• 한국수학사학회지
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• 제28권1호
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• pp.15-29
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• 2015

This study aims to analyze how the history of mathematics is used in Chinese mathematics textbooks. As a framework for analysis, we categorized nine types of using the history of mathematics in textbooks. We analyzed 18 mathematics textbooks for Chinese elementary and middle schools. As a result, we found that various types of using the history of mathematics were adopted in Chinese textbooks except for explorations of mathematical errors in history. We also noticed three characteristics: preference to using for motivation and reading matters in elementary school levels, high frequencies of using problems from traditional mathematical books and origins of mathematical concepts or symbols, and emphasis on ethnic superiority through the Chinese traditional mathematics. Based on the results of analysis, we discussed and induced some implications for using the history in our mathematics textbooks.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.247-263
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• 2012

The purpose of this study was to analyze recent research trends of mathematics textbooks to provide implications for textbook research and development. For this purpose, 90 out of 1121 research papers published between 2006 and 2011 in seven prestigious domestic journals were selected. The papers dealing with only Korean mathematics textbooks were analyzed by school levels (i.e., elementary or secondary), mathematics content areas, analytic methods, and implications. The papers comparing our mathematics textbooks with foreign counterparts were analyzed by reasons for the comparison, school levels, subjects for analysis, and implications. The results of this study urge us to pay more attention to secondary mathematics textbooks, least studied content areas, and various but inconsistent analytic methods. This paper also suggests close connections between textbook analysis and textbook development.

• Educational Technology International
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• 제9권2호
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• pp.17-37
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• 2008

This study is to examine different views of teachers, students, parents and experts on existing mathematics textbook and ideas and alternatives for developing new textbooks. We interviewed deeply with 18 teachers, 18 students, 9 parents, and 4 experts and analyzed two analysis frame categories; Strengths and weaknesses of current textbooks and directions of mathematics textbooks that will be revised. We found that among teacher, student, parent and expert, there are some differences of meaning about mathematics textbooks, based on interview questions. The directions of new textbooks are as follows. First, 'the definitions of mathematics textbook concepts' shared and sympathized by teachers, students, parents, and experts should be considered in developing the textbooks. Second, the textbooks should be much usable in classrooms and be matched to the goals of mathematics subjects. Third, the contents and levels of difficulty of the textbooks should be based on the specific objectives and the analysis of curriculum and its contents. Fourth, understanding students should be presupposed as the external side of contents and the textbooks themselves should be associated with the image of joyful and fun mathematics. Fifth, the mathematics textbooks should reflect real daily life to their contents and be linked to other subjects.

• 대한수학교육학회지:수학교육학연구
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• 제27권3호
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• pp.451-467
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• 2017

이 연구는 우리나라 초등학교 수학교과서 및 익힘책에 분배법칙이 어떻게 다루어지고 있는지 살펴보고, 차후 초등학교 수학과 교육과정 및 교과서 개발을 위한 시사점을 추출하고자 하였다. 이를 위해 분배법칙 지도가 철저한 중국과 일본 교과서를 살펴보고, 이를 토대로 우리나라 교과서 분석을 위한 다섯 가지 준거를 마련하였다. 분석결과 우리나라 교과서와 익힘책이 여러 가지 측면에서 분배법칙을 효율적으로 다루지 못하는 것으로 나타났다. 이러한 연구결과를 토대로 분배법칙을 초등 수학과 교육과정에 명문화하고, 초등 수학 교과서에서 명시적으로 다루는 방안을 제안하였다.

• East Asian mathematical journal
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• 제38권4호
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• pp.439-461
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• 2022

Since 2022, textbooks in elementary school mathematics have been converted from national textbook system to authorization system, but it is pointed out that the composition of these new textbooks is almost the same as the existing national textbooks and the advantages of the authorization system cannot be utilized. Therefore a need has been raised to find out the composition of foreign textbooks. In order to compare the internal system of elementary mathematics textbook composition in Korea and Japan, Wakuwaku Sansu, one of Japan's elementary mathematical textbooks was analyzed and compared with Korean textbooks. As a result of the analysis, it was found that Japanese textbooks have more flexibility in the composition of the unit, the number of hours of the unit, the introduction of special lessons, and emphasis. This analysis will promote the diversity and creativity of the composition of elementary mathematics textbooks in Korea, providing implications for more efficient textbook compilation.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권4호
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• pp.247-265
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• 2015

Mathematics textbook plays a significant role in shaping students' learning of mathematics. Logic, rigor and abstraction as typical features of the formalization of mathematics, dominate mathematics textbooks around the world, which is regarded as one of the important origins of students' learning difficulties in mathematics. An innovative series of Chinese mathematic textbooks is presented in this paper. Supported by the supplementary materials excerpts from the textbooks, it gives a comprehensive theoretical analysis of the principles of design and implementation of this series of mathematics textbooks. The effectiveness of this series of textbooks is demonstrated by student achievement and secondary research data. It shows that series of Chinese mathematic textbooks has largely decreased students' learning difficulties in mathematics and enhance classroom teaching efficiency. It suggests that prioritizing the essence of mathematics and reducing abstraction is an important notion for mathematics textbook design and implementation.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권1호
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• pp.1-17
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• 2013

The goal of the textbooks of 2009 revised curriculum is to make customized lectures possible considering learning characteristics and understanding level of students. However, it is not easy to find a research result on sensed difficulty of the mathematics textbook, which is able to provide valuable information on the development of the diverse level textbooks. This research suggested criteria in analysing sensed difficulties of field teachers on the textbooks, and analysed sensory difficulty on the selective tracks textbooks based on 2007 revised mathematics curriculum using the criteria. The results of the analysis on 59 mathematics selective tracks textbooks show that all have average sensed difficulty. The criteria and research results are expected to provide valuable information in future mathematics textbook development.

• 한국초등수학교육학회지
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• 제21권1호
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• pp.135-160
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• 2017

2009 개정 교육과정에 따른 6학년 수학 교과서가 현장에 적용된 이후, 1학기 비와 비율 단원이 다소 어려워 학생들에게 학습 부담으로 작용한다는 지적이 있어왔다. 이에 본 연구에서는 국내외 수학 교과서의 비와 비율 관련 내용을 종적 횡적으로 비교 분석하여 적절한 비와 비율 지도 방안을 모색하고자 하였다. 구체적으로 국내의 5차부터 현행 2009 개정 교육과정까지의 수학 교과서를 종적 분석 대상으로, 일본, 싱가포르, 홍콩, 핀란드 수학 교과서를 횡적 분석 대상으로 선정하였다. 분석기준은 각 교과서에 제시된 비와 비율 관련 학습 요소 및 지도 순서, 용어의 정의, 관련 개념의 도입 방법이다. 분석 결과를 토대로 우리나라 교육과정별 및 각 국가별로 비와 비율 관련 내용의 구현 여부 및 방법에 있어서 특징과 차이점을 파악하였다. 각각에 대한 구체적인 결과를 제시하고, 그에 기초하여 차기 교과서 개발 시비와 비율 단원 구성에 대한 몇 가지 시사점을 도출하였다.

• 한국수학사학회지
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• 제31권5호
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• pp.235-250
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• 2018

The history of mathematics is an important part of Chinese highschool mathematics curriculum. The current 2003 revised curriculum in China refers directly to the history of mathematics and presents it as one of the optional series. Moreover, they publish separate history textbooks for mathematics according to the 2003 revised curriculum. The importance of the history of mathematics in Chinese highschool curriculum, which was revised in 2017, has increased. This study aims to analyze the contents of the highschool curriculum and mathematics history textbooks, which were revised in 2003. Based on the results of analysis, we make suggestions on the use of mathematics history for teaching mathematics in Korea.

• 한국수학사학회지
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• 제30권2호
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• pp.101-119
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• 2017

This paper is a follow up study of [2]. In this paper we analyse the contents of middle school mathematics textbooks published in the 1st National Curriculum Period centered on the concept 'straight line' and discuss how they are different from contemporary mathematics textbooks in view of connectedness of contents, mathematical terms, textbook as a learning material vs. teaching material, relationship between contents of national curriculum and textbooks, and some topics related to direct proportion, function, method of equivalence as a method for solving simultaneous linear equations and so on. The results of our analysis and discussion suggest implications for reforming mathematics curriculum and developing mathematics textbooks.