• Journal of Elementary Mathematics Education in Korea
• /
• v.6 no.1
• /
• pp.1-21
• /
• 2002

Teachers' teaching behavior is directly influenced by teachers' belief, and students' belief system is directly influenced by teachers' teaching behavior. There has been a question whether curriculum of teacher training university could help preservice teachers form positive belief system. The purpose of this study was to address this issue empirically. First, a questionnaire about mathematical belief was given to freshmen preservice teachers. They generally showed positive belief about mathematics to the degree that is not satisfactory and responded most positively in the sub-area of teaching mathematics from three sub-areas of mathematics itself, studying mathematics, and teaching mathematics. After studying a mathematical philosophy course, the freshmen preservice teachers were given the same questionnaire that they responded before studying the course. Belief about mathematics itself was changed very positively, and increase in the sub-area of mathematics itself was the largest. These results show that the mathematical philosophy course helped preservice teachers form positive belief system in mathematics.

• Education of Primary School Mathematics
• /
• v.4 no.2
• /
• pp.127-137
• /
• 2000

Based on the contents of probability and statistics areas in the seventh curriculum, we developed a statistics education model programmed by visual basic for upper grade students of elementary schools. The model that was consisted of ten modules can be easily manipulated by elementary schools students. The objects with a variety of colors are presented on P.C monitor and dynamic functions are performed by clicking a mouse. According to the survey after using the model, students positively evaluated the contents and characteristics and showed great interest in the model. We will upload the execution files of the model on our homepage. One can download and use them free.

• East Asian mathematical journal
• /
• v.28 no.4
• /
• pp.383-401
• /
• 2012

The purpose of mathematics education includes two important areas; cognitive area that emphasizes mathematical knowledge and understanding and affective area that stresses mathematical interest and attitude. The purpose of mathematics education is not only in acquiring the contents and knowledge but also rousing up interest and attention toward mathematics. Therefore, effort to accomplish this affective purpose has to be made. Introducing history of mathematics to teaching can be a important method for the students to arouse interest and attention toward mathematics. History of mathematics can help the students who are familiar to only manipulation of the symbols to develop a new way of thinking and mathematical thoughts arousing reflective thinking. According to the survey, although the effect of using mathematics history has been recognized, the mathematics history has neither been developed as teaching materials nor reflected in the courses of study. The purpose of this research is to develop the reading materials into suit for the mathematics curriculum to extract contents of the mathematics valuable in using in elementary mathematics teaching, and to investigate the effect of reading materials using the history of mathematics on learning attitude in elementary school. The way of developing materials in this study is as follows. First, to select the interesting and instructive subject for the elementary students such as the story and life of a mathematician, developmental stages of mathematical theory and calculation currently used and finding the patterns of the rules that requires mathematical thoughts. Second, to classify the selected items according to mathematics curriculum. Third, to reorganize the classified items of the appropriate grade with the reading materials of dialogue pattern in order to draw attention and interest from the students I developed 18 kinds materials in accordance with the above procedure and applied 5 materials among them to one class in 4th grade. Analysing the student's responses, First, using history of mathematics helps the students to arouse interest and confidence on mathematical learning attitude. And the students became better attitude of studying by oneself and attention on class. Second, as know by opinions after lesson, most students have a chance refresh one's thinking of mathematics, want to know the other content of history of mathematics and responded to study hard in mathematics. As a result, the reading materials on the basis of the history of mathematics motivates students for mathematics and helps them become confident in mathematics. If the materials are complemented properly, they will be useful and effective for students and teachers.

• Education of Primary School Mathematics
• /
• v.26 no.4
• /
• pp.369-385
• /
• 2023

As the 2022 revised mathematics curriculum emphasizing competency cultivation was announced, the researcher analyzed the connection between competency, content system, and achievement standards in elementary school mathematics curriculum. The results of the analysis of the link between the competency of the curriculum revision research report, its sub-elements, the 'process and skills' of the curriculum content system, and the achievement standard verb are as follows. First, most of the five curriculum competencies (problem solving, reasoning, communication, connection, and information processing) of the mathematics department are implemented as "process-skills" of the content system, which is further specified and presented as an achievement-based verb. Second, the five competencies were not implemented with the same weight in all areas, and the appropriate process-skills were differentiated and presented according to the content of knowledge-understanding by area/grade group. Third, verbs of the achievement standards were more rich than before in the 2022 revised elementary school mathematics curriculum. Fourth, 'understanding' throughout the entire area was still presented as the highest proportion. Through the research results, the researcher discussed clearly establishing the meaning of problem-solving capabilities in the future and developing and presenting "understanding" as a more specific process or skills.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.2
• /
• pp.311-331
• /
• 2016

The purpose of this study was to analyze mathematical errors and the effects of reflective problem posing activities on students' mathematical problem solving abilities and attitudes toward mathematics. We chose two 5th grade groups (experimental and control groups) to conduct this research. From the results of this study, we obtained the following conclusions. First, reflective problem posing activities are effective in improving students' problem solving abilities. Students could use extended capability of selecting a condition to address the problem to others in the activities. Second, reflective problem posing activities can improve students' mathematical willpower and promotes reflective thinking. Reflective problem posing activities were conducted before and after the six areas of mathematics. Also, we examined students' mathematical attitudes of both the experimental group and the control group about self-confidence, flexibility, willpower, curiosity, mathematical reflection, and mathematical value. In the reflective problem posing group, students showed self check on their problems solving activities and participated in mathematical discussions to communicate with others while participating mathematical problem posing activities. We suggested that reflective problem posing activities should be included in the development of mathematics curriculum and textbooks.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.2
• /
• pp.319-335
• /
• 2013

Chinese mathematical curriculum is divided 4 areas(number and algebra, space and figure, statistics and probability, practice and synthetic application). The purpose of this paper is to analyze the contents of the practice and synthetic application in yanbian elementary textbook. For this, 12-textbook which was published in yeonbeon a publishing company is analyze by topic, mathematical process, area of content and mathematical activity. mathematical process The following results have been drawn from this study. First, contextual backgrounds of practice are restricted in classroom. The contents of synthetic application are limited in connection of mathematical areas. Mathematical problem solving is a main in mathematical process, whereas reasoning activity is a few. Mathematical experience activity is a main in mathematical process, whereas synthetic activity is a few. We can use the suggestions of this paper for development of textbook and the contents of mathematical process.

• Education of Primary School Mathematics
• /
• v.18 no.3
• /
• pp.235-247
• /
• 2015

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 3rd and 4th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. According to the results, the difference between 3rd and 4th grade in the number of STEAM elements is almost not visible. Distribution of specific content areas could be seen that the distribution STEAM element is similar to the percentage distribution of the content area. However, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 448(67.6%) and this elements are seen the most. The number of representative art and cultural art is 344(51.9%) and 104(15.7%), respectively. The number of technology-engineering and science is 160(24.1%) and 55(8.3%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Education of Primary School Mathematics
• /
• v.20 no.1
• /
• pp.37-52
• /
• 2017

The purpose of this thesis is to analyze the current status of a program for an elementary math class for gifted students in Daegu and to propose a remedy. The main results of this thesis are as follows. First, goals of the gifted class and the basic operation direction were satisfactory, however plans for parent training programs and self evaluation of the classes were not presented. Therefore, it needs when and how to do for specific plan of gifted class evaluation and parent training programs. Second, The annual instruction plan has been restricted to the subject matter education and field trips and has not included specific teaching methods in accordance with the contents of learning program. The management of gifted classes, therefore, requires not only the subject matter education and field trips but also output presentations, leadership programs, voluntary activities, events and camps which promote the integral development of gifted students. Third, there is no duplication of content to another grade, and various activities did not cover the whole scope of math topics(eg. number and operation, geometry, measurement, pattern) equally. In accordance with elementary mathematics characteristics, teachers should equally distribute time in whole range of mathematics while they teach students in the class because it is critical to discover gifted students throughout the whole curriculum of elementary mathematics. Fourth, as there are insufficient support and operational lack of material development, several types of programs are not utilized and balanced. It is necessary for teachers to try to find the type of teaching methods in accordance with the circumstances and content, so that students can experience several types of programs. If through this study, we can improve the development, management and quality of gifted math programs, it would further the development of gifted education.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.2
• /
• pp.245-263
• /
• 2013

Mathematical learning via projects, which enables the reconstruction of curriculum through integration and emphasizes the process of solving problems by posing questions, has attracted the attention of the department of mathematics. This research is aimed at exploring the link between mathematics and project learning by analyzing an example of student-oriented project 'the secrets of pyramid' focused on understanding 'triangle' specifically designed for forth graders. From 115-hour process of subject-oriented project, this study reinterpreted the mathematical meaning of only 24 hours directly related to mathematics, especially to figure exploration. Consequently, this problem solving involved a variety of geometric activities as a process, such as measuring an angle, constructing a triangle, etc. Thus students attempt to actively participate in the process, thereby allowing them to learn how to measure things more accurately. Moreover, project learning improved students' understanding on not only plane figures but solid figures. This indicates that by project learning, learning from given problems or contents can be extended to other mathematical areas.

• Education of Primary School Mathematics
• /
• v.24 no.4
• /
• pp.233-246
• /
• 2021

Two-dimensional shapes have a great influence on elementary school students' learning and are closely related to other content areas. Therefore, in this study, The Teaching and Learning Elements that should be taught in two-dimensional shapes were extracted from the literature. It also was analyzed that revised mathematics textbooks in the year 2015 were properly implemented with the teaching and learning elements. As a result of the analysis, in the case of Understanding The Concept, the activities in the textbooks are not able to recognize 2-D shapes which are focusing on shapes of the actual object. In the case of Classifying two-dimensional shapes according to the Criteria, the classification criteria were presented differently from what was learned in the previous course. In the aspect of Applying the Concept, the activities in order to Discuss two-dimensional shapes were not sufficient. Lastly, in view of the fact the 2015 revised curriculum is not considered with the relationship between two-dimensional shapes. For that reason, the following Knowing Relationships parts are insufficiently presented; Understanding the Relationship Between shapes through Definitions and Properties, Identifying the relationship between shapes throughout classification activities, and Discussing the relationship between shapes. Based on the analysis result of two-dimensional shapes, it is suggested that the finding of this research helps to enlarge the teaching methodology of triangles and provide educational perspectives for development in other shape areas.