities to set up the value of the environment conservation, and sufficient assistant materials such as maps, graphs, photos, illustrations, statistics, which will help to realize the environment problem more directly and clearly, must be presented in the textbooks. Second, as the environment education is not just teaching the environmental pollution, the content should be composed for the students to realize the value of the environment and to change their awareness and attitude toward the environment. Third, the environment education cannot be restricted to a certain subject, or it needs to be approached in multi-subject areas. To exercise a effective environment education while we maintain the unique characteristics of the geography subject, a way to link the environment and the region, which is one of the main concepts of geography, should be developed. Finally, textbooks are indispensible materials to teaching-learning, but for more effective teaching the teachers of geography should try to recompose and reorganize the content and to develop newer and more effective teaching material-aids.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.461-468
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• 2016

Illustration, which is shown in the textbook for educational purpose is used to explain basic educational theory, rather than carrying meaning itself. It has proper educational value when presented appropriately according to the process of knowledge acquirement. This research organized new analyzing criterion for the frame and content analysis subjected on 4 sanitation textbooks of middle school, moreover looked into actual situation by convergent analysis. This is for political suggestion that is helpful to further textbook development; by understanding improvement point required in reaching educational purpose presented in health education course manual. Results are as following. First, in the aspect of frame, diagrams with proper function to explain principle of health and sanitary activities should be more frequently suggested. Second in the aspect of content, illustrations for simple data providing or for decoration should be reduced while illustrations suggesting experimental results should be added, to reorganize health textbook according to the purpose of health education course.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.2
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• pp.5-22
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• 2017

The purpose of this study is to analyze the teaching and learning strategies included in the inquiry tasks of elementary moral textbooks with multiple intelligences (M.I), and to propose educational information services of teacher librarians. It was found that the tasks were mainly designed by the linguistic intelligence, logical & mathematical intelligence and spatial intelligence. In terms of the information literacy process, linguistic intelligence and spatial intelligence are mainly applied to the analysis-understanding stage. Logical & mathematical intelligence is applied to the stage of comprehensive-application and linguistic intelligence is applied to expression-delivery step. In order to cultivate the insufficient M.I in inquiry activities, teacher librarians should improve room and teaching materials of their school library and provide workbooks using the graphic organizer after analyzing the linkage of the inquiry tasks between the subjects.

• School Mathematics
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• v.19 no.4
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• pp.731-749
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• 2017

The purpose of this study is to find out whether the current mathematics textbooks are structured so as to cultivate students' statistical literacy. To do this, we analyzed the problems of the statistics units of 9 kinds of middle school 3rd grade mathematics textbook according to 2009 revised mathematics curriculum based on four types of context and statistical problem solving process. As a result of the analysis, among the four types of context, the problems that correspond to the type of personal context was the highest in 67% and among statistical problem solving process, the data analysis process was the highest in 72.85%. According to the results of this study, it is necessary to include the problems that can recognize the necessity of statistics through the use of various contexts and that can develop the statistical literacy through the activities that from the process of collecting data to guessing reasonable conclusions from the presented data.

• Journal of the Korean Society for Library and Information Science
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• v.49 no.3
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• pp.233-252
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• 2015

The purpose of this study is to analyze inquiry tasks of textbooks in middle schools social studies under the information literacy process and find out teacher librarians' educational information service on the side of information literacy education. Results of the analysis show that middle school students who carry out the inquiry tasks of social studies should select sources, seek its' related information and create their products through writing reports or presentation. Compared with information literacy process of the "Library and Information Skills", the First step of task definition and figuring out information needs and the Third step of representation of information are being implemented. For this reason, teacher librarian could reduce social studies teachers' burden of class and promote students' inquiry activities by teaching skills of suitable materials seeking strategies for solving their task, understanding and synthesizing the information and evaluating their process and result. Therefore, it is necessary to activate collaborative teaching between the teacher librarian and the social studies teacher based on the information literacy.

• The Mathematical Education
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• v.58 no.2
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• pp.319-335
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• 2019

In this paper, we examine the effectiveness of calculation according to automation, which is one of Computational Thinking, by coding the conceptual process into Python language, focusing on the concept of divisibility in elementary school textbooks. The educational implications of these considerations are as follows. First, it is possible to make a field of learning that can revise the new mathematical concept through the opportunity to reinterpret the Conceptual Thinking learned in school mathematics from the perspective of Computational Thinking. Second, from the analysis of college students, it can be seen that many students do not have mathematical concepts in terms of efficiency of computation related to the divisibility. This phenomenon is a characteristic of the mathematics curriculum that emphasizes concepts. Therefore, it is necessary to study new mathematical concepts when considering the aspect of utilization. Third, all algorithms related to the concept of divisibility covered in elementary mathematics textbooks can be found to contain the notion of iteration in terms of automation, but little recursive activity can be found. Considering that recursive thinking is frequently used with repetitive thinking in terms of automation (in Computational Thinking), it is necessary to consider low level recursive activities at elementary school. Finally, it is necessary to think about mathematical Conceptual Thinking from the point of view of Computational Thinking, and conversely, to extract mathematical concepts from computer science's Computational Thinking.