• Title/Summary/Keyword: elementary mathematics education

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The Practice of Performance Assessment in Elementary Mathematics Classroom - cases of the 4th grade - (초등수학교실에서의 수행평가 - 4학년교실의 사례 -)

  • Kwon Sung-Yong
    • Education of Primary School Mathematics
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    • v.9 no.2 s.18
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    • pp.107-118
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    • 2005

  • The purposes of this study were to investigate the practice of performance assessment in elementary mathematics classes especially focused on 4th grade. To achieve this, three research questions were posed as follow: First, What do they prepare for performance assessment? Second, What kinds of tests do they use in mathematics performance assessment? Third, What kinds of difficulties do they have for performance assessment and what should be changed for a successful performance assessment in mathematics? To Answer the research questions, three 4th grade classes were selected from three different elementary schools in seoul and three teachers were interviewed. From the data analysis, several conclusion were drawn. First, a plan for mathematics performance assessment was not set by the class teacher who are in charge of the class. The main reason was lack of time. Second, in most of the assessment, written tests were used and the items in the tests were skill-oriented. Third, teachers thought that performance assessment was needed in mathematics. But lack of their time, knowledge and competency, it is difficult to do performance assessment in mathematics.

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A Research on the Journal 'Arithmetic Education' of Japan Society of Mathematical Education - Focused on 2007 to 2011 - (일본의 학술지를 통해 본 한국초등수학교육학회지 - 최근 5년간을 중심으로 -)

  • Kang, Hong Jae
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.1
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    • pp.129-142
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    • 2013

  • The purpose of this study was to investigate the typical characteristics of mathematics education of Japan. In order to achieve this goal, we focused the journal 'Arithmetic Education' from 2007 to 2011. This journal has published by the Japan Society of Mathematical Education and 6 issues each year. A total of 133 articles related with mathematics education were analyzed. The typical characteristics of Japan's research for mathematics education were as follows: The number of single author of article were 98 cases (74%), and those of two co-authors were 21 cases (16%). There are some unusual research topic for mathematics education such as 'combined class'. 'cultural pluralism' and 'mathematics learning disabled children'. The articles 'statistical methods related to educational evaluation', 'statistical analysis for educational evaluation' and 'the relationship between number and quantity on the quaternion number' are very interesting results to the readers who know the basics of statistics and algebra. We may find many researcher who majored pure mathematics in the University of Educations in Korea. So we hope that they may write the paper which combine the pure mathematics and mathematics education. The education survey conducted by the policy is actually very meaningful. If the researcher can connect these surveys to the field of education, then the readers can see a nice paper in the journal of elementary mathematics education in Korea. Finally, it is very difficult to find that counterstatement paper for the results of the other's.

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A Note on the 'Comparing Objects' Unit as Storytelling in the Elementary School Mathematics Textbooks (초등학교 수학 교과서에 제시된 스토리텔링 방식의 '비교하기' 단원에 대한 교육적 고찰)

  • Paek, Dae Hyun
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.4
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    • pp.527-544
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    • 2015

  • Storytelling is one of the important features in the elementary school mathematics textbooks of the 2009 revised curriculum. In particular, the whole 'comparing objects' unit in the first grade mathematics textbook is based on storytelling method. In this study, we investigate the contents of the stories and the mathematical activities in the 'comparing objects' unit from both mathematical and character educational viewpoints. Based on our investigations, we analyze educational problems on teaching and learning mathematics as storytelling, suggest reconstructed alternative mathematical activities, and drew their educational implications.

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A Study on the Research Trends of 『Journal of Elementary Mathematics Education in Korea』 through a Keyword Network Analysis (키워드 네트워크 분석을 통한 『한국초등수학교육학회지』 연구의 동향 분석)

  • Moon, So Young;Cho, Jinseok
    • Journal of Elementary Mathematics Education in Korea
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    • v.23 no.4
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    • pp.459-479
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    • 2019

  • The purpose of this study is to explore the research trends and knowledge structures of 『Journal of Elementary Mathematics Education in Korea』 by applying the keyword network analysis. To do this, we analyzed the frequency of the occurrence of keywords in the journal and conducted keyword network analysis using the Krkwic program and NodeXL program. The results of the analysis are as follows. Firstly, 749 keywords were extracted from keyword cleansing process and 48 keywords, including mathematics curriculum, mathematics textbooks, school mathematics, mathematical problem solving, mathematically gifted student, etc. appeared more than five times. Secondly, the keyword network analysis showed that the keywords-mathematics textbooks, school mathematics, mathematical problem solving, mathematical communications-have high connection centrality. Finally, we provided the limitations of this study and suggested future research.

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Reflections on the Elementary School Geometry Curriculum in the Netherlands -Based on the Realistic Mathematics Education- (네덜란드의 초등학교 기하 교육과정에 대한 개관 -현실적 수학교육을 중심으로-)

  • Chong, Yeong-Ok
    • School Mathematics
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    • v.9 no.2
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    • pp.197-222
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    • 2007

  • The study aims to reflect the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands in the light of the results from recent researches in geometry education and the direction of geometry standards for school mathematics of the National Council of Teachers of Mathematics in order to induce implications for improving korean geometry curriculum and textbook series. In order to attain these purposes, the present paper reflects the history of elementary school geometry education in the Netherlands, sketches the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands by reflecting general goals of the mathematics education, the core goals for geometry strand of the Netherlands, and geometry and spatial orientation strand of Dutch Pluspunt textbook series for the elementary school more concretely. Under these reflections on the documents, it is analyzed what is the characteristics of geometry strand in the Netherlands as follows: emphasis on realistic spatial phenomenon, intuitive and informal approach, progressive approach from intuitive activity to spatial reasoning, intertwinement of mathematics strands and other disciplines, emphasis on interaction of the students, cyclical repetition of experiencing phase, explaining phases, and connecting phase. Finally, discussing points for improving our elementary school geometry curriculum and textbook series development are described as follows: introducing spatial orientation and emphasizing spatial visualization and spatial reasoning with respect to the instruction contents, considering balancing between approach stressing on grasping space and approach stressing on logical structure of geometry, intuitive approach, and integrating mathematics strands and other disciplines with respect to the instruction method.

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